Verfügbarkeit: Handbook on information technologies for education and training

Handbook on information technologies for education and training:

The handbook's goal is to enable the reader to gain a deep understanding of past, current and future research and applications in the field of educational technology. The reader will gain an in-depth understanding of complex theories, strategies, concepts, and methods relating to the design, de...

Ausführliche Beschreibung

Gespeichert in:

Bibliographische Detailangaben
Weitere Verfasser:	Adelsberger, Heimo H. 1948- (HerausgeberIn)
Format:	Buch
Sprache:	English
Veröffentlicht:	Berlin [u.a.] Springer 2008
Ausgabe:	2. ed.
Schriftenreihe:	International handbooks on information systems
Schlagworte:	Educational technology > Handbooks, manuals, etc Information technology > Handbooks, manuals, etc Ausbildung Bildungswesen Unterrichtstechnologie Informationstechnik Aufsatzsammlung
Online-Zugang:	Inhaltsverzeichnis
Zusammenfassung:	The handbook's goal is to enable the reader to gain a deep understanding of past, current and future research and applications in the field of educational technology. The reader will gain an in-depth understanding of complex theories, strategies, concepts, and methods relating to the design, development, implementation, and evaluation of educational technologies. Because it combines both the present experience in the field and the vision of its emerging directions, the handbook will be a comprehensive guide for researchers and practitioners working with educational technologies. Since all the chapters of the second edition are newly written, the handbook therefore presents the latest developments in the field.
Beschreibung:	XXVIII, 465 S. Ill., graph. Darst.
ISBN:	9783540741541

Internformat

MARC


LEADER	00000nam a22000008c 4500
001	BV023286279
003	DE-604
005	20100527
007	t
008	080502s2008 gw \|\|\|\| 00\|\|\| eng d
020			\|a 9783540741541 \|9 978-3-540-74154-1
035			\|a (OCoLC)182528290
035			\|a (DE-599)BVBBV023286279
040			\|a DE-604 \|b ger \|e rakddb
041	0		\|a eng
044			\|a gw \|c DE
049			\|a DE-355 \|a DE-29 \|a DE-11
050		0	\|a LB1028.3
082	0		\|a 371.33/4 \|2 22
084			\|a DP 1960 \|0 (DE-625)19809:761 \|2 rvk
084			\|a DP 2600 \|0 (DE-625)19828:761 \|2 rvk
084			\|a ST 670 \|0 (DE-625)143689: \|2 rvk
084			\|a EDU 640f \|2 stub
084			\|a 5,3 \|2 ssgn
084			\|a KOM 926f \|2 stub
084			\|a EDU 620f \|2 stub
245	1	0	\|a Handbook on information technologies for education and training \|c Heimo H. Adelsberger ... (eds.)
250			\|a 2. ed.
264		1	\|a Berlin [u.a.] \|b Springer \|c 2008
300			\|a XXVIII, 465 S. Ill., graph. Darst.
336			\|b txt \|2 rdacontent
337			\|b n \|2 rdamedia
338			\|b nc \|2 rdacarrier
490	0		\|a International handbooks on information systems
520	3		\|a The handbook's goal is to enable the reader to gain a deep understanding of past, current and future research and applications in the field of educational technology. The reader will gain an in-depth understanding of complex theories, strategies, concepts, and methods relating to the design, development, implementation, and evaluation of educational technologies. Because it combines both the present experience in the field and the vision of its emerging directions, the handbook will be a comprehensive guide for researchers and practitioners working with educational technologies. Since all the chapters of the second edition are newly written, the handbook therefore presents the latest developments in the field.
650		4	\|a Educational technology \|v Handbooks, manuals, etc
650		4	\|a Information technology \|v Handbooks, manuals, etc
650	0	7	\|a Ausbildung \|0 (DE-588)4112628-2 \|2 gnd \|9 rswk-swf
650	0	7	\|a Bildungswesen \|0 (DE-588)4006681-2 \|2 gnd \|9 rswk-swf
650	0	7	\|a Unterrichtstechnologie \|0 (DE-588)4078641-9 \|2 gnd \|9 rswk-swf
650	0	7	\|a Informationstechnik \|0 (DE-588)4026926-7 \|2 gnd \|9 rswk-swf
655		7	\|0 (DE-588)4143413-4 \|a Aufsatzsammlung \|2 gnd-content
689	0	0	\|a Informationstechnik \|0 (DE-588)4026926-7 \|D s
689	0	1	\|a Ausbildung \|0 (DE-588)4112628-2 \|D s
689	0		\|5 DE-604
689	1	0	\|a Informationstechnik \|0 (DE-588)4026926-7 \|D s
689	1	1	\|a Bildungswesen \|0 (DE-588)4006681-2 \|D s
689	1		\|8 1\p \|5 DE-604
689	2	0	\|a Unterrichtstechnologie \|0 (DE-588)4078641-9 \|D s
689	2		\|8 2\p \|5 DE-604
700	1		\|a Adelsberger, Heimo H. \|d 1948- \|0 (DE-588)113694687 \|4 edt
856	4	2	\|m Digitalisierung UB Regensburg \|q application/pdf \|u http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016470976&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA \|3 Inhaltsverzeichnis
999			\|a oai:aleph.bib-bvb.de:BVB01-016470976
883	1		\|8 1\p \|a cgwrk \|d 20201028 \|q DE-101 \|u https://d-nb.info/provenance/plan#cgwrk
883	1		\|8 2\p \|a cgwrk \|d 20201028 \|q DE-101 \|u https://d-nb.info/provenance/plan#cgwrk

