Looking toward the future of technology-enhanced education: ubiquitous learning and the digital native
"This book evaluated the incorporation of technology into educational processes reviewing topics from primary and secondary school to higher education, from Second Life to wiki technology, from physical education to cultural learning"--Provided by publisher.
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Hershey, PA [u.a.]
Information Science Reference
2010
|
| Schriftenreihe: | Premier reference source
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | "This book evaluated the incorporation of technology into educational processes reviewing topics from primary and secondary school to higher education, from Second Life to wiki technology, from physical education to cultural learning"--Provided by publisher. |
| Beschreibung: | "This book evaluated the incorporation of technology into educational processes reviewing topics from primary and secondary school to higher education, from Second Life to wiki technology, from physical education to cultural learning"--Provided by publisher. Includes bibliographical references and index |
| Beschreibung: | XXIX, 526 S. Ill., graph. Darst. |
| ISBN: | 9781615206780 |
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| 245 | 1 | 0 | |a Looking toward the future of technology-enhanced education |b ubiquitous learning and the digital native |c Martin Ebner ; Mandy Schiefner, editors |
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| 500 | |a Includes bibliographical references and index | ||
| 520 | 3 | |a "This book evaluated the incorporation of technology into educational processes reviewing topics from primary and secondary school to higher education, from Second Life to wiki technology, from physical education to cultural learning"--Provided by publisher. | |
| 650 | 4 | |a Erziehung | |
| 650 | 4 | |a Educational technology | |
| 650 | 4 | |a Internet in education | |
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Datensatz im Suchindex
| _version_ | 1804141095212285952 |
|---|---|
| adam_text | DETAILED TABLE OF CONTENTS FOREWORD XX PREFACE XXI II SECTION 1
INTRODUCTION CHAPTER 1 FUTURE MEDIA ADOPTION IN LEARNING AND TEACHING:
CURRENT STUDY DESIGN FROM THE PERSPECTIVE OF CULTURAL STUDIES I SANDRA
SCHAFFERT, SALZBURG RESEARCH, AUSTRIA CHRISTINA SCHWALBE, UNIVERSITY 0/
HAMBURG, GERMANY A LOT OF EFFORT IS PUT INTO STUDIES TO FIND MORE
ELABORATED FORECASTS OFFUTURE MEDIA ADOPTION IN LEARNING AND TEACHING.
IN THIS CHAPTER, SOME METHODS OF FUTUROLOGY, SUCH AS THE DELPHI METHOD
OR THE SCENARIO TECHNIQUE WILL BE SKETCHED. AFTERWARDS, THIS CURRENT
STUDY DESIGN WILL BE CRITICALLY CONSIDERED FROM THE PERSPECTIVE OF
CULTURAL STUDIES. FOR THIS, THE TERMS OF MEDIA AND CULTURE WILL BE
INTRODUCED AND DEBRAY S APPROACH OF MEDIOLOGY AND THE ADAPTATION ON
EDUCATION WILL BE DISCUSSED. THROUGH THIS, WE AIM TO IL- LUSTRATE THAT
THE CURRENT STUDY DESIGNS COULD BE ENHANCED BY A BIGGER AWARENESS OF THE
INSIGHTS OF THE CULTURAL STUDIES AND THEIR ADAPTATIONS FOR EDUCATION,
THE PEDAGOGICAL MEDIA THEORY. THE PRESENTED APPROACH DOES NOT EXPLICITLY
DEAL WITH THE PROCESSES OF ADOPTION OF NEW EDUCATIONAL MEDIA SYSTEMS ON
A PRACTICAL LEVEL. BUT PEDAGOGICAL MEDIA THEORIES AND STUDIES ON
CULTURAL AND SOCIAL CHANGES AND MEDIA PROVIDE A BASIC FRAMEWORK FOR
VARIOUS SPECIFIC APPROACHES DEALING WITH THE FUTURE OFTECHNOLOGY
ENHANCED LEARN- ING: JUST AS WE CAN HARDLY UNDERSTAND HOW IT FEELS TO
LIVE IN AN ORAL CULTURE, WE ARE NOT ABLE TO IMAGINE HOW WE WILL THINK,
ACT AND COMMUNICATE IN THE FUTURE OFTHE EVOLVING NEW MEDIOSPHERE .
SECTION 2 LEARNER AND TEACHER CHAPTER2 STUDENTS, INTERNET, ELEARNING AND
WEB 2.0 13 ROLFSCHULMEISTER, UNIVERSITY 0/ HAMBURG, GERMANY AN
INVESTIGATION INTO THE STUDENTS USE OF INTERNET SERVICES, MEDIA TYPES
AND E-IEARNING PREFERENCES TRIED TO FIND OUT IF STUDENTS TODAY ARE
INTERESTED IN THE USE OF WEB 2.0 METHODS FOR LEARNING. MORE THAN 2.000
STUDENTS PARTICIPATED IN THE SURVEY CONDUCTED BY THE INTERNATIONAL
ARCHITECTURE COMPANY DEGW AND THE AUTHOR. THE DATA OF THE SURVEY ARE
COMPARED TO THE RESULTS OF A PARALLEL STUDY BY HIS GMBH THAT WAS
ANSWERED BY 4.400 STUDENTS. THE RESULTS OF BOTH STUDIES THROW A CRITICAL
LIGHT ON THE POPULAR DISCUSSION ABOUT THE NET GENERATION OR THE
SO-CALLED DIGITAL NATIVES AND MAY LEND THEMSELVES TO A MORE CAUTIOUS OR
CAREFUL INTRODUCTION OF WEB 2.0 METHODS IN TEACHING AND LEARNING
ACCOMPANIED BY INSTRUCTIONAL AND TUTORIAL ASSISTANCE. CHAPTER 3 HOW TO
IMPROVE MEDIA LITERACY AND MEDIA SKILLS OFSECONDARY SCHOOL TEACHERS IN
ORDER TO PREPARE THEM FOR THE NEXT GENERATION OF LEARNERS: A NEW TYPE OF
LN-SERVICE TRAINING FOR TEACHERS 37 SILKE WEISS, INSTITUTE OF DIDACLICS
OFCHEMISTRY, GERMANY HANS JOACHIM BADER, INSTITUTE OF DIDACLICS
OFCHEMISTRY, GERMANY STUDENTS IN SCHOOLS SHOULD ACQUIRE MEDIA LITERACY
AND THE DEVELOPMENT OF NEW MEDIA CAN PROMOTE SELF- DIRECTED LEARNING AND
SO ENHANCE THE QUALITY OFTHE LEARNING PROCESS. IT HAS BEEN ASSUMED THAT
TEACHERS LACK SUFFICIENT MEDIA LITERACY. THEREFORE, WE DEVELOPED A NEW
CHEMISTRY TEACHER IN-SERVICE TRAINING BASED ON BLENDED-IEARNING. THESE
COURSES SHOULD FAMILIARIZE TEACHERS WITH THE APPLICATION OF NEW MEDIA
AND ACQUAINT THEM WITH THEIR STUDENTS WORLD, THE WOERLD OFTHE SO-CALLED
DIGITAL NATIVES . THREE STUDIES WERE PERFORMED TO EXPLORE ITS
ACCEPTABILITY, SUITABILITY AND EFFECTIVENESS. PALTICIPANTS RATINGS ON
SELF-REPORT MEASURES OFSELF-RATED SKILLS AND PERCEIVED COMPETENCE
IMPROVED SIGNIFICANTLY AFTER THE TRAINING. PARTICI- PANTS HAD MORE
FAVORABLE ATTITUDES TOWARDS THE USE OF ELECTRONIC MEDIA THAN SUBJECTS
FROM A CONTROL GROUP. AMONG PARTICIPANTS THE ATTITUDINAL MEASURE
PERCEIVED COMPETENCE PREDICTED THE USE OFBLENDED-IEARNING AT 6-MONTH
FOLLOW UP. IT IS CONCLUDED THAT ATTITUDES PLAY AN IMPORTANT ROTE FOR
PROMOTING TEACHERS MEDIA LITERACY AND THEIR INTENTION TO APPLY NEW
MEDIA IN TEACHING. IN ADDITION TO TRAINING PROGRAMS FOCUSING ON SKILLS
AND KNOWLEDGE, FUTURE INTERVENTIONS SHOULD TARGET ON TEACHERS ATTITUDES.
