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Learning Technology for Education Challenges: 9th International Workshop, LTEC 2021, Kaohsiung, Taiwan, July 20-22, 2021, Proceedings (Communications in Computer and Information Science #1428)
by Lorna Uden Dario LiberonaThis book constitutes the refereed proceedings of the 9th International Workshop on Learning Technology for Education Challenges, LTEC 2021, held in Kaohsiung, Taiwan, in July 2021. The 11 revised full papers and 6 short papers presented were carefully reviewed and selected from 83 submissions. The papers are organized in the following topical sections: learning tools and environment; e-learning and transferability strategies; serious games technologies; learning practices and knowledge transfer.
Learning Technology for Education Challenges: 10th International Workshop, LTEC 2022, Hagen, Germany, July 11–14, 2022, Proceedings (Communications in Computer and Information Science #1595)
by Lorna Uden Dario LiberonaThis book constitutes the refereed proceedings of the 10th International Workshop on Learning Technology for Education Challenges, LTEC 2022, held in Hagen, Germany, in July 2022. The 14 revised full papers and 6 short papers presented were carefully reviewed and selected from 41 submissions. The papers are organized in the following topical sections: learning methodologies and pandemic impact; learning practices and methodologies; learning technologies; learning technologies performance; serious games and virtual learning environments.
Learning Technology for Education Challenges: 11th International Workshop, LTEC 2023, Bangkok, Thailand, July 24–27, 2023, Proceedings (Communications in Computer and Information Science #1830)
by Lorna Uden Dario LiberonaThis book constitutes the refereed proceedings of the International Workshop on Learning Technology for Education Challenges, LTEC 2023, held in Bangkok, Thailand, during July 24–27, 2023.The 27 full papers included in this book were carefully reviewed and selected from 53 submissions. They were organized in topical sections as follows: serious games and virtual learning environments; learning practices and methodologies; learning technologies; learning mehtodologies and models; learning technologies performance.
Learning Technology for Education Challenges: 12th International Workshop, LTEC 2024, Kaohsiung, Taiwan, July 29 – August 1, 2024, Proceedings (Communications in Computer and Information Science #2082)
by Lorna Uden Dario LiberonaThis book constitutes the refereed proceedings of the 12th International Conference on Learning Technology for Education Challenges, LTEC 2024, held in Kaohsiung, Taiwan, during July 29–August 1, 2024. The 26 full papers included in this book were carefully reviewed and selected from 51 submissions. They were organized in topical sections as follows: serious games and virtual learning environments; learning practices and methodologies; learning technologies; learning processes and culture; e-learning and performance, and artificial intelligence and learning.
Learning Technology for Education Challenges: 7th International Workshop, LTEC 2018, Žilina, Slovakia, August 6–10, 2018, Proceedings (Communications in Computer and Information Science #870)
by Lorna Uden Dario Liberona Jozef RistvejThis book constitutes the refereed proceedings of the 7th International Workshop on Learning Technology for Education Challenges, LTEC 2018, held in Žilina, Slovakia, in August 2018. The 25 revised full papers presented were carefully reviewed and selected from 54 submissions. The papers are organized in the following topical sections: Gamification and learning; learning and knowledge transfer; learning technologies applications; virtual learning environments; and mobile learning and MOOCs. LTEC 2018 examines how these technologies and pedagogical advances can be used to change the way teachers teach and students learn, while giving special emphasis to the pedagogically effective ways we can harness these new technologies in education.
Learning Technology for Education Challenges: 8th International Workshop, LTEC 2019, Zamora, Spain, July 15–18, 2019, Proceedings (Communications in Computer and Information Science #1011)
by Lorna Uden Dario Liberona Galo Sanchez Sara Rodríguez-GonzálezThis book constitutes the refereed proceedings of the 8th International Workshop on Learning Technology for Education Challenges, LTEC 2019, held in Zamora, Spain, in July 2019.The 41 revised full papers presented were carefully reviewed and selected from 83 submissions. The papers are organized in the following topical sections: learning technolgies; learning tools and environment; e-learning and MOOCs; learning practices; social media learning tools; machine learning and evaluation support programs. LTEC 2019 examines how these technologies and pedagogical advances can be used to change the way teachers teach and students learn, while giving special emphasis to the pedagogically effective ways we can harness these new technologies in education.