Datensatz im Suchindex

_version_	1804137607323451392
adam_text	Contents Editors Foreword ..................................................................................... v Contents.................................................................................................... vii List of Contributors ................................................................................xix Section 1: The Enabling Technologies .....................................................1 Section 1.1: Enabling Technologies ..........................................................3 1 A Typology of Learning Object Repositories ....................................5 R. McGreal 1.1 Background ...................................................................................5 1.1.1 Reuse and Repurposing.... .................................................6 1.1.2 Federated Searches and Harvesting ..................................7 1.1.3 Learning Object Criticisms ...............................................7 1.2 Types of LORs ..............................................................................8 1.3 LORFeatures ..............................................................................21 1.4 Discussion ...................................................................................22 1.5 Conclusion ..................................................................................25 1.5.1 What Types of LORs Are Available on the Internet? ................................................................25 1.5.2 What Are the Principal Features of These LORs? ..........25 1.5.3 What Features Are More or less Universal and Which Are Specific to Certain Types? .....................25 1.5.4 With the Vast Amounts ofinformation Available on the Internet, Is There aNeed for LORs? ....................26 References ...........................................................................................26 Adaptive Hypermedia .......................................................................29 P. De Bra 2.1 Introduction ..................................................................................29 2.2 Adaptation Methods in Educational Hypermedia ........................31 2.3 Overlay User Models ...................................................................34 2.3.1 Registering Changes in Learners Knowledge ................35 2.3.2 Deducing Knowledge About Higher Level Concepts ..........................................................................36 2.3.3 Which User Model State to Use in Adaptation? .............39 2.4 Adaptation to Other Aspects Besides Knowledge ......................40 2.4.1 Adaptation to Learning Styles .........................................41 2.4.2 Adaptation to the Browsing Environment .......................42 2.5 Summary/Conclusions ................................................................43 References ...........................................................................................44 Ontologies and Semantic Web for E-Learning ...............................47 D. Dicheva 3.1 Introduction .................................................................................47 3.2 Overview of WBES ....................................................................48 3.2.1 WBES at a Glance ...........................................................48 3.2.2 Semantic WBES ..............................................................50 3.3 Ontologies in Education ..............................................................54 3.3.1 The O4E Ontology ..........................................................55 3.3.2 The Ontologies for Education Portal ...............................58 3.3.3 The OMNIBUS Project: An Ontology of Learning, Instruction and Instructional Design ..........58 3.4 Topic Maps for E-Learning (TM4L) ..........................................59 3.4.1 TM4L Editor ...................................................................60 3.4.2 TM4L Viewer .................................................................61 Acknowledgements ..............................................................................61 References ...........................................................................................62 Design and Case Studies on Mobile and Wireless Technologies in Education ____·____.__...._________.._________67 H. Ogata, G. Li Hui 4.1 Introduction .................................................................................67 4.2 Mobile Technologies ..................................................................68 4.2.1 Mobile Devices ...............................................................68 4.2.2 Wireless Networks ..........................................................69 4.2.3 Issues and Limitations .....................................................71 4.3 Case Studies and Examples ........................................................73 4.3.1 Learning Theories for Mobile Learning ..........................73 4.3.2 Mobile Learning Applications ........................................73 4.3.3 Mobile Language Learning Applications ........................74 4.4 Conclusion and Further Research ...............................................76 References ...........................................................................................76 Ambient Intelligence and Ubiquitous Computing ..........................79 M. Віск, T.-F. Kummer 5.1 Introduction and Definitions .......................................................79 5.2 Technology .................................................................................82 5.2.1 Technology Trends .........................................................83 5.2.2 Sensors ............................................................................83 5.3 Architectures ...............................................................................84 5.4 Standards .....................................................................................86 5.5 Application Areas .......................................................................88 5.5.1 Logistics ..........................................................................88 5.5.2 Healthcare .......................................................................89 5.5.3 University Education .......................................................90 5.6 Ambient Learning .......................................................................90 5.6.1 Definitions .......................................................................91 5.6.2 Characteristics .................................................................92 5.6.3 Learning Concepts ..........................................................93 5.6.4 Recent Developments .....................................................94 5.7 Conclusion and Further Research ...............................................95 References ...........................................................................................96 Designing Contextualized Learning ...............................................101 M. Specht 6.1 Introduction.... ...........................................................................101 6.2 Contextualized Learning ...........................................................102 6.3 Designing Contextualized Learning Support for Field Trips: RAFT Project ..................................................103 6.3.1 Prototyping and Scenario Based Analysis ....................104 6.3.2 Functional Analysis and Role Model Design ................105 6.3.3 Information Architecture and Use Case Analysis .........107 6.4 Conclusions ...............................................................................109 References .........................................................................................110 7 Virtual and Augmented Reality ......................................................113 D. Fabri, C. Falsetti, A. lezzi, S. Ramazzottí, S. Rita Viola, T. Leo 7.1 Introduction ...............................................................................113 7.2 Virtual Reality and Augmented Reality Versus Pedagogical Models.................................................................. 