CHAPTER 4 NAVIGATION AND VISUALISATION TECHNIQUES IN ELEARNING AND
INTERNET RESEARCH 55 SUE FENLEY, UNIVERSILY OFOXFORD, UK RESEARCH INTO
INVESTIGATING HOW USERS NAVIGATE THROUGH INTERNET AND MULTIMEDIA
RESOURCES IN AN EDU- CATIONAL CONTEXT HAS REVEALED DISTINCT PREFERENCES
IN HOW THEY APPROACH THE RESOURCE, THEIR METHODS OF INTERROGATING IT AND
BOTH THE QUANTITY AND QUALITY OF THE INFONNATION THEY OBTAIN. USING
HIGHLY SOPHIS- TICATED SOFTWARE EVEN FOR DIGITAL NATIVES INVOLVES
LEARNING ASERIES OF METHODS OR TECHNIQUES FOR EASILY MANOEUVRING THROUGH
THE VAST QUANTITIES OF DATA AND DEVELOPING SCHEMAS TO DO THIS
EFFICIENTLY AND AC- CURATELY. THIS CHAPTER ANALYSES METHODS THAT USED
FOR NAVIGATING THROUGH MULTIMEDIA PACKAGES, EXPLORES USERS PREFERENCES
FOR NAVIGATION AND VISUALISATION, INVESTIGATES DESIGN ERRORS IN
MULTIMEDIA THAT PREVENT GOOD NAVIGATION AND DETAILS NEWER VISUALISATION
METHODS AND NAVIGATIONAL TOOLS. THE CHAPTER SHOULD GIVE EDUCATIONAL
USERS A FRESH PERSPECTIVE OFISSUES OFNAVIGATION AND VISUALISATION AND
ALLOW THEM TO DEVELOP THESE TECHNIQUES IN ORDER TO IMPROVE THEIR USE OF
INTERNET AND WEB RESOURCES AND TEACHING MATERIALS. SECTION 3 CONTEXT OF
LEARNING CHAPTER 5 BUILDING AGIOBAI E-COMMUNITY: INTERCULTURAL COURSES
ON HUMAN RIGHTS EDUCATION 88 SAND RA REITZ, AMNESTY INTERNATIONAL &
GOETHE UNIVERSITY FRANLIFURT, GERMANY TRADITIONAL E-LEARNING PROGRAMS
MOSTLY FOCUS ON DISSEMINATING KNOWLEDGE. MOTIVATION AND THE TRANSFER TO
BEHAVIOR IN EVERYDAY SITUATIONS ARE OFTEN NEGLECTED. HUMAN RIGHTS
EDUCATION SPECIFICALLY ENCOMPASSES ATTITUDES AND BEHAVIOR, BUT THE
CHALLENGE IS TO BRING THIS INTO A VIRTUAL SETTING. THE INTERCULTURAL
COURSES ON HUMAN RIGHTS EDUCATION WERE CONDUCTED WITH 80 LEARNERS FROM
FIVE DIFFERENT COUNTRIES: USA, THE DOMINICAN REPUBLIC, MOROCCO, GERMANY,
AND MONGOLIA. THE CHAPTER FIRST DESCRIBES THE PRACTICAL BACK- GROUND
OFTHESE COURSES AS WEIL AS THEORETICAL CONSIDERATIONS REGARDING
COMPUTER-MEDIATED COMMUNICATION AND SOCIAL CONSTRUCTIVIST LEARNING
APPROACHES. THE MAIN FOCUS LIES ON GIVING PRACTICAL EXAMPLES FROM THE
COURSE, WH ICH INCLUDE FORUM DISCUSSIONS, WORKING WITH PSEUDONYMS,
INTERNET RESEARCH, AND BUILDING A HUMAN RIGHTS CONFONNANT SOCIETY IN A
SIMULATION. A PRE- AND POST-TEST ENABLED A THOROUGH EVALUATION FOR ALL
THREE LEARNING AREAS: KNOWLEDGE, ATTITUDES AND SKILLS. THE RESULTS OF
THIS EVALUATION, SEVERAL LESSONS LEARNED AND A FUTURE LEARNING SCENARIO
WILL BE SHARED. CHAPTER 6 TECHNOLOGY INFUSED SERVICE LEARNING: CHANGING
OUR WORLD 107 JANET HOLLAND, EMPORIA STATE UNIVERSITY, USA IT SEEMS LIKE
EVERYONE IS SO BUSY TODAY, IT IS EASY TO MISS OPPORTUNITIES TO REACH OUT
AND MAKE A POSITIVE DIFFERENCE. THOUGH WE ARE ALL EXPERIENCING THE
IMPACT OF TIGHT ECONOMIC TIMES THERE IS ONE LESSON WE ARE LEARNING
INTERNATIONALLY. BY PUTTING OUR MINDS AND ACTIONS TOWARDS MUTUAL GOALS
WE ALL CAN BENEFIT. WHAT BETTER WAY TO LIVE, LEARN, AND WORK TOGETHER
THAN TO SHARE OUR KNOWLEDGE AND SKILLS TO IMPROVE OUR COMMUNITIES, BOTH
THE ONE WE LIVE IN IMMEDIATELY, AND THE ONE WE THRIVE IN GLOBALLY. WHEN
WE LEAVE BEHIND A LEGACY, WILL IT BE ONE OF TEACHING SERVICE TO OUR
STUDENTS TO IMPROVE BOTH ACADEMIC LEARNING AND MAKING VALUABLE
CONTRIBUTIONS TO OUR COMMUNITIES FOR GENERATIONS TO FOLLOW? WITH THE
PREVALENCE OF COMPUTER-BASED TECHNOLOGIES AND THE DESIRE OF YOUTH TO BE
DIGITALLY CONNECTED, IT IS AN OPTIMAL TIME TO SHARE TECHNOLOGY KNOWLEDGE
