Titlebook: Key Competencies in the Knowledge Society; IFIP TC 3 Internatio Nicholas Reynolds,Márta Turcsányi-Szabó Conference proceedings 2010 IFIP In

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Coping with Complex Real-World Problems: Strategies for Developing the Competency of Transdisciplinargues that we need to teach students transdisciplinary collaboration as a competency demanded in future work places. We describe two learning strategies, ”breadth-first” and ”Long Tail”, to help develop these competencies in graduate students. An implementation of these strategies in a computer sci

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Getting Granular on Twitter: Tweets from a Conference and Their Limited Usefulness for Non-participticipants can post messages on microblogging platforms to exchange information quickly and in real-time. Recent research work was based on quantitative analyses in terms of the number of tweets or active Twitter users within a specific time period. In this paper, we examine the content of the contri

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Beyond Pedagogical Content Knowledge: The Importance of TPACK for Informing Preservice Teacher Educolicies and expectations for the use of information and communication technologies (ICT) to enhance learning and teaching. These have not always translated into practice, which has resulted in a focus on the need for improvements in preservice teacher education programs and professional development

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Grundtvig Partnership Case Study 2009-2011 LifeLong Learning for Active Citizenship and Capacity Bung Learning for All starting with 1996 European year of LLL and continuing with Feira (2000) and Lisbon (2000) European Council proceedings. With these principles in mind, the project Lifelong Learning for Active Citizenship and Capacity Building (LLLab) sets out to make the knowledge triangle (educ

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A Theoretical Framework to Foster Digital Literacy: The Case of Digital Learning Resources,ne way to foster digital literacy is to train teachers to design and critically evaluate digital learning resources (DLRs). However, little research has been done as to which design principles and evaluation criteria are suitable for DLRs. This work proposes a theoretical framework, along with a cas

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Conditions for Successful Learning of Programming Skills,rogramming. Especially students in multicultural, heterogeneous student groups are unable to apply logical thinking consistently or to follow instructions in a systematic fashion. Transfer of thinking skills from mathematics to programming does not take place as expected. Efforts to describe the thi

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,IP3 – Progress towards a Global ICT Profession,ill the objective of creating a global ICT profession. This start of this programme were first presented at WCC 2008 in Milan and since then major advances have taken place – both in the collective understanding of the endeavour and also measured by actual achievements. This paper will contextualise