114 7.3 Review of the Main Enabling Technologies .............................119 7.3.1 Virtual Engine ...............................................................120 7.3.2 Input/Output Devices ....................................................123 7.3.3 Interaction and Reactive Feedback Devices .................124 7.4 Some Relevant Applications to E-Learning .............................124 7.5 Perspectives ..............................................................................128 References .........................................................................................129 Section 1.2: Enabling Interoperability and Re-Use ............................133 8 Learning Design: Concepts .............................................................135 R. Koper, S. Bennett 8.1 Introduction ...............................................................................135 8.2 High Quality Learning Designs ................................................136 8.3 Applying the Learning Designs in Online Courses ..................138 8.4 The IMS Learning Design Specification ..................................140 8.4.1 Introduction ...................................................................140 8.4.2 The Requirements .........................................................140 8.4.3 The Conceptual Model ..................................................141 8.4.4 The Information Model and XML Binding ..................145 8.5 Interpreting IMS LD .................................................................147 8.6 Conclusion ................................................................................148 Acknowledgement .............................................................................150 References .........................................................................................150 9 Competence Models in Technology-Enhanced Competence-Based Learning .........................................................155 D. Sampson, D. Fytros 9.1 Introduction ...............................................................................155 9.2 The Concept of Competence .....................................................158 9.2.1 Historical Origins ..........................................................158 9.2.2 Competence Definition: A Literature Review ..............160 9.2.3 Competence Development ............................................162 9.2.4 Towards a Unified Definition of Competence ..............163 9.2.5 Competence Models ......................................................166 9.3 Competence Specifications and Discussion ..............................169 9.4 Conclusions ...............................................................................173 Acknowledgements ............................................................................174 References .........................................................................................174 10 Learner Modelling Through Analyzing Cognitive Skills and Learning Styles ........................................................................179 S. Graf, Kinshuk 10.1 Introduction ...........................................................................179 10.2 Identifying Individual Differences ........................................181 10.2.1 Identifying Cognitive Traits ....................................182 10.2.2 Identifying Learning Styles .....................................184 10.2.3 Relationship Between Cognitive Traits and Learning Styles .................................................186 10.3 Providing Adaptivity .............................................................188 10.3.1 Adaptivity Based on Cognitive Traits .....................188 10.3.2 Adaptivity Based on Learning Styles ......................190 10.4 Conclusion .............................................................................191 References ........................................................................................192 11 Turning Potentials into Reality: Achieving Sustainable Quality in Е -Learning Through Quality Competence ................195 U.-D. Ehlers 11.1 Introduction ...........................................................................195 11.2 Е -Learning Quality: A Field of Great Diversity ....................197 11.3 Methodology and Instruments to Develop Quality for Е -Learning....................................................................... 199 11.3.1 Quality Management Approaches ...........................200 11.3.2 Quality Assessment on the Basis of Criteria Lists and Checklists .................................................200 11.3.3 Evaluation Approaches for E-Learning ...................201 11.3.4 Standards for Quality and Е -Learning..................... 201 11.3.5 Further Quality Approaches for E-Learning ...........202 11.4 Quality Literacy: Competencies for Sustainable Quality Development ............................................................203 11.4.1 The Four Dimensions of Quality Literacy ..............205 11.5 Quality Development in Education and E-Learning: A Negotiation Process ...........................................................208 11.6 Summary and Conclusion .....................................................212 References ........................................................................................213 12 Integration of Learning and Working: Convergent Processes and Systems .....................................................................................217 J.M. Pawlowski, M. Віск 12.1 Introduction ...........................................................................217 12.2 Integration .............................................................................219 12.2.1 Process Integration ..................................................220 12.2.2 Process Integration Using Reference Models and Standards ..........................................................220 12.3 Systems Integration Based on Learning Technology Standards ...............................................................................225 12.4 A Step-by-Step Guide Towards Process and Systems Integration Based on Standards .............................................227 12.4.1 Application Scenario ...............................................228 12.4.2 Awareness Building and Context Setting ................229 12.4.3 Process Analysis and Redesign ...............................230 12.4.4 Designing Shared Services and Systems .................231 12.4.5 Integrating Data and Information ............................232 12.5 Conclusion .............................................................................233 References ........................................................................................234 Section 2: The Е -Pedagogy .................................................................... 237 13 Bridging the Gap Between Face-to-Face and Cyber Interaction in Holistic Blended Learning Environments ................................239 N.-S. Chen, C.-W. Wei, Kinshuk, Y.-R. Chen, Y.