Download 21st Century Learning for 21st Century Skills: 7th European by Richard Noss (auth.), Andrew Ravenscroft, Stefanie PDF

By Richard Noss (auth.), Andrew Ravenscroft, Stefanie Lindstaedt, Carlos Delgado Kloos, Davinia Hernández-Leo (eds.)

This booklet constitutes the refereed court cases of the seventh ecu convention on know-how better studying, EC-TEL 2012, held in Saarbrücken, Germany, in September 2012.
The 26 revised complete papers awarded have been conscientiously reviewed and chosen from a hundred thirty submissions. The ebook additionally contains 12 brief papers, sixteen demonstration papers, eleven poster papers, and 1 invited paper. particularly, the programme and organizing constitution used to be shaped in the course of the subject matters: cellular studying and context; critical and academic video games; collaborative studying; organisational and office studying; studying analytics and retrieval; customized and adaptive studying; studying environments; educational studying and context; and, studying facilitation via semantic means.

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Extra resources for 21st Century Learning for 21st Century Skills: 7th European Conference of Technology Enhanced Learning, EC-TEL 2012, Saarbrücken, Germany, September 18-21, 2012. Proceedings

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The extended folksonomy GroupMe! 2 Evaluation Methodology The evaluation methodology LeavePostOut [13] is used for the evaluations of AScore and AInheritscore. In addition, we propose an evaluation methodology LeaveRTOut which is inspired from LeavePostOut. A post Pu,r is defined in [11] as all tag assignments of a specific user u to a specific resource r. 1 removes the post Pu,r , thereby ensuring that no information in the folksonomy remains that could connect the user u directly to resource r [13].

In total 2001 prompts (Planning: 469, Information Management: 752, Monitoring: 425, Debugging: 301 and Reflection: 54) were shown to 50 students. The other students ignored the up-popping prompts. Every student who used the practice facility in the simulator was presented with a pop-up suggesting they reflected. Clicking on that pop-up would move the simulation to the MSS screen (Figure 2a). The relative frequency of the prompts was compared to the expected frequency based on the probability of available prompts for each phase.

Our analysis is based on observational field notes made during the experiment, the videos from a panoramic camera placed under the lamp filming the pupils, and the snapshots of the interaction surface taken every second by the camera of the lamp. We logged the position of every fiducial marker with a time stamp, which allowed us to replay the interaction with the system, since the fiducial markers are the only input of the projected augmentation. This way, