Learning technologies for transforming large-scale teaching, learning, and assessment.

Sonst. Personen	Sampson, Demetrios G. (Hrsg.); Spector, J. Michael (Hrsg.); Ifenthaler, Dirk (Hrsg.); Isaías, Pedro (Hrsg.); Sergis, Stylianos (Hrsg.)
Titel	Learning technologies for transforming large-scale teaching, learning, and assessment.
Quelle	Cham: Springer (2019), X, 317 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-3-030-15129-4; 978-3-030-15130-0
DOI	10.1007/978-3-030-15130-0
Schlagwörter	Digitale Medien; Mediennutzung; Lernen; Lernerfahrung; Lernumgebung; Individualisierung; Lehren; Partizipation; Analyse; Online
Abstract	This volume provides a contemporary glance at the drastically expanding field of delivering large-scale education to unprecedented numbers of learners. It compiles papers presented at the CELDA (Cognition and Exploratory Learning in the Digital Age) conference, which has a goal of continuing to address these challenges and promote the effective use of new tools and technologies to support teaching, learning and assessment. Given the emerging global trend to exploit the potential of existing digital technologies to improve the teaching, learning and assessment experiences for all learners in real-life contexts, this topic is a unifying theme for this volume. The book showcases how emerging educational technologies and innovative practices have been used to address core global educational challenges. It provides state-of-the-art insights and case studies of exploiting innovative learning technologies, including Massive Open Online Courses and educational data analytics, to address key global challenges spanning from online Teacher Education to large-scale coding competence development. This volume will be of interest to academics and professional practitioners working in the area of digital technology integration in teaching, learning and assessment, as well as those interested in specific conference themes (e.g., designing and assessing learning in online environments, assessing learning in complex domains) and presenters, invited speakers, and participants of the CELDA conference. (DIPF/Orig.). Contents: Part I: Teaching, Learning and Assessment at large-scale: Trends and Challenges -- Open Educational Resources: Educational Technology As A Driver For Educational Reform -- Emerging Trends in Online Teacher Education -- Professional Identity Development in Online Environments -- Divulging Personal Information Within Learning Analytics Systems -- Challenges Of Big Data In Educational Assessment -- Innovative Collaborative Learning Strategies For Integrated Interactive E-Learning In The 21st Century -- Part II: Analytics for Improving Learning Experiences -- Learning Analytics To Understand Cultural Impacts On Technology Enhanced Learning -- What Do Learners' Online Interaction Data Imply? -- Comparing Learner Community Behavior In Multiple Presentations Of A Massive Open Online Course -- Hadjerrouit, S. Evaluating The Interactive Learning Tool Simreal+ For Visualizing And Simulating Mathematical Concepts -- Participation And Achievement In Enterprise MOOCs For Professional Learning -- Online Learners' Navigational Patterns Based On Data Mining In Terms Of Learning Achievement -- Part III: Analytics for Personalizing Teaching and Assessment -- Supporting Development of Students' Coding Competences with Teaching and Learning Analytics -- Purposeful Exploratory Learning with Video Using Analysis Categories -- Widening And Deepening Questions In Web-Based Investigative Learning -- The Impact Of Middle-School Students' Feedback Choices And Performance On Their Feedback Memory -- Cache-Cache Comparison For Supporting Meaningful Learning -- E-Learning In Chemistry Education: Self-Regulated Learning In A Virtual Classroom -- Concluding Remarks -- Learning Technologies for Transforming Large-Scale Teaching, Learning and Assessment - A Synthesis and a Look Forward.
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/2