-C. Wang 13.1 Introduction ...........................................................................240 13.2 Literature Review ..................................................................242 13.2.1 Blended Learning ....................................................242 13.2.2 Classroom Climate ..................................................243 13.2.3 Learning Effectiveness ............................................244 13.2.4 Classroom Climate and Learning Effectiveness ...........................................................244 13.3 Research Methodology ..........................................................245 13.4 Result and Discussion ...........................................................248 13.4.1 Classroom Climate ..................................................249 13.4.2 Learning Satisfaction ...............................................250 13.4.3 Test Scores ..............................................................251 13.4.4 The Correlation Between Classroom Climate and Learning Effectiveness .....................................252 13.5 Conclusion .............................................................................252 Acknowledgement ............................................................................253 Appendix ..........................................................................................253 References ........................................................................................257 14 Complex Domain Learning ...........................................................261 J.M. Spector 14.1 Introduction ...........................................................................261 14.2 Complex Domains .................................................................263 14.3 E-Learning .............................................................................267 14.4 E-Learning in Complex Domains ..........................................268 14.5 Assessment and Evaluation ...................................................270 14.6 Future Developments ............................................................271 References ........................................................................................272 15 Communities of Practice ................................................................277 P. Reimann 15.1 Introduction ...........................................................................277 15.2 Learning as Participation .......................................................278 15.2.1 Types of CoPs .........................................................279 15.2.2 Online Communities, Virtual Communities ............280 15.3 CoP as a Metaphor for Online Design ...................................283 15.3.1 Guideposts for Design .............................................284 15.3.2 Frameworks for Design ...........................................285 15.4 Current Research ...................................................................288 15.4.1 Limitations of CoPs .................................................288 15.4.2 Limits to the Instructional Use of CoPs ..................289 References ........................................................................................290 16 Business Models for the Sustainable Implementation of E-Learning at Universities .__..-------.......................................295 D. Euler, S. Seufert, F. Zellweger Moser 16.1 Point of Departure and Presentation of Problem ...................295 16.2 Business Models at Universities ............................................297 16.3 Business Models from a University Perspective ...................300 16.3.1 Product/Market Combinations: Which Products and Services Are Offered in Which Markets? .........300 16.3.2 Value Generation Chain: Which Tasks and Processes Need to Be Accomplished for Product/Service Provision Purposes? ................304 16.3.3 Funding and Income Models : How Can Economic Viability Be Assured? ............................308 16.4 Formation and Application of Frame of Reference ...............310 16.5 Thinking in Business Models: The Beginning of the End? ......312 References ........................................................................................313 17 The Role of Competence Assessment in the Different Stages of Competence Development .........................................................317 J. Schoonenboom, C. Tattersall, Y. Miao, K. Štefanov, A. Aleksieva-Petrova 17.1 Introduction ...........................................................................317 17.2 What Are Competence Development and Competence Assessment? ..........................................................................319 17.2.1 Competence Development ......................................319 17.2.2 Competence Assessment .........................................320 17.3 Processes in Competence Development and Competence Assessment ............................................................................322 17.3.1 Perspectives on Processes in Competence Development ...........................................................323 17.3.2 Perspectives on Processes in Competence Assessment ..............................................................325 17.4 Integrating Competence Assessment and Competence Development .........................................................................327 17.4.1 The Cycle of Competence Development .................327 17.4.2 Assessment Forms Within the Cycle of Competence Development ......................................330 17.5 Assessment in the Four Stages of Competence Development .........................................................................332 17.5.1 Stage 1: Orientation .................................................332 17.5.2 Stage 2: Evidence Collection by the Learner ..........333 17.5.3 Stage 3: Assessment by Others ...............................334 17.5.4 Stage 4: Performing Competence Development Activities .................................................................337 17.6 Conclusions ...........................................................................339 Acknowledgements ..........................................................................339 References ........................................................................................339 Section 3: The Organisational Perspective ..........................................343 18 The Future of Е -Learning in Schools ...........................................345 G. Bull, T. Hammond 18.1 Twentieth Century Learning .................................................346 18.2 Educational Technology and Instructional Practice inE-Learning .........................................................................346 18.3 Web 2.0 and the Possibilities for E-Learning 2.0..................348 18.4 The Future of Е -Learning in K-12 Education: E-Learning 2.0.......................................................................349 18.4.1 Teachers as well as Students Must Be Fluent with the Medium .....................................................350 18.4.2 Pedagogy Must Be Adapted to the New Environment, While Satisfying Existing Curricular Goals ......................................................351 18.4.3 Student- and Teacher-Generated Content Will Become Significant Beyond the Classroom ............354 18.4.4 Teachers Will Have the Tools to Exercise Greater Control Over Their Instructional Design .................357 18.4.5 Teachers Will Be Able to Engage in an Accelerated Level of Peer-to-Peer Collaboration ......................358 18.5 Conclusion .............................................................................359 References ........................................................................................360 19 An Executable Model for Virtual Campus Environments .................................................................................363 G. Paquette, F. Magnan 19.1 Introduction ...........................................................................363 19.2 Revisiting Virtual Campus Models .......................................365 19.2.1 A First Virtual Campus Model ................................365 19.2.2 The Explor@ Implementation of the Virtual Campus Model ........................................................369 19.2.3 Values and