AND SKILLS FOR SERVICE LEARNING OPPORTUNITIES. CHAPTER 7 OLNET: A NEW
APPROACH TO SUPPORTING THE DESIGN AND USE OFOPEN EDUCATIONAL RESOURCES
123 GNIINNE CONOLE, THE OPEN UNIVERSITY, UK PATRICK MCANDREW, THE OPEN
UNIVERSITY, UK THE WEB 2.0 PRACTICES OF USER PARTICIPATION AND
EXPERIMENTATION HAVE CREATED MODELS FOR SOCIAL NETWOR- KING THAT
INFLUENCE THE WAY PEOPLE COMMUNICATE AND INTERACT ONLINE. THIS CHAPTER
DESCRIBES AN INITIATIVE, OLNET, THAT IS CREATING A TECHNICAL ENVIRONMENT
BASED ON WEB 2.0 PRINCIPLES TO SUPPORT THE SHARING OF EXPERIENCES AROUND
THE DESIGN AND USE OFOPEN EDUCATIONAL RESOURCES (OER) IN ORDER TO
FACILITATE CLOSER LINKS BETWEEN RESEARCHERS AND USERS. THE AIM IS TO
COMBINE ONLINE FUNCTIONALITY, FACE-TO-FACE EVENTS AND RESEARCH
ACTIVITIES SO THAT RESEARCH OUTPUTS CAN INFORM USERS AND USERS CAN HELP
STEER FUTURE AREAS FOR RESEARCH WORK. THIS CHAPTER SETS OUT THE
CHALLENGES AND BACKGROUND THAT HAVE MOTIVATED OLNET BEFORE LOOKING AT
TWO OFTHE TOOLS THAT FORM PART OFTHE INITIAL OLNET TECHNICAL
INFRASTRUCTURE; A TOOL FOR VISUALISING OER DESIGNS - COMPENDIUMLD, AND A
SOCIAL NETWORKING TOOL FOR EXCHANGE OF IDEAS - CLOUDWORKS. CHAPTER8
ICYBORG: SHIFTING OUT OFNEUTRAL AND THE PEDAGOGICAL ROAD AHEAD 145
CATHERINE ADAMS, UNIVERSITY OJ ALBERTA, CANADA TEACHERS MAY NO LONGER
ENVISION THEIR EDUCATIONAL TECHNOLOGIES AS POWERFUL YET ESSENTIALLY
NEUTRAL TOOLS PLIED TO ACCOMPLISH THEIR OWN PEDAGOGICAL ENDS. RATLLER,
THESE TECHNOLOGIES ARE MORE ACCURATELY THEORIZED AS VOCATIVE OBJECTS
THAT PREREFLECTIVELY ENGAGE AND INVITE US INTO THEIR WORLD, AND MIMETIC
INTERVENTIONS THAT SCAFFOLD, TRANSFORM, AND SUSTAIN NEW TEACHING AND
LEARNING PRACTICES AND WAYS OFTHINKING REGARDLESS OFTEACHERLY
INTENTIONS. THIS CHAPTER EXPLORES SOME OFTHE SIGNIFICANCES AND IMPI
ICATIONS OF A UBIQUITOUS TECHNOLOGIZING OFEDUCATIONALLIFEWORLDS IN LIGHT
OFTHIS UNDERSTANDING. SECTION 4 LEARNING APPROACHES CHAPTER 9 DIGITAL
GAME-BASED LEARNING: NEW HORIZONS OF EDUCATIONAL TECHNOLOGY 158 MICHAEL
D. KICKMEIER-RUST, UNIVERSITY OJGRAZ, AUSTRIA ELKE MATTHEISS, UNIVERSITY
OJGRAZ, AUSTRIA CHRISTINA STEINER, UNIVERSITY OJGRAZ, AUSTRIA DIETRICH
ALBERT, UNIVERSITY OJGRAZ, AUSTRIA COMPUTER GAMES ARE AN INCREDIBLY
SUCCESSFUL TECHNOLOGY; DUE TO THE DYNAMIC AND ACTIVE NATURE THEY ARE
PERHAPS EVEN MORE SUCCESSFUL AND APPEALING THAN TV OR MOVIES. FACING
THIS SUCCESS AND THE SIGNIFICANT AMOUNT OF TIME YOUNG PEOPLE SPEND ON
PLAYING COMPUTER GAMES, IT IS A COMPELLING IDEA OF EDUCATORS,
DEVELOPERS, AND RESEARCHERS TO UTILIZE THIS TECHNOLOGY FOR EDUCATIONAL
PURPOSES. IN THIS CHAPTER WE FOCUS ON THE EMERGING TECHNOLOGY OF DIGITAL
EDUCATIONAL GAMES, WE ATTEMPT TO GIVE A BRIEF SUMMARY OF THE
STATE-OF-THE-ART, AND WE EMPHASIZE LEADING-EDGE RESEARCH IN THIS GENRE.
MOREOVER, WE DISCUSS THE PSYCHO- PEDAGOGICAL FOUNDATIONS OF GOOD
EDUCATIONAL COMPUTER GAMES. FINALLY, WE PROVIDE AN OUTLOOK TO THE FUTURE
OF EDUCATIONAL TECHNOLOGIES. CHAPTER 10 A CA SE STUDY OF AUGMENTED
REALITY SERIOUS GAMES 178 FOTIS LIAROKAPIS, COVENTRY UNIVERS ITY, UK
SARA DE FREITAS, COVENTRY UNIVERSITY, UK THE STUDY INTRODUCED IN THIS
PAPER EXAMINES SOME OFTHE ISSUES INVOLVED IN THE DESIGN AND IMPLEMEN-
TAT ION OF SERIOUS GAMES THAT MAKE USE OF TANGIBLE AR ENVIRONMENTS. OUR
MOTIVATION IS TO UNDERSTAND HOW AUGMENTED REALITY SERIOUS GAMES (ARSG)
CAN BE APPLIED TO SOME VERY DIFFICULT PROBLEMS IN THE REAL GAMING WORLD.
