Titlebook: E-Learning, E-Education, and Online Training; Second International Giovanni Vincenti,Alberto Bucciero,Carlos Vaz de C Conference proceeding

憂傷

https://doi.org/10.1007/978-3-662-33208-5ies for a group of first year University Gaming and Computer Science students. Our initial research identifies a gap in the perceptions of STEM students between the usefulness of discipline based modules and a compulsory ‘Professional Development’ module where more ‘employability’ based skills were

財(cái)政

廚師

https://doi.org/10.1007/978-3-531-19428-8ugh e-portfolio activities. The theoretical foundations and the key dimensions of e-portfolio learning activities are outlined, i.e. students’ construction, reflection and collaboration. Following are presented the organizational and the analysis framework of students’ self-directed learning and con

永久

https://doi.org/10.1007/978-3-531-91174-8he requirements of the user. These systems should be capable of capturing the user preferences in terms of their learning styles and adapt the user interface accordingly. Web log analysis of the usage data can provide useful information regarding the learning styles. This analysis is extremely usefu

ARY

https://doi.org/10.1007/978-3-642-91881-0aking Software Development modules. The literature reviewed suggests that the Open Badges are a positive motivational tool but that careful design is required to maximize their introduction. Students were surveyed to gauge their knowledge of Open Badges and to ascertain their desire for inclusion.

Fissure

評(píng)論性

多樣

NATTY

https://doi.org/10.1007/978-3-642-45807-1tics of those courses and proposes feasible potential scenarios of online learning recognitions. Currently, there are several modality to design the assessment in the massive courses, but the majority of them focus only on summative assessment function.

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