Limits of the Explor@ Implementation of the Virtual Campus Model ..................................370 19.3 Vision and Orientation for a New Virtual Campus Model ....................................................................................372 19.3.1 Major Innovations and Trends ................................372 19.3.2 Orientation Principles ..............................................375 19.3.3 System s Levels and Main Actors ...........................377 19.4 A Virtual Campus Framework and an Ontology for TELOS .............................................................................379 19.4.1 Main Operations and Actors in the Virtual Campus Model ........................................................379 19.4.2 A Service-Oriented Framework for the Virtual Campus Model ........................................................382 19.4.3 The Virtual Campus Model as an Ontology ............384 19.5 The TELOS Software Architecture .......................................385 19.5.1 TELOS Aggregates and Scenarios ..........................387 19.5.2 Technological Backend ...........................................390 19.5.3 Semantic Referential Services .................................391 19.6 Cases .....................................................................................393 19.6.1 Aggregating Components Services .........................393 19.6.2 Building an Е -Learning Platform ............................396 19.6.3 Designing an E-Learning Environment ...................398 19.7 Conclusion: Expected Benefits for E-Learning Environments ........................................................................400 References ........................................................................................401 20 Corporate Universities ...................................................................405 V. Zimmermann 20.1 Business Drives Learning in Corporate Universities ............405 20.2 Business View: The Role and Tasks of a Corporate University Today ...................................................................407 20.3 The User s View: How People Want to Learn ......................409 20.4 The Future Path of Corporate Universities ............................414 20.5 Conclusion .............................................................................420 References ........................................................................................420 21 Lessons from Africa .......................................................................423 J. Cronje 21.1 Introduction ...........................................................................423 21.2 Why ICT for Education in A&ica? ........................................424 21.2.1 The Problems ...........................................................424 21.2.2 The Opportunities ....................................................425 21.3 The Literature ........................................................................426 21.3.1 Outsourcing .............................................................426 21.3.2 Offshoring ...............................................................426 21.3.3 Open-Sourcing ........................................................427 21.3.4 Insourcing ................................................................427 21.3.5 Supply Chaining ......................................................428 21.3.6 Informing .................................................................428 21.4 Lessons Learnt the Hard Way ...............................................429 21.5 Ten Case Studies ...................................................................431 21.5.1 Learners Learn by Doing .........................................431 21.5.2 Learners Produce Learning Materials .....................431 21.5.3 Schools Develop Their Own Software and Websites ...........................................................432 21.5.4 Research Done by Learners .....................................432 21.5.5 Focus on Learning, Not on Technology ..................432 21.5.6 Computers Across the Curriculum: Integrated and Thematic ...........................................................432 21.5.7 Educator Training ....................................................433 21.5.8 Community Involvement, Outreach and Sharing ..............................................................433 21.5.9 Focus on Girls .........................................................433 21.5.10 International Links ..................................................433 21.5.11 Future Plans ............................................................434 21.6 Contextualizing Computers for Developing Countries .........434 21.6.1 Import ......................................................................435 21.6.2 Transfer ...................................................................436 21.6.3 Apply .......................................................................436 21.6.4 Contextualize ...........................................................436 21.7 Conclusions ...........................................................................436 References ........................................................................................437 22 The African Virtual University .....................................................439 P. Bateman 22.1 Introduction ...........................................................................439 22.2 A Short History .....................................................................440 22.3 Adapting to a Changing Educational Environment ...............441 22.4 The AVU In-Country Strategy ..............................................446 22.5 The AVU Capacity Enhancement Program ..........................447 22.6 The AVU Learning Architecture ...........................................449 22.7 The Dual Challenges of Connectivity and Bandwidth ..........451 22.8 The AVU Open Educational Resources (OER) Strategy .................................................................................453 22.9 Conclusion .............................................................................456 References ........................................................................................459 Index ___.__.__,_______.____.__.....-------....______.__.___._____463
adam_txt	Contents Editors' Foreword . v Contents. vii List of Contributors .xix Section 1: The Enabling Technologies .1 Section 1.1: Enabling Technologies .3 1 A Typology of Learning Object Repositories .5 R. McGreal 1.1 Background .5 1.1.1 Reuse and Repurposing. .6 1.1.2 Federated Searches and Harvesting .7 1.1.3 Learning Object Criticisms .7 1.2 Types of LORs .8 1.3 LORFeatures .21 1.4 Discussion .22 1.5 Conclusion .25 1.5.1 What Types of LORs Are Available on the Internet? .25 1.5.2 What Are the Principal Features of These LORs? .25 1.5.3 What Features Are More or less Universal and Which Are Specific to Certain Types? .25 1.5.4 With the Vast Amounts ofinformation Available on the Internet, Is There aNeed for LORs? .26 References .26 Adaptive Hypermedia .29 P. De Bra 2.1 Introduction .29 2.2 Adaptation Methods in Educational Hypermedia .31 2.3 Overlay User Models .34 2.3.1 Registering Changes in Learners' Knowledge .35 2.3.2 Deducing Knowledge About Higher Level Concepts .36 2.3.3 Which User Model State to Use in Adaptation? .39 2.4 Adaptation to Other Aspects Besides Knowledge .40 2.4.1 Adaptation to Learning Styles .41 2.4.2 Adaptation to the Browsing Environment .42 2.5 Summary/Conclusions .43 References .44 Ontologies and Semantic Web for E-Learning .47 D. Dicheva 3.1 Introduction .47 3.2 Overview of WBES .48 3.2.1 WBES at a Glance .48 3.2.2 Semantic WBES .50 3.3 Ontologies in Education .54 3.3.1 The O4E Ontology .55 3.3.2 The Ontologies for Education Portal .58 3.3.3 The OMNIBUS Project: An Ontology of Learning, Instruction and Instructional Design .58 3.4 Topic Maps for E-Learning (TM4L) .59 3.4.1 TM4L Editor .60 3.4.2 TM4L Viewer .61 Acknowledgements .61 References .62 Design and Case Studies on Mobile and Wireless Technologies in Education _·_._._._67 H. Ogata, G. Li Hui 4.1 Introduction .67 4.2 Mobile Technologies .68 4.2.1 Mobile Devices .68 4.2.2 Wireless Networks .69 4.2.3 Issues and Limitations .71 4.3 Case Studies and Examples .73 4.3.1 Learning Theories for Mobile Learning .73 4.3.2 Mobile Learning Applications .73 4.3.3 Mobile Language Learning Applications .74 4.4 Conclusion and Further Research .76 References .76 Ambient Intelligence and Ubiquitous Computing .79 M. Віск, T.