EMPHASIS IS GIVEN ON THE INTERFACE AND THE INTERACTIONS BETWEEN THE
PLAYERS AND THE SERIOUS GAMES THEMSELVES. IN PARTICULAR, TWO CA SE
STLLDIES ARE PRESENTED, ARPUZZLE AND ARBREAKOUT. RESULTS FROM BOTH CASE
STUDIES INDICATE THATAR GAMING HAS THE POTENTIAL OFREVOLUTIONIZING THE
WAY THAT CURRENT GAMES ARE PLAYED AND USED AS WEIL AS THAT IT CAN HELP
EDUCATE PLAYERS WHILE PLAYING. CHAPTER 11 WEB 2.0 MEETS CONFERENCE: THE
EDUCAMP AS A NEW FORMAT OF PARTICIPATION AND EXCHANGE IN THE WORLD OF
EDUCATION 192 THOMAS BERNHARDT, UNIVERSITY 0/ BREMEN, GERMANY MARCEL
KIRCHNER, UNIVERSITY O/TECHNOLOGY ILMENAU, GERMANY ADMITTEDLY THE USUAL
CONFERENCE FORMAT STAYS IN OPPOSITE TO THE THOUGHTS OF PARTICIPATION AND
EQLLALITY IN WEB 2.0. THE EDUCAMP IS A SPECIAL BARCAMP FOR TRENDS IN
TEACHING AND LEARNING. IT IS FOCUSED ON THE EDUCATIONAL CONTEXT AND
CONSIDERS IMPORTANT TOPICS LIKE E-LEARNING 2.0 IN SCHOOLS, UNIVERSITIES
OR BUSINESS AND MANY OTLLERS. THE MAIN INTENTION OFAN EDUCAMP WILL
BECOME OBVIOUS WHICH AIMS ON CONVERSATIONS AND DISCUSSIONS ABOUT
DIFFERENT PROBLEM AREAS, SEARCHING AND FINDING SOLUTIONS TOGETHER AND
EXCHANGING ON APPLICATION SCENARIOS OR APPROPRIATE TOOLS FOR EDUCATION.
IT IS BASED ON A NEW CONCEPT THAT FINALLY OF- FERS POTENTIALS FOR
DEVELOPING A CONFERENCE CULTURE WITH IMPROVED PARTICIPATION. CHAPTER 12
AUTHENTIC TASKS: THE KEY TO HARNESSING THE DRIVE TO LEARN IN MEMBERS
OF GENERATION ME 205 THOMAS C. REEVES, THE UNIVERSITY 0/ GEORGIA, USA
JAN HERRINGTON, MURDOCH UNIVERSITY, AUSJRALIA REGARDLESS OFWHETHER ONE
THINKS OFTODAY S HIGHER EDUCATION STUDENTS AS DIGITAL NATIVES OR
MEMBERS OF GENERATION ME, IT IS OBVIOUS THAT TRADITIONAL INSTRUCTIONAL
METHODS ARE FAILING TO ENGAGE THEM ADE- QUATELY IN DEVELOPING THE KINDS
OF HIGHER ORDER LEARNING OUTCOMES NECESSARY IN THE 21 SI CENTURY. THESE
OUTCOMES SHOULD ENCOMPASS THE CONATIVE LEARNING DOMAIN AS WEIL AS THE
TRADITIONAL COGNITIVE, AFFECTIVE, AND PSYCHOMOTOR DOMAINS. THIS CHAPTER
DESCRIBES A SET OFTEN AUTHENTIC TASKS LEARNING DESIGN PRINCIPLES THAT
CAN BE USED TO CREATE AND SUPPORT THE KIND OF ENGAGING LEARNING
EXPERIENCES THAT TODAY S LEARNERS MUST HAVE IFTHEY ARE TO ACHIEVE A FULL
RANGE OF COGNITIVE, AFFECTIVE, CONATIVE, AND PSYCHOMOTOR OUTCOMES FOR
THE 21 ST CENTURY. A CASE STUDY OF A GRADUATE LEVEL ONLINE COURSE THAT
EXEMPLIFIES THESE DESIGN PRINCIPLES IS DESCRIBED. RESPONDING TO THE
NEEDS OF GENERATION ME LEARNERS REQUIRES FAR MORE OF A PEDAGOGICAL
REVOLUTION THAN IT DOES THE WIDESPREAD ADOPTION OFWEB 2.0 TECHNOLOGIES.