Learning Technology for Education in Cloud
by Lorna Uden Dario Liberona Tatjana WelzerThis book constitutes the refereed proceedings of the Fourth International Workshop on Learning Technology for Education in Cloud, LTEC 2015, held in Maribor, Slovenia, in August 2015. The 24 revised full papers presented were carefully reviewed and selected from 46 submissions. The papers cover various aspects of technologies for learning, such as MOOC challenges; cooperative learning; learning engineering; learning tools and environments; STEM.
Learning Technology for Education in Cloud - The Changing Face of Education
by Lorna Uden Dario Liberona Birgit FeldmannThis book constitutes the refereed proceedings of the 5th International Workshop on Learning Technology for Education in Cloud, LTEC 2016, held in Maribor, Slovenia, in July 2016. The 25 revised full papers presented were carefully reviewed and selected from 51 submissions. The papers are organized in topical sections on learning technologies; learning tools and environment; MOOC for learning; problem solving and knowledge transfer; case study.
Learning Technology in Transition: from Individual Enthusiasm to Institutional Implementation
by Jane K. SealeIn April 2003, The Association for Learning Technology (ALT) celebrated its tenth anniversary and this book has been produced in order to commemorate this landmark achievement. It represents a collaboration between key members of ALT and members of ALTs' sister organisations: SURF in Holland and ASCILITE in Australia.The aims of the book are to use
Learning Theory and Online Technologies
by Linda HarasimLearning Theory and Online Technologies offers a powerful overview of the current state of elearning, a foundation of its historical roots and growth, and a framework for distinguishing among the major approaches to elearning. It effectively addresses pedagogy (how to design an effective online environment for learning), evaluation (how to know that students are learning), and history (how past research can guide successful online teaching and learning outcomes). An ideal textbook for undergraduate education and communication programs, and Educational Technology Masters, PhD, and Certificate programs, readers will find Learning Theory and Online Technologies provides a synthesis of the key advances in elearning theory, the key frameworks of research, and clearly links theory and research to successful learning practice.
Learning Theory and Online Technologies
by Linda HarasimLearning Theory and Online Technologies offers a powerful overview of the current state of online learning, the foundations of its historical roots and growth, and a framework for distinguishing between the major approaches to online learning. It addresses pedagogy (how to design an effective online environment for learning), evaluation (how to know that students are learning), and history (how past research can guide successful online teaching and learning outcomes). An ideal textbook for undergraduate Education and Communication programs as well as Educational Technology Masters, Ph.D., and Certificate programs, Learning Theory and Online Technologies provides a synthesis of the key advances in online education learning theory and the key frameworks of research, and clearly links theory and research to successful learning practice. This revised second edition updates data on digital media adoption globally, adds a new chapter on connectivism as a learning theory, and updates the chapter on online collaborative learning, renaming the theory as collaborativism and considering the challenges that arise with the growth of artificial intelligence.
Learning to Fly Helicopters (2nd Edition)
by R. Randall Padfield<p>A comprehensive guide to helicopter flying and flight training for aspiring private or professional helicopter pilots--updated for the first time in 20 years! <p>Extensively revised to cover the latest industry advances, Learning to Fly Helicopters, Second Edition, provides details on the technical and practical aspects of rotarywing flight, guiding you from preflight preparation through postflight procedures and everything in between. Written in a conversational style, the book demystifies the art and science of helicopter flying. Real-world advice from the author and other pilots is included throughout.</p>
Learning To Live Together: Promoting Social Harmony
by J. A. Scott KelsoThis book is devoted to the issue of how we can learn to live together in the face of division and conflict. It is dedicated to the life and work of a remarkable human being, Dr Epimenidis Haidemenakis, scientist, statesman, visionary leader, President Emeritus of the International S.T.E.P.S. Foundation and founding father of The Olympiads of the Mind (OM). The monograph consists of a collection of papers presented at the 8th and 9th Olympiads of the Mind held in Washington, DC and Chania, Crete respectively. Distinguished international scholars, government and corporate representatives, leading researchers and academics from multiple disciplines and Nobel Laureates Leon Lederman (Physics, 1988), Martin Perl (Physics, 1995) and Yuan T. Lee (Chemistry, 1986) address a broad range of issues all with the aim of improving the human condition and achieving cooperation among the people of the world. The topics include the environment, sustainability and security; diversity and how to achieve integration and peace among people in a fractured world; the important role of brain research; how to overcome poverty and inequality; how to enhance creativity and improve education at all levels; and how new technologies and tools can be used for common benefit. The culmination of the book is a call to action, to join what one might call the “OM Movement”—bringing the best minds in the world together to create solutions to world issues so that we can all live together in harmony.