-F. Kummer 5.1 Introduction and Definitions .79 5.2 Technology .82 5.2.1 Technology Trends .83 5.2.2 Sensors .83 5.3 Architectures .84 5.4 Standards .86 5.5 Application Areas .88 5.5.1 Logistics .88 5.5.2 Healthcare .89 5.5.3 University Education .90 5.6 Ambient Learning .90 5.6.1 Definitions .91 5.6.2 Characteristics .92 5.6.3 Learning Concepts .93 5.6.4 Recent Developments .94 5.7 Conclusion and Further Research .95 References .96 Designing Contextualized Learning .101 M. Specht 6.1 Introduction. .101 6.2 Contextualized Learning .102 6.3 Designing Contextualized Learning Support for Field Trips: RAFT Project .103 6.3.1 Prototyping and Scenario Based Analysis .104 6.3.2 Functional Analysis and Role Model Design .105 6.3.3 Information Architecture and Use Case Analysis .107 6.4 Conclusions .109 References .110 7 Virtual and Augmented Reality .113 D. Fabri, C. Falsetti, A. lezzi, S. Ramazzottí, S. Rita Viola, T. Leo 7.1 Introduction .113 7.2 Virtual Reality and Augmented Reality Versus Pedagogical Models. 114 7.3 Review of the Main Enabling Technologies .119 7.3.1 Virtual Engine .120 7.3.2 Input/Output Devices .123 7.3.3 Interaction and Reactive Feedback Devices .124 7.4 Some Relevant Applications to E-Learning .124 7.5 Perspectives .128 References .129 Section 1.2: Enabling Interoperability and Re-Use .133 8 Learning Design: Concepts .135 R. Koper, S. Bennett 8.1 Introduction .135 8.2 High Quality Learning Designs .136 8.3 Applying the Learning Designs in Online Courses .138 8.4 The IMS Learning Design Specification .140 8.4.1 Introduction .140 8.4.2 The Requirements .140 8.4.3 The Conceptual Model .141 8.4.4 The Information Model and XML Binding .145 8.5 Interpreting IMS LD .147 8.6 Conclusion .148 Acknowledgement .150 References .150 9 Competence Models in Technology-Enhanced Competence-Based Learning .155 D. Sampson, D. Fytros 9.1 Introduction .155 9.2 The Concept of Competence .158 9.2.1 Historical Origins .158 9.2.2 Competence Definition: A Literature Review .160 9.2.3 Competence Development .162 9.2.4 Towards a Unified Definition of Competence .163 9.2.5 Competence Models .166 9.3 Competence Specifications and Discussion .169 9.4 Conclusions .173 Acknowledgements .174 References .174 10 Learner Modelling Through Analyzing Cognitive Skills and Learning Styles .179 S. Graf, Kinshuk 10.1 Introduction .179 10.2 Identifying Individual Differences .181 10.2.1 Identifying Cognitive Traits .182 10.2.2 Identifying Learning Styles .184 10.2.3 Relationship Between Cognitive Traits and Learning Styles .186 10.3 Providing Adaptivity .188 10.3.1 Adaptivity Based on Cognitive Traits .188 10.3.2 Adaptivity Based on Learning Styles .190 10.4 Conclusion .191 References .192 11 Turning Potentials into Reality: Achieving Sustainable Quality in Е -Learning Through Quality Competence .195 U.-D. Ehlers 11.1 Introduction .195 11.2 Е -Learning Quality: A Field of Great Diversity .197 11.3 Methodology and Instruments to Develop Quality for Е -Learning. 199 11.3.1 Quality Management Approaches .200 11.3.2 Quality Assessment on the Basis of Criteria Lists and Checklists .200 11.3.3 Evaluation Approaches for E-Learning .201 11.3.4 Standards for Quality and Е -Learning. 201 11.3.5 Further Quality Approaches for E-Learning .202 11.4 Quality Literacy: Competencies for Sustainable Quality Development .203 11.4.1 The Four Dimensions of Quality Literacy .205 11.5 Quality Development in Education and E-Learning: A Negotiation Process .208 11.6 Summary and Conclusion .212 References .213 12 Integration of Learning and Working: Convergent Processes and Systems .217 J.M. Pawlowski, M. Віск 12.1 Introduction .217 12.2 Integration .219 12.2.1 Process Integration .220 12.2.2 Process Integration Using Reference Models and Standards .220 12.3 Systems Integration Based on Learning Technology Standards .225 12.4 A Step-by-Step Guide Towards Process and Systems Integration Based on Standards .227 12.4.1 Application Scenario .228 12.4.2 Awareness Building and Context Setting .229 12.4.3 Process Analysis and Redesign .230 12.4.4 Designing Shared Services and Systems .231 12.4.5 Integrating Data and Information .232 12.5 Conclusion .233 References .234 Section 2: The Е -Pedagogy . 237 13 Bridging the Gap Between Face-to-Face and Cyber Interaction in Holistic Blended Learning Environments .239 N.-S. Chen, C.-W. Wei, Kinshuk, Y.-R. Chen, Y.-C. Wang 13.1 Introduction .240 13.2 Literature Review .242 13.2.1 Blended Learning .242 13.2.2 Classroom Climate .243 13.2.3 Learning Effectiveness .244 13.2.4 Classroom Climate and Learning Effectiveness .244 13.3 Research Methodology .245 13.4 Result and Discussion .248 13.4.1 Classroom Climate .249 13.4.2 Learning Satisfaction .250 13.4.3 Test Scores .251 13.4.4 The Correlation Between Classroom Climate and Learning Effectiveness .252 13.5 Conclusion .252 Acknowledgement .253 Appendix .253 References .257 14 Complex Domain Learning .261 J.M. Spector 14.1 Introduction .261 14.2 Complex Domains .263 14.3 E-Learning .267 14.4 E-Learning in Complex Domains .268 14.5 Assessment and Evaluation .270 14.6 Future Developments .271 References .272 15 Communities of Practice .277 P. Reimann 15.1 Introduction .277 15.2 Learning as Participation .278 15.2.1 Types of CoPs .279 15.2.2 Online Communities, Virtual Communities .280 15.3 CoP as a Metaphor for Online Design .283 15.3.1 Guideposts for Design .284 15.3.2 Frameworks for Design .285 15.4 Current Research .288 15.4.1 Limitations of CoPs .288 15.4.2 Limits to the Instructional Use of CoPs .289 References .290 16 Business Models for the Sustainable Implementation of E-Learning at Universities ._.-------.295 D. Euler, S. Seufert, F. Zellweger Moser 16.1 Point of Departure and Presentation of Problem .295 16.2 Business Models at Universities .297 16.3 Business Models from a University Perspective .300 16.3.1 Product/Market Combinations: Which Products and Services Are Offered in Which Markets? .300 16.3.2 Value Generation Chain: Which Tasks and Processes Need to Be Accomplished for Product/Service Provision Purposes? .304 16.3.3 Funding and Income Models : How Can Economic Viability Be Assured? .308 16.4 Formation and Application of Frame of Reference .310 16.5 Thinking in Business Models: The Beginning of the End? .312 References .313 17 The Role of Competence Assessment in the Different Stages of Competence Development .317 J. Schoonenboom, C. Tattersall, Y. Miao, K. Štefanov, A. Aleksieva-Petrova 17.1 Introduction .317 17.2 What Are Competence Development and Competence Assessment? .319 17.2.1 Competence Development .319 17.2.2 Competence Assessment .320 17.3 Processes in Competence Development and Competence Assessment .322 17.3.1 Perspectives on Processes in Competence Development .323 17.3.2 Perspectives on Processes in Competence Assessment .325 17.4 Integrating Competence Assessment and Competence Development .327 17.4.1 The Cycle of Competence Development .327 17.4.2 Assessment Forms Within the Cycle of Competence Development .330 17.5 Assessment in the Four Stages of Competence Development .332 17.5.1 Stage 1: Orientation .332 17.5.2 Stage 2: Evidence Collection by the Learner .333 17.5.3 Stage 3: Assessment by Others .334 17.5.4 Stage 4: Performing