SECTION 5 LEARNING TECHNOLOGIES SECTION 5.1 MOBILE LEARNING CHAPTER 13
MOBILE LEARNING: DIDACTICAL SCENARIOS IN THE CONTEXT OF LEARNING ON THE
JOB 223 SANDRO MENGEL, UNIVERSITY 0/ DORTMUND, GERMANY MADE} KUSZPA,
UNIVERSITY 0/ HAGEN, GERMANY CLAUDIA DE WIU, UNIVERSITY 0/ HAGEN,
GERMANY MOBILE LEARNING EXTENDS THE MEDIA DISSEMINATION OF KNOWLEDGE AND
LEARNING IN EXTREMELY VARYING EDUCATIONAL CONTEXTS WITH MOBILITY AND
INDEPENDENCE OF LOCATION. THE CHAPTER DESCRIBES POSSIBILITIES OF MOBILE
LEARNING FOR SITUATION-ORIENTED, PERSONALISED AND COLLABORATIVE
LEARNING. IT EXPLAINS ON THE ONE HAND EXISTING CONCEPTIONS AND
APPLICATION SCENARIOS WITH REGARD TO LEARNING THEORY BACKGROUNDS, AND ON
THE OTHER THEMATISES POSSIBILITIES OFWEB 2.0 FOR MOBILE LEARNING. IN
DOING THIS, IT PRESENTS IN PARTICULAR DIDACTICAL SCENARIOS FOR MOBILE
LEARNING SITUATIONS IN THE CONTEXT OF LEARNING ON THE JOB. CHAPTER 14
E-LEARNING CHALLENGES FOR POLYTECHNIC INSTITUTIONS: BRINGING E-MOBILITY
TO HANDS-ON LEARN ING 245 MARTHA BURKLE, SAFT POLYTECHNIC, CANADA MOBILE
TECHNOLOGY USE IS A MAJOR ISSUE IN HIGHER EDUCATION INSTITUTIONS, AND
ONE THAT IS INCREASING DAILY. WHILE THE NEW GENERATION OF STUDENTS (THE
DIGITAL NATIVES ) MOVE ACROSS PROGRAMS AND COURSES, THEIR LEARNING
EXPECTATIONS HAVE STARTED TO EMERGE. IT IS WITH THESE EXPECTATIONS AND
NEEDS IN MIND THAT EDUCATORS AROUND THE WORLD ARE RECOGNIZING THE
ADVANTAGES OF USING MOBILE TECHNOLOGIES TO ENGAGE WITH STUDENTS AND MAKE
LEARNING A MORE COLLABORATIVE, INTERACTIVE ACTIVITY THAT CAN BE ENGAGED
IN AT ANYTIME, ANYWHERE. USING A CASE STUDY APPROACH, THIS CHAPTER
EXPLORES THE CHALLENGES OFTRANSFORMING STATIC CURRICULA INTO A MOBILE
EXPERIENCE, AND THE WAYS IN WHICH THESE CHALLENGES WERE OVERCOME WITHIN
A POLYTECHNIC INSTITUTION WHERE HANDS-ON LEARNING TAKES PLACE INSIDE THE
C1ASSROOM OR THE LAB. IN ADDITION TO PRESENTING A LITERATURE REVIEW ON
THE USE OF MOBILE TECHNOLOGIES FOR TEACHING AND LEARNING, AND AN
ANALYSIS OFTHE RELEVANCE OF CONNECTIVISM THEORY TO ANALYZE STUDENTS
LEARNING IN THE DIGITAL AGE, THIS CHAPTER ALSO INCLUDES AN ANALYSIS OF
STUDENT SURVEYS AND INTERVIEWS, AS WEIL AS FURTHER OPPORTUNITIES FOR
RESEARCH. CBAPTER 15 M-LEARNING IN THE FIELD: A MOBILE GEOSPATIAL WIKI
AS AN EXAMPLE FOR GEO-TAGGING IN C IVI I ENGINEERING EDUCATION 263
CHRISLIAN SAFRAN, GRAZ UNIVERSILY OFTECHNOLOGY, AUSTRIA MARLIN EBNER,
GRAZ UNIVERSILY OFTECHNOLOGY, AUSLRIA FRANK KAPPE, GRAZ UNIVERSILY
OFTECHNOLOGY, AUSLRIA ANDREAS HOLZINGER, GRAZ UNIVERSILY OFTECHNOLOGY,
AUSTRIA IN SUBJECTS SUCH AS CIVIL ENGINEERING, ARCHITECTURE, GEOLOGY
ETC., EDUCATION IS MOSTLY BASED ON VISUAL INFORMATION. FOR EXAMPLE, IN
CIVIL ENGINEERING EVERY BUILDING CAN BE SEEN AS A UNIQUE OBJECT AT A
CERTAIN LOCATION. DURING THE EDUCATION OF CIVIL ENGINEERS MANY FIELD
BASED STUDIES AND EXCURSIONS TAKE PLACE, HOWEVER, NOT ONLY THE IMAGES
BUT ALSO GEOGRAPHICAL COORDINATES ARE ESSENTIAL. WIKIS HAVE BEEN IN USE
FOR COLLABORATIVE LEARNING FOR MORE THAN TEN YEARS. MOBILE PHON ES
PROVIDE ACCESS TO THEM FROM NEARLY EVERYWHERE. THE AVAILABILITY OFTHOSE
TECHNOLOGIES HAS LED TO RAPID ADVANCES IN THE AREA OFM-LEARNING AND THE
POSSIBILITY TO APPLY CHALLENGING CONSTRUCTIVE EDUCATIONAL CONCEPTS.
CONSEQUENTLY, IN THIS PAPER WE DESCRIBE THE USER CENTERED DESIGN,
DEVELOPMENT AND EVALUATION OF A COMBINATION OFTHESE TECHNOLO- GIES TO
SUPPORT COLLABORATIVE LEARNING IN THE FIELD: A WIKI-BASED MOBILE
GEOSPATIAL INFORMATION SYSTEM, THE SO-CA LIED TUGEOWIKI. THE PRIMARY
OBJECTIVE OF THIS GEOWIKI IS TO PROVIDE A USER-FRIENDLY TOOL FOR MOBILE
COLLABORATIVE LEARNING FOR ALL AREAS WHERE GEO-TAGGED INFORMATION COULD
BE USEFUL. MOREOVER, TUGEOWIKI WAS DEVELOPED IN ORDER TO PROVIDE THE
INTEGRATION OF EXTERNAL MAP MATERIAL VIA MAP APLS INCLUDING INFORMATION
SUCH AS THAT DELIVERED BY GOOGLE MAPS. SUBSEQUENTLY, IT IS POSSIBLE TO
PROVIDE BOTH HIGHLY DETAILED MAPS AND SATELLITE IMAGES WITHOUT HAVING
THE NEED TO LICENSE SUCH MATERIAL. FUR- THERMORE, THE USER INTERFACES
USED BY SUCH TOOLS IS WEIL ESTABLISHED, DUE TO THE INCREASING NUMBER OF
MAPPING RELATED MASHUPS. THE EVALUATION DURING AN EXTENSIVE FIELD TEST
WITHIN A LARGE CIVIL ENGINEERING EXCURSION TO VARIOUS LARGE-SCALE
CONSTRUCTION SITES IN AUSTRIA DEMONSTRATED THAT COLLABORATIVE LEARNING
CAN BE SUCCESSFULLY SUPPORTED BY THE APPLICATION OFTUGEOWIKI. SEETION
5.2 USE OF COLLABORATION TOOLS CHAPTER 16 LEARNING IN AN ACTIVE,
COLLABORATIVE SPACE 275 MICHE/E P NOTARI, UNIVERSITY OFTEACHER
EDUCATION, SWITZER/AND BEAT DOEBE/I HONEGGER, UNIVERSITY OFTEACHER
EDUCATION, SWITZERLAND BASED ON THE IMPLICATIONS OFTECHNOLOGICAL
PROGRESS AND SOCIOCONSTRUCTIVIST LEARNING THEORY, TRENDS ARE BEING
DEVELOPED FOR TOOLS TO PROMOTE LEARNING IN THE INFOMLATION SOCIETY OFTHE
21 ST CENTURY. THE FUTURE PROMISES A MASSIVE INCREASE IN INFORMATION AND
ITS UBIQUITOUS AVAILABILITY, ALONG WITH AN INCREASE IN COMPUTER-MEDIATED
COMMUNICATION. IT IS PARTICULARLY IMPORTANT TO UNDERSTAND THAT THE
COMMUNICATION REQUESTS PLACED ON THE INDIVIDUAL AND THE RANGE OF
AVAILABLE COMMUNICATION CHANNELS WILL INCREASE IN COMING YEARS. TOOLS
MUST THEREFORE BE CONCEPTUALIZED TO MANAGE THE COMMUNICATION AND
INFORMATION GLUT OF THE FUTURE IN AN INTELLIGENT WAY PERMITTING A
COLLABORATIVE WAY OF LEARNING. LOOKING AHEAD, LIFELONG, RATHER INFORMAL
AND PROBLEM-BASED LEARNING COULD BECOME SIGNIFICANTLY MORE IMPORTANT
THAN FORMAL LEAMING. THE CHARACTERISTICS OF WIKIS WILL BE PRESENTED AS A
POSSIBLE REPRESENTATIVE EXAMPLE AND EXPLORED BASED ON THE ABOVE
CRITERIA. THE CHAPTER CONCLUDES WITH PROGNOSES ON THE NATURE OF ICT-
SUPPORTED LEARNING IN COMING YEARS. CHAPTER 17 WIKIPEDIA IN ACADEMIC
STUDIES: CORRUPTING OR IMPROVING THE QUALITY OFTEACHING AND LEARN ING?