Learning to Live with Datafication: Educational Case Studies and Initiatives from Across the World
by Luci Pangrazio Julian Sefton-GreenAs digital technologies play a key role across all aspects of our societies and in everyday life, teaching students about data is becoming increasingly important in schools and universities around the world. Bringing together international case studies of innovative responses to datafication, this book sets an agenda for how teachers, students and policy makers can best understand what kind of educational intervention works and why. Learning to Live with Datafication is unique in its focus on educational responses to datafication as well as critical analysis. Through case studies grounded in empirical research and practice, the book explores the dimensions of datafication from diverse perspectives that bring in a range of cultural aspects. It examines how educators conceptualise the social implications of datafication and what is at stake for learners and citizens as educational institutions try to define what datafication will mean for the next generation. Written by international leaders in this emerging field, this book will be of interest to teacher educators, researchers and post graduate students in education who have an interest in datafication and data literacies.
Learning to Read in the Computer Age
by Anne Meyer David H. RoseThe computer and the Internet loom larger each year in the school lives of many children. This book acquaints the parent and teacher with the applicable computer function for a reading task and sample cutting edge software.
Learning to Solve Complex Scientific Problems
by David H. JonassenProblem solving is implicit in the very nature of all science, and virtually all scientists are hired, retained, and rewarded for solving problems. Although the need for skilled problem solvers has never been greater, there is a growing disconnect between the need for problem solvers and the educational capacity to prepare them. Learning to Solve Complex Scientific Problems is an immensely useful read offering the insights of cognitive scientists, engineers and science educators who explain methods for helping students solve the complexities of everyday, scientific problems. Important features of this volume include discussions on:*how problems are represented by the problem solvers and how perception, attention, memory, and various forms of reasoning impact the management of information and the search for solutions;*how academics have applied lessons from cognitive science to better prepare students to solve complex scientific problems;*gender issues in science and engineering classrooms; and*questions to guide future problem-solving research. The innovative methods explored in this practical volume will be of significant value to science and engineering educators and researchers, as well as to instructional designers.
Learning to Teach Art and Design in the Secondary School: A companion to school experience (Learning to Teach Subjects in the Secondary School Series)
by Nicholas Addison Lesley BurgessLearning to Teach Art and Design in the Secondary School is established as the key text for all those preparing to become art and design teachers in the secondary school. It explores a range of approaches to teaching and learning and provides a conceptual and practical framework for understanding the diverse nature of art and design in the secondary school curriculum. Written by experts in the field, it aims to inform and inspire, to challenge orthodoxies and encourage a freshness of vision. It provides support and guidance for learning and teaching in art and design, suggesting strategies to motivate and engage pupils in making, discussing and evaluating visual and material culture. The third edition has been comprehensively updated and re-structured in light of the latest theory, research and policy in the field and includes new chapters surveying assessment and examinations, and exploring identity and diversity in art and design. Essential topics include: Ways of learning in art and design Planning for teaching and learning Critical studies and methods for investigating art and design Inclusion Assessment Issues in craft and design education Drawing & sculpture Your own continuing professional development. Including suggestions for further reading and a range of tasks designed to encourage you to reflect critically on your practice, Learning to Teach Art and Design in the Secondary School addresses issues for student teachers and mentors on all initial teacher education courses in Art and Design. It will also be of relevance and value to teachers in school with designated responsibility for supervision.