Competence Development Activities .337 17.6 Conclusions .339 Acknowledgements .339 References .339 Section 3: The Organisational Perspective .343 18 The Future of Е -Learning in Schools .345 G. Bull, T. Hammond 18.1 Twentieth Century Learning .346 18.2 Educational Technology and Instructional Practice inE-Learning .346 18.3 Web 2.0 and the Possibilities for E-Learning 2.0.348 18.4 The Future of Е -Learning in K-12 Education: E-Learning 2.0.349 18.4.1 Teachers as well as Students Must Be Fluent with the Medium .350 18.4.2 Pedagogy Must Be Adapted to the New Environment, While Satisfying Existing Curricular Goals .351 18.4.3 Student- and Teacher-Generated Content Will Become Significant Beyond the Classroom .354 18.4.4 Teachers Will Have the Tools to Exercise Greater Control Over Their Instructional Design .357 18.4.5 Teachers Will Be Able to Engage in an Accelerated Level of Peer-to-Peer Collaboration .358 18.5 Conclusion .359 References .360 19 An Executable Model for Virtual Campus Environments .363 G. Paquette, F. Magnan 19.1 Introduction .363 19.2 Revisiting Virtual Campus Models .365 19.2.1 A First Virtual Campus Model .365 19.2.2 The Explor@ Implementation of the Virtual Campus Model .369 19.2.3 Values and Limits of the Explor@ Implementation of the Virtual Campus Model .370 19.3 Vision and Orientation for a New Virtual Campus Model .372 19.3.1 Major Innovations and Trends .372 19.3.2 Orientation Principles .375 19.3.3 System's Levels and Main Actors .377 19.4 A Virtual Campus Framework and an Ontology for TELOS .379 19.4.1 Main Operations and Actors in the Virtual Campus Model .379 19.4.2 A Service-Oriented Framework for the Virtual Campus Model .382 19.4.3 The Virtual Campus Model as an Ontology .384 19.5 The TELOS Software Architecture .385 19.5.1 TELOS Aggregates and Scenarios .387 19.5.2 Technological Backend .390 19.5.3 Semantic Referential Services .391 19.6 Cases .393 19.6.1 Aggregating Components Services .393 19.6.2 Building an Е -Learning Platform .396 19.6.3 Designing an E-Learning Environment .398 19.7 Conclusion: Expected Benefits for E-Learning Environments .400 References .401 20 Corporate Universities .405 V. Zimmermann 20.1 Business Drives Learning in Corporate Universities .405 20.2 Business View: The Role and Tasks of a Corporate University Today .407 20.3 The User's View: How People Want to Learn .409 20.4 The Future Path of Corporate Universities .414 20.5 Conclusion .420 References .420 21 Lessons from Africa .423 J. Cronje 21.1 Introduction .423 21.2 Why ICT for Education in A&ica? .424 21.2.1 The Problems .424 21.2.2 The Opportunities .425 21.3 The Literature .426 21.3.1 Outsourcing .426 21.3.2 Offshoring .426 21.3.3 Open-Sourcing .427 21.3.4 Insourcing .427 21.3.5 Supply Chaining .428 21.3.6 Informing .428 21.4 Lessons Learnt the Hard Way .429 21.5 Ten Case Studies .431 21.5.1 Learners Learn by Doing .431 21.5.2 Learners Produce Learning Materials .431 21.5.3 Schools Develop Their Own Software and Websites .432 21.5.4 Research Done by Learners .432 21.5.5 Focus on Learning, Not on Technology .432 21.5.6 Computers Across the Curriculum: Integrated and Thematic .432 21.5.7 Educator Training .433 21.5.8 Community Involvement, Outreach and Sharing .433 21.5.9 Focus on Girls .433 21.5.10 International Links .433 21.5.11 Future Plans .434 21.6 Contextualizing Computers for Developing Countries .434 21.6.1 Import .435 21.6.2 Transfer .436 21.6.3 Apply .436 21.6.4 Contextualize .436 21.7 Conclusions .436 References .437 22 The African Virtual University .439 P. Bateman 22.1 Introduction .439 22.2 A Short History .440 22.3 Adapting to a Changing Educational Environment .441 22.4 The AVU In-Country Strategy .446 22.5 The AVU Capacity Enhancement Program .447 22.6 The AVU Learning Architecture .449 22.7 The Dual Challenges of Connectivity and Bandwidth .451 22.8 The AVU Open Educational Resources (OER) Strategy .453 22.9 Conclusion .456 References .459 Index _._._,_._._.-------._._._._463
any_adam_object	1
any_adam_object_boolean	1
author2	Adelsberger, Heimo H. 1948-
author2_role	edt
author2_variant	h h a hh hha
author_GND	(DE-588)113694687
author_facet	Adelsberger, Heimo H. 1948-
building	Verbundindex
bvnumber	BV023286279
callnumber-first	L - Education
callnumber-label	LB1028
callnumber-raw	LB1028.3
callnumber-search	LB1028.3
callnumber-sort	LB 41028.3
callnumber-subject	LB - Theory and Practice of Education
classification_rvk	DP 1960 DP 2600 ST 670
classification_tum	EDU 640f KOM 926f EDU 620f
ctrlnum	(OCoLC)182528290 (DE-599)BVBBV023286279
dewey-full	371.33/4
dewey-hundreds	300 - Social sciences
dewey-ones	371 - Schools and their activities; special education
dewey-raw	371.33/4
dewey-search	371.33/4
dewey-sort	3371.33 14
dewey-tens	370 - Education
discipline	Pädagogik Informatik Kommunikationswesen Wiss. Arbeiten
discipline_str_mv	Pädagogik Informatik Kommunikationswesen Wiss. Arbeiten
edition	2. ed.
format	Book
fullrecord	<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>03206nam a22006258c 4500</leader><controlfield tag="001">BV023286279</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="005">20100527 </controlfield><controlfield tag="007">t</controlfield><controlfield tag="008">080502s2008 gw \|\|\|\| 00\|\|\| eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9783540741541</subfield><subfield code="9">978-3-540-74154-1</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)182528290</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV023286279</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">rakddb</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="044" ind1=" " ind2=" "><subfield code="a">gw</subfield><subfield code="c">DE</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-355</subfield><subfield code="a">DE-29</subfield><subfield code="a">DE-11</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">LB1028.3</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">371.33/4</subfield><subfield code="2">22</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">DP 1960</subfield><subfield code="0">(DE-625)19809:761</subfield><subfield code="2">rvk</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">DP 2600</subfield><subfield code="0">(DE-625)19828:761</subfield><subfield code="2">rvk</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">ST 670</subfield><subfield code="0">(DE-625)143689:</subfield><subfield code="2">rvk</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">EDU 640f</subfield><subfield code="2">stub</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">5,3</subfield><subfield code="2">ssgn</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">KOM 926f</subfield><subfield code="2">stub</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">EDU 620f</subfield><subfield code="2">stub</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Handbook on information technologies for education and training</subfield><subfield code="c">Heimo H. Adelsberger ... (eds.)</subfield></datafield><datafield tag="250" ind1=" " ind2=" "><subfield code="a">2. ed.</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Berlin [u.a.]</subfield><subfield code="b">Springer</subfield><subfield code="c">2008</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">XXVIII, 465 S. Ill., graph. Darst.</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="0" ind2=" "><subfield code="a">International handbooks on information systems</subfield></datafield><datafield tag="520" ind1="3" ind2=" "><subfield code="a">The handbook's goal is to enable the reader to gain a deep understanding of past, current and future research and applications in the field of educational technology. The reader will gain an in-depth understanding of complex theories, strategies, concepts, and methods relating to the design, development, implementation, and evaluation of educational technologies. Because it combines both the present experience in the field and the vision of its emerging directions, the handbook will be a comprehensive guide for researchers and practitioners working with educational technologies. Since all the chapters of the second edition are newly written, the handbook therefore presents the latest developments in the field.