295 KLAUS WANNEMACHER, CONSULTANT FOR RESEARCH AND TEACHING MANAGEMENT,
HIS GMBH, GERMANY FRANK SCHULENBURG, HEAD OF PUB/IC OUTREACH, WIKIMEDIA
FOUNDATION, USA ALTHOUGH WIKIPEDIA HAS CARVED ITS WAY INTO THE COMMON
VERNACULAR, IT FACES RESENTMENTS PARTICULARLY IN HIGHER EDUCATION
INSTITUTIONS AND MANY PROFESSORS SAY STUDENTS SHOULD THINK TWICE BEFORE
TURNING TO THE FREE ONLINE ENCYCLOPEDIA FOR THEIR ACADEMIC WORK:
ACCORDING TO THE CRITERION OF SCHOLARLY STANDARDS, WIKIPEDIA IS CITABLE
ON NO ACCOUNT SINCE AUTHORSHIP IS NOT VERIFIABLE, AND THEREFORE AN
AUTHENTIFICATION OF INFORMATION IS IMPOSSIBLE. (HABER, 2007, P. 500).
IN SPITE OF PERCEIVED QUALITY DEFICITS, WIKIPEDIA IS A POPULAR
INFORMATION RESOURCE AMONG STUDENTS. LNSTRUCTORS INCREASINGLY TAKE
ADVANTAGE OFTHIS STUDENT ATTITUDE THROUGH ACTIVELY INTEGRATING WIKIPEDIA
AS A LEARNING TOOL INTO UNIVERSITY COURSES IN ACCORDANCE WITH A
CONSTRUCTIVIST TEACHING AND LEAMING PARADIGM. THE CHAPTER RAISES THE
QUESTION IFWIKIPEDIA IS SUITED TO MAKE COMPLEX RESEARCH, EDITING AND
BIBLIOGRAPHIC PROCESSES THROUGH WH ICH SCHOLARSHIP IS PRODUCED
TRANSPARENT TO STUDENTS AND TO EFFECTIVELY IMPROVE THEIR RESEARCH AND
WRITING SKILLS. SECTION 5.3 VIRTUAL ENVIRONMENTS AND VIRTUAL WORLDS
CHAPTER 18 INSTRUCTIONAL DESIGN FOR VIRTUAL WORLDS: BASIC PRINCIPLES FOR
LEARNING ENVIRONMENTS 312 NADINE OJSTERSEK, UNIVERSITY DUISBURG-ESSEN,
GERMANY MICHAEL KERRES, UNIVERSITY DUISBURG-ESSEN, GERMANY THIS PAPER
GIVES AN OVERVIEW OFTHE DIDACTIC ELEMENTS RELEVANT TO LEARNING
OPPORTUNITIES IN VIRTUAL WORLDS. MOREOVER, THE SPECIFIC REQUIREMENTS
OFVIRTUAL WORLDS ARE INVESTIGATED IN MORE DETAIL USING THE C3-MODEL OF
DIDACTIC COMPONENTS. FOLLOWING THIS MODEL, THE SPECIFICATIONS OFVIRTUAL
WORLDS ARE ILLUSTRATED WITH REGARD TO COMPONENTS CONTENT, COMMUNICATION
AND CONSTRUCTION. THE USE OF VIRTUAL WORLDS IS OFTEN CONNECTED WITH THE
HOPE FOR STRONGER IMMERSION, WHICH IS ENCOURAGED BY THE POSSIBILITY OF
THREE-DIMENSIONALITY AND THE REPRESENTATION OFTHE LEARNER BY A VILTUAL
REPRESENTATIVE. HOWEVER, LEARNING-/TEACHING PROCESSES ARE NOT
AUTOMATICALLY IMPROVED BY THE USE OFVIRTUAL WORLDS. THE POSSIBILITIES
OFFERED BY POTENTIAL VIRTUAL WORLDS CAN ONLY BE HONOURED WHEN A
DEDICATED DIDACTICAL CONCEPT IS CARRIED OUT. THIS MEANS A COMPLEX
COMPOSITION PROCESS WHICH HAS TO TAKE THE SPECIFIC FEATURES OFVIRTUAL
WORLDS INTO CONSIDERATION. CHAPTER 19 PRINCIPLES OF EFFECTIVE LEARNING
ENVIRONMENT DESIGN 327 STEPHEN R. QUINTON, CURLIN UNIVERSITY
OJTECHNOLOGY, AUSTRA/IA NEW THINKING ON THE DESIGN AND PURPOSE OF
LEARNING SOLUTIONS IS NEEDED WHERE THE FOCUS IS NOT ONLY ON WHAT TO
LEARN, BUT ALSO THE STRATEGIES AND TOOLS THAT ENHANCE STUDENTS CAPACITY
TO LEARN AND CONSTRUCT KNOWLEDGE. THE VISION UNDERPINNING THIS CHAPTER
IS TO EXTEND THE NOTION OF ADVANCED LEARNING ENVIRON- MENTS THAT SUPPORT
LEARNERS TO CONSTRUCT AND APPLY KNOWLEDGE TO INCLUDE THE CAPACITY TO
UNDERSTAND HOW AND WHY THEY LEARN AS INDIVIDUALS. THE PURPOSE OFTHIS
CHAPTER IS NOT TO ARGUE THE NEED FOR VIRTUAL LEARNING ENVIRONMENTS -
THE LITERATURE ABOUNDS WITH POSITIVE ENDORSEMENT FOR SUCH APPLICATIONS.