Learning to Teach Design and Technology in the Secondary School: A companion to school experience
by Gwyneth Owen-JacksonLearning to Teach Design and Technology in the Secondary School is established as a core text for all those training to teach Design and Technology in the secondary school. It helps you develop subject knowledge, acquire a deeper understanding of the role, purpose and potential of Design and Technology within the secondary curriculum, and provides the practical skills needed to plan, teach and evaluate stimulating and creative lessons. This third edition has been fully updated in light of the latest curriculum, policy and theory, as well as exciting changes in the field of design and technology.? Designed to be read as a course or dipped into to for support and advice, it covers: Developing areas of subject knowledge Health and safety Planning lessons Organising and managing the classroom Teaching and learning with digital technologies Teaching wider issues through design and technology? Assessment issues Your own professional development. Bringing together insights from current educational theory and the best contemporary classroom teaching and learning, this book will prove an invaluable resource for all student and newly qualified teachers – as well as their mentors - who aspire to become effective, reflective teachers.
Learning to Teach Science in the Secondary School: A companion to school experience
by Rob ToplisLearning to Teach Science in the Secondary School is an indispensable guide with a fresh approach to the process, practice and reality of teaching and learning science in a busy secondary school. This fourth edition has been fully updated in the light of changes to professional knowledge and practice and revisions to the national curriculum. Written by experienced practitioners, this popular textbook comprehensively covers the opportunities and challenges of teaching science in the secondary school. It provides guidance on: • the knowledge and skills you need, and understanding the science department at your school • development of the science curriculum • the nature of science and how science works, biology, chemistry, physics and astronomy, earth science • planning for progression, using schemes of work to support planning , and evaluating lessons • language in science, practical work, using ICT , science for citizenship, Sex and Health Education and learning outside the classroom • assessment for learning and external assessment and examinationsEvery unit includes a clear chapter introduction, learning objectives, further reading, lists of useful resources and specially designed tasks – including those to support Masters Level work – as well as cross-referencing to essential advice in the core text Learning to Teach in the Secondary School, sixth edition. Learning to Teach Science in the Secondary School is designed to support student teachers through the transition from graduate scientist to practising science teacher, while achieving the highest level of personal and professional development.
Learning to Think: A Memoir of Faith, Superstition, and the Courage to Ask Questions
by Tracy KingSet in 1980s Birmingham, England, a piercing memoir about the liberating power of a scientific view of the world. Tracy King was raised in a house of contradictions—her family was happy and creative, yet shadowed by debt, phobias, her father’s alcoholism, and the illusory promises of a born-again Christian church. The uneasy balance of the King household was irrevocably upended on a rainy spring night in 1988, when her father was killed by teenagers just blocks from their public housing estate. Her mother’s dysfunctional reliance on the church deepened following the tragedy, and King, suffering from undiagnosed anxiety, stopped attending school. The account of her father’s death remained hazy, made worse by the fact that four of the accused teenagers—neighborhood boys she could not avoid—were never charged. What could have triggered such an act of aggression? Clinging to hearsay and what little information she had from the police, King allowed her imagination to fill in the rest. Over the years, in a bid to balm her grief and gaps in formal education, King journeyed through multiple belief systems: she distanced herself from fundamentalism, searching for clarity instead in the occult, paranormal beliefs, and conspiracy theories. Amid the chaos of her coming of age, she stumbled upon a copy of Carl Sagan’s The Demon-Haunted World on the shelves of a Birmingham bookshop —a discovery that proved transformative. Sagan’s sage caveat, “But I could be wrong,” became King’s guiding light, empowering her to confront her demons. An eloquently written and often sharply funny account that is ever sensitive to the fallibility of memory and the nuances of truth, Learning to Think is a resounding battle cry for the value of education and the freedom to think critically, imaginatively, and for oneself.
Learning To Think Spatially
by National Research Council of the National AcademiesSpatial thinking—a constructive combination of concepts of space, tools of representation, and processes of reasoning—uses space to structure problems, find answers, and express solutions. It is powerful and pervasive in science, the workplace, and everyday life. By visualizing relationships within spatial structures, we can perceive, remember, and analyze the static and dynamic properties of objects and the relationships between objects. Despite its crucial role underpinning the National Standards for Science and Mathematics, spatial thinking is currently not systematically incorporated into the K-12 curriculum. Learning to Think Spatially: GIS as a Support System in the K-12 Curriculum examines how spatial thinking might be incorporated into existing standards-based instruction across the school curriculum. Spatial thinking must be recognized as a fundamental part of K-12 education and as an integrator and a facilitator for problem solving across the curriculum. With advances in computing technologies and the increasing availability of geospatial data, spatial thinking will play a significant role in the information- based economy of the 21st-century. Using appropriately designed support systems tailored to the K-12 context, spatial thinking can be taught formally to all students. A geographic information system (GIS) offers one example of a high-technology support system that can enable students and teachers to practice and apply spatial thinking in many areas of the curriculum.