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Educational technology</subfield><subfield code="v">Handbooks, manuals, etc</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Information technology</subfield><subfield code="v">Handbooks, manuals, etc</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Ausbildung</subfield><subfield code="0">(DE-588)4112628-2</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Bildungswesen</subfield><subfield code="0">(DE-588)4006681-2</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Unterrichtstechnologie</subfield><subfield code="0">(DE-588)4078641-9</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Informationstechnik</subfield><subfield code="0">(DE-588)4026926-7</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="655" ind1=" " ind2="7"><subfield code="0">(DE-588)4143413-4</subfield><subfield code="a">Aufsatzsammlung</subfield><subfield code="2">gnd-content</subfield></datafield><datafield tag="689" ind1="0" ind2="0"><subfield code="a">Informationstechnik</subfield><subfield code="0">(DE-588)4026926-7</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2="1"><subfield code="a">Ausbildung</subfield><subfield code="0">(DE-588)4112628-2</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2=" "><subfield code="5">DE-604</subfield></datafield><datafield tag="689" ind1="1" ind2="0"><subfield code="a">Informationstechnik</subfield><subfield code="0">(DE-588)4026926-7</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="1" ind2="1"><subfield code="a">Bildungswesen</subfield><subfield code="0">(DE-588)4006681-2</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="1" ind2=" "><subfield code="8">1\p</subfield><subfield code="5">DE-604</subfield></datafield><datafield tag="689" ind1="2" ind2="0"><subfield code="a">Unterrichtstechnologie</subfield><subfield code="0">(DE-588)4078641-9</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="2" ind2=" "><subfield code="8">2\p</subfield><subfield code="5">DE-604</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Adelsberger, Heimo H.</subfield><subfield code="d">1948-</subfield><subfield code="0">(DE-588)113694687</subfield><subfield code="4">edt</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="m">Digitalisierung UB Regensburg</subfield><subfield code="q">application/pdf</subfield><subfield code="u">http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016470976&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA</subfield><subfield code="3">Inhaltsverzeichnis</subfield></datafield><datafield tag="999" ind1=" " ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-016470976</subfield></datafield><datafield tag="883" ind1="1" ind2=" "><subfield code="8">1\p</subfield><subfield code="a">cgwrk</subfield><subfield code="d">20201028</subfield><subfield code="q">DE-101</subfield><subfield code="u">https://d-nb.info/provenance/plan#cgwrk</subfield></datafield><datafield tag="883" ind1="1" ind2=" "><subfield code="8">2\p</subfield><subfield code="a">cgwrk</subfield><subfield code="d">20201028</subfield><subfield code="q">DE-101</subfield><subfield code="u">https://d-nb.info/provenance/plan#cgwrk</subfield></datafield></record></collection>
genre	(DE-588)4143413-4 Aufsatzsammlung gnd-content
genre_facet	Aufsatzsammlung
id	DE-604.BV023286279
illustrated	Not Illustrated
index_date	2024-07-02T20:41:39Z
indexdate	2024-07-09T21:14:59Z
institution	BVB
isbn	9783540741541
language	English
oai_aleph_id	oai:aleph.bib-bvb.de:BVB01-016470976
oclc_num	182528290
open_access_boolean
owner	DE-355 DE-BY-UBR DE-29 DE-11
owner_facet	DE-355 DE-BY-UBR DE-29 DE-11
physical	XXVIII, 465 S. Ill., graph. Darst.
publishDate	2008
publishDateSearch	2008
publishDateSort	2008
publisher	Springer
record_format	marc
series2	International handbooks on information systems
spelling	Handbook on information technologies for education and training Heimo H. Adelsberger ... (eds.) 2. ed. Berlin [u.a.] Springer 2008 XXVIII, 465 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier International handbooks on information systems The handbook's goal is to enable the reader to gain a deep understanding of past, current and future research and applications in the field of educational technology. The reader will gain an in-depth understanding of complex theories, strategies, concepts, and methods relating to the design, development, implementation, and evaluation of educational technologies. Because it combines both the present experience in the field and the vision of its emerging directions, the handbook will be a comprehensive guide for researchers and practitioners working with educational technologies. Since all the chapters of the second edition are newly written, the handbook therefore presents the latest developments in the field. Educational technology Handbooks, manuals, etc Information technology Handbooks, manuals, etc Ausbildung (DE-588)4112628-2 gnd rswk-swf Bildungswesen (DE-588)4006681-2 gnd rswk-swf Unterrichtstechnologie (DE-588)4078641-9 gnd rswk-swf Informationstechnik (DE-588)4026926-7 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Informationstechnik (DE-588)4026926-7 s Ausbildung (DE-588)4112628-2 s DE-604 Bildungswesen (DE-588)4006681-2 s 1\p DE-604 Unterrichtstechnologie (DE-588)4078641-9 s 2\p DE-604 Adelsberger, Heimo H. 1948- (DE-588)113694687 edt Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016470976&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk
spellingShingle	Handbook on information technologies for education and training Educational technology Handbooks, manuals, etc Information technology Handbooks, manuals, etc Ausbildung (DE-588)4112628-2 gnd Bildungswesen (DE-588)4006681-2 gnd Unterrichtstechnologie (DE-588)4078641-9 gnd Informationstechnik (DE-588)4026926-7 gnd
subject_GND	(DE-588)4112628-2 (DE-588)4006681-2 (DE-588)4078641-9 (DE-588)4026926-7 (DE-588)4143413-4
title	Handbook on information technologies for education and training
title_auth	Handbook on information technologies for education and training
title_exact_search	Handbook on information technologies for education and training
title_exact_search_txtP	Handbook on information technologies for education and training
title_full	Handbook on information technologies for education and training Heimo H. Adelsberger ... (eds.)
title_fullStr	Handbook on information technologies for education and training Heimo H. Adelsberger ... (eds.)
title_full_unstemmed	Handbook on information technologies for education and training Heimo H. Adelsberger ... (eds.)
title_short	Handbook on information technologies for education and training
title_sort	handbook on information technologies for education and training
topic	Educational technology Handbooks, manuals, etc Information technology Handbooks, manuals, etc Ausbildung (DE-588)4112628-2 gnd Bildungswesen (DE-588)4006681-2 gnd Unterrichtstechnologie (DE-588)4078641-9 gnd Informationstechnik (DE-588)4026926-7 gnd
topic_facet	Educational technology Handbooks, manuals, etc Information technology Handbooks, manuals, etc Ausbildung Bildungswesen Unterrichtstechnologie Informationstechnik Aufsatzsammlung
url	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016470976&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
work_keys_str_mv	AT adelsbergerheimoh handbookoninformationtechnologiesforeducationandtraining

Verfügbarkeit

Es ist kein Print-Exemplar vorhanden.

Fernleihe Bestellen Achtung: Nicht im THWS-Bestand! Inhaltsverzeichnis

MARC

Datensatz im Suchindex

Es ist kein Print-Exemplar vorhanden.

Ähnliche Einträge