INSTEAD, THE STRATEGIES AND FACTORS THAT AFFORD LEARNERS GREATER
OPPORTUNITIES TO ENGAGE IN REWARDING, PRODUCTIVE LEARNING EXPERIENCES
ARE EXAMINED WITH A VIEW TO LAYING DOWN THE GROUNDWORK AND DESIGN
PRINCIPLES TO INFORM THE DEVELOPMENT OF A MODEL FOR DEVISING
EDUCATIONALLY EFFECTIVE, MULTI-MODAL (FACE-TO-FACE AND ONLINE) LEARNING
ENVIRONMENTS. CHAPTER 20 LECTURING TOMORROW: VIRTUAL CLASSROOMS, USER
CENTERED REQUIREMENTS AND EVALUATIVE METHODS 353 THOMAS CZERWIONKA,
HAMBURG UNIVERSITY OJTECHNOLOGY, GERMANY MICHAEL KLEBL, FERNUNIVERSITAET
IN HAGEN / UNIVERSITY OJ HAGEN, GERMANY C/AUDIA SCHRADER,
FERNUNIVERSITAET IN HAGEN / UNIVERSITY OJ HAGEN, GERMANY THIS CHAPTER
PRESENTS A SURVEY METHODOLOGY ADDRESSING LEARNERS REQUIREMENTS, THEIR
EXPECTATIONS AND EXPERIENCES REGARDING CHALLENGES IN THE IMPLEMENTATION
PROCESS OF NEW EDUCATIONAL TECHNOLOGY IN EDUCATIONAL INSTITUTIONS. THE
PRESENTED METHODOLOGY WAS DEVISED AND APPLIED DLLRING THE PILOT LISE OF
A WEB CONFERENCING SYSTEM (IN ITS EDUCATIONAL FORM AS A VIRTLLAL
CLASSROOM) IN DISTANCE EDLLCATION, AND COMBINES THE EVALUATION OF
USABILITY, ACCEPTANCE AND EXPECTED BENEFITS IN ORDER TO GENERATE
STATEMENTS AND TO SUBSTANTIATE DECISIONS ON EDUCATIONAL TECHNOLOGY AT AN
EARLY STAGE OF ITS INSTITUTIONAL INTRODUCTION. THE METHODICAL PROCEDURE,
SURVEY INSTRUMENTS AND RESULTS FROM ITS EXEMPLARY EXERTION ARE
DESCRIBED. THE OVERALL OBJECTIVE OF THIS CHAPTER IS TO PROVE THE
APPROPRIATENESS OF THIS MULTI-PERSPECTIVE AND USER CENTERED APPROACH
TOWARDS THE EXAMINATION OF UTILITY, RESULTING IN A PRAGMATIC AND
TRANSFERABLE TOOL FOR THE EVALUATION OFTHE THREE NAMED FACTORS.
CHAPTER21 VIRTUAL EXPERIMENTS IN UNIVERSITY EDUCATION 373 ROB JM HARTOG,
WAGENINGEN UNIVERSITY, THE NETHERFANDS HYLKE VAN DER SCHAAF, WAGENINGEN
UNIVERSITY, THE NETHERFANDS ADRIE JM BEULENS, WAGENINGEN UNIVERSITY, THE
NETHERFANDS JOHANNES TRAMPER, WAGENINGEN UNIVERSITY, THE NETHERFANDS A
UNIVERSITY CURRICULUM IN NATURAL AND ENGINEERING SCIENCES SHOULD PROVIDE
STUDENTS ENOUGH TIME AND ADEQUATE FACILITIES TO DESIGN AND CARRY OUT
EXPERIMENTS AND TO ANALYZE AND INTERPRET EXPERIMENTAL RESULTS. HOWEVER,
LABORATORY FACILITIES REQUIRE CONSIDERABLE INVESTMENTS, AND THE
EXPERIMENTS THEMSELVES CAN ALSO BE VERY EXPENSIVE. FURTHERMORE, IN MANY
UNIVERSITIES, SCHEDULING LABORATORY PRACTICE CAN BE QUITE CONSTRAINED.
IT IS OFTEN DIFFICULT TO REALIZE LEARNING SCENARIOS IN WHICH
EXPERIMENTATION IS AN INTEGRAL COMPONENT. FINALLY, ALIGNMENT OF
ACTUALLABORATORY C1ASSES AND ASSESSMENT IS SELDOM SATISFACTORY. THIS
CHAPTER DISCUSSES POTENTIAL BENEFITS OF AND LIM ITATIONS TO VIRTUAL
EXPERIMENT ENVIRONMENTS OR VIRTUAL LABORATORIES IN UNIVERSITY EDUCATION.
IN ADDITION, WE AIM TO IDENTIFY FEASIBLE OBJECTIVES FOR FACULTY-BASED
PROJECTS ON DESIGN, REALIZATION AND USE OFVIRTUAL EXPERIMENTS IN
UNIVERSITY EDUCATION. CHAPTER 22 VIRTUAL LEARNING ENVIRONMENT (CLASSSIM)
EXAMINED UNDER THE FRAME OF ANDRAGOGY 394 LISA CARRINGTON, UNIVERSITY
O/WOLLONGONG, AUSTRALIA LISA KERVIN, UNIVERSITY 0/ WOLLONGONG, AUSTRALIA
BRIAN FERRY, UNIVERSITY 0/ WOLLONGONG, AUSTRALIA CLASSSIM, AN ONLINE
SIMULATION, WAS DEVELOPED TO SUPPORT EXISTING TEACHER EDUCATION PROGRAMS
BY PROVIDING PRE-SERVICE TEACHERS WITH ACCESS TO ADDITIONAL C1ASSROOM
EXPERIENCE. THIS RESEARCH REPORTS ON HOW PRE-SERVICE TEACHERS MAKE USE
OF THE VIRTUAL LEARNING ENVIRONMENT TO LINK KNOWLEDGE FROM UNIVERSITY
COURSEWORK WITH FIELD EXPERIENCES AND THROUGH THIS, WE ARE ABLE TO
EXAMINE AFFORDANCES THE VIRTUAL ENVIRONMENT OFFERS PRE-SERVICE TEACHER
LEARNING. ANDRAGOGY PROVIDES A THEORETICAL FRAMEWORK TO REVIEW AND MAKE
ASSUMPTIONS ABOUT THE NATURE OF LEAMING FOR THE PARTICIPANTS. A
COMPARATIVE CASE STUDY APPROACH ALLOWS FOR IN-DEPTH COMPARISON OF TWO
COHORTS OF PRE-SERVICE TEACHERS (FIRST AND FINAL YEAR) AS THEY INTERACT
WITH THE CLASSSIM ENVIRONMENT. CHAPTER23 SUPPORTING THE COMPREHENSION OF
COMPLEX SYSTEMS WITH VIDEO NARRATIVES 412 WEIQIN CHEN, UNIVERSITY 0/
BERGEN, NORWAY NILS MAGNUS DJUPVIK, MINDFAB AS, NORWAY A UNIVERSITY
CURRICULUM IN NATURAL AND ENGINEERING SCIENCES SHOULD PROVIDE STUDENTS
ENOUGH TIME AND ADEQUATE FACILITIES TO DESIGN AND CARRY OUT EXPERIMENTS
AND TO ANALYZE AND INTERPRET EXPERIMENTAL RESULTS. HOWEVER, LABORATORY
FACILITIES REQUIRE CONSIDERABLE INVESTMENTS, AND THE EXPERIMENTS
THEMSELVES CAN ALSO BE VERY EXPENSIVE. FURTHERMORE, IN MANY
UNIVERSITIES, SCHEDULING LABORATORY PRACTICE CAN BE QUITE CONSTRAINED.
IT IS OFTEN DIFFICULT TO REALIZE LEARNING SCENARIOS IN WHICH
EXPERIMENTATION IS AN INTEGRAL COMPONENT. FINALLY, ALIGNMENT OF ACTUAL
LABORATORY C1ASSES AND ASSESSMENT IS SELDOM SATISFACTORY. THIS CHAPTER
DISCUSSES POTENTIAL BENEFITS OF AND TIM ITATIONS TO VIRTUAL EXPERIMENT
ENVIRONMENTS OR VIRTUAL LABORATORIES IN UNIVERSITY EDUCATION. IN
ADDITION, WE AIM TO IDENTIFY FEASIBLE OBJECTIVES FOR FACUTTY-BASED
PROJECTS ON DESIGN, REATIZATION AND USE OF VIRTUAL EXPERIMENTS IN
UNIVERSITY EDUCATION. CHAPTER24 PHYSICAL EDUCATION 2.0 432
ROLFKREFSCHMANN, UNIVERSITY OF SFUFFGARF, GERMANY THINKING OF SUBJECTS
AT SCHOOL AND INTEGRATING DIGITAL MEDIA AND TECHNOLOGY, ONE MIGHT NOT
THINK OF LOOKING AT PHYSICAL EDUCATION FIRST. BUT THE PEDAGOGICAL
POTENTIALS OF DIGITAL MEDIA INTEGRATED IJL PHYSICAL EDUCATION CAN EASILY
BE OUTLINED. THEREFORE, THE CONCEPT OF PHYSICAL EDUCATION 2.0 IS
DEVELOPED THAT POSITS A FRAMEWORK FOR DESIGNING PEDAGOGICAL SCENARIOS
AFTER INFORMING ABOUT THE OLD-FASHIONED PHYSICAL EDUCATION 1.0,
TECHNICAL DEVICES, SOFTWARE AND INTERNET OFFERS, AND CATEGORIZING
PEDAGOGICAL SCENARIOS BY LITERATURE REVIEW. THE IMAGINATION OF FUTURE
PEDAGOGICAL SCENARIOS LEADS TO A DEEPER AWARENESS OF POSSIBLE PHYSICAL
EDUCATION DEVELOPMENTS. MOREOVER, IMPLEMENTATION PREMISES FOR PHYSICAL
EDUCATION 2.0 IN DIFFERENT AREAS ARE DISPLAYED. FURTHERMORE, FUTURE
RESEARCH DIRECTIONS IN THIS SPECIAL RESEARCH FIELD WITH ALMOST TABULA
RASA CHARACTER ARE GIVEN. SHORTLY, THE AIM OF THE PAPER IS TO GIVE AN
INTRODUCTION AND OVERVIEW OFTHE WIDE SCOPE OF DIGITAL MEDIA WITHIN
PHYSICAL EDUCATION. COMPILATION OF REFERENCES 455 ABOUT THE CONTRIBUTORS
509 INDEX 520
|
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| spelling | Looking toward the future of technology-enhanced education ubiquitous learning and the digital native Martin Ebner ; Mandy Schiefner, editors Hershey, PA [u.a.] Information Science Reference 2010 XXIX, 526 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Premier reference source "This book evaluated the incorporation of technology into educational processes reviewing topics from primary and secondary school to higher education, from Second Life to wiki technology, from physical education to cultural learning"--Provided by publisher. Includes bibliographical references and index Erziehung Educational technology Internet in education Education Effect of technological innovations on Pädagogik (DE-588)4044302-4 gnd rswk-swf Informationstechnik (DE-588)4026926-7 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Pädagogik (DE-588)4044302-4 s Informationstechnik (DE-588)4026926-7 s DE-604 Ebner, Martin 1975- Sonstige (DE-588)1012257134 oth Erscheint auch als Online-Ausgabe 978-1-61520-679-7 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018946676&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Looking toward the future of technology-enhanced education ubiquitous learning and the digital native Erziehung Educational technology Internet in education Education Effect of technological innovations on Pädagogik (DE-588)4044302-4 gnd Informationstechnik (DE-588)4026926-7 gnd |
| subject_GND | (DE-588)4044302-4 (DE-588)4026926-7 (DE-588)4143413-4 |
| title | Looking toward the future of technology-enhanced education ubiquitous learning and the digital native |
| title_auth | Looking toward the future of technology-enhanced education ubiquitous learning and the digital native |
| title_exact_search | Looking toward the future of technology-enhanced education ubiquitous learning and the digital native |
| title_full | Looking toward the future of technology-enhanced education ubiquitous learning and the digital native Martin Ebner ; Mandy Schiefner, editors |
| title_fullStr | Looking toward the future of technology-enhanced education ubiquitous learning and the digital native Martin Ebner ; Mandy Schiefner, editors |
| title_full_unstemmed | Looking toward the future of technology-enhanced education ubiquitous learning and the digital native Martin Ebner ; Mandy Schiefner, editors |
| title_short | Looking toward the future of technology-enhanced education |
| title_sort | looking toward the future of technology enhanced education ubiquitous learning and the digital native |
| title_sub | ubiquitous learning and the digital native |
| topic | Erziehung Educational technology Internet in education Education Effect of technological innovations on Pädagogik (DE-588)4044302-4 gnd Informationstechnik (DE-588)4026926-7 gnd |
| topic_facet | Erziehung Educational technology Internet in education Education Effect of technological innovations on Pädagogik Informationstechnik Aufsatzsammlung |
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