Learning Together Online: Research on Asynchronous Learning Networks
by Starr Roxanne Hiltz Ricki GoldmanThis book is about the past and future of research on the effectiveness of learning networks (also known as "e-learning" or "online learning" or "Web-based learning"). Learning networks are groups of people using computer technology, communicating and collaborating online to build knowledge together. Over the past decade there has been an explosion not only of online courses, but also of studies on them. In Learning Together Online: Research on Asynchronous Learning Networks, leading researchers in the field use an integrated theoretical framework, which they call "Online Interaction Learning Theory," to organize what past research shows and where future research is going. It models the variables and processes that are important in determining the relative effectiveness of online learners working to reach a deeper level of understanding by interacting with each other and with the texts under investigation. Now that there have been hundreds of studies and thousands of courses offered online, what does the empirical evidence show? This book addresses the question directly by presenting what is known from research results about how to design and teach courses effectively online, ranging from the organizational context and characteristics of students to learning theories and research design methods. It also provides a research agenda for the next decade. Learning Together Online: Research on Asynchronous Learning Networks is both a textbook for graduate students and a professional reference for faculty teaching online, researchers conducting studies, and graduate students taking courses about learning technologies who need to know the state of the art of research in the area of online learning.
Learning, Unlearning and Re-Learning Curves (Working Guides to Estimating & Forecasting #4)
by Alan R. JonesLearning, Unlearning and Re-learning Curves (Volume IV of the Working Guides to Estimating & Forecasting series) focuses in on Learning Curves, and the various tried and tested models of Wright, Crawford, DeJong, Towill-Bevis and others. It explores the differences and similarities between the various models and examines the key properties that Estimators and Forecasters can exploit. A discussion about Learning Curve Cost Drivers leads to the consideration of a little used but very powerful technique of Learning Curve modelling called Segmentation, which looks at an organisation’s complex learning curve as the product of multiple shallower learning curves. Perhaps the biggest benefit is that it simplifies the calculations in Microsoft Excel where there is a change in the rate of learning observed or expected. The same technique can be used to model and calibrate discontinuities in the learning process that result in setbacks and uplifts in time or cost. This technique is compared with other, better known techniques such as Anderlohr’s. Equivalent Unit Learning is another, relative new technique that can be used alongside traditional completed unit learning to give an early warning of changes in the rates of learning. Finally, a Learning Curve can be exploited to estimate the penalty of collaborative working across multiple partners. Supported by a wealth of figures and tables, this is a valuable resource for estimators, engineers, accountants, project risk specialists, as well as students of cost engineering.
Learning Wireless Java
by Qusay MahmoudLearning Wireless Java is for Java developers who want to create applications for the Micro Edition audience using the Connected, Limited Device Configuration and the Mobile Information Device Profile (MIDP). These APIs specifically for devices such as mobile phones and pagers, allowing programmers to create MIDlet applications. This book offers a solid introduction to J2ME and MIDP, including the javax.microedition classes, as well as classes surrounding the features of the various platforms that the J2ME
Learning with Big Data
by Viktor Mayer-Schönberger Kenneth CukierHomework assignments that learn from students. Courses tailored to fit individual pupils. Textbooks that talk back. This is tomorrow's education landscape, thanks to the power of big data. These advances go beyond the much-discussed rise of online courses. As the New York Times-bestselling authors of Big Data explain, the truly fascinating changes are actually occurring in how we measure students' progress and how we can use that data to improve education for everyone, in real time, both on- and offline. Learning with Big Data offers an eye-opening, insight-packed tour through these new trends, for educators, administrators, and readers interested in the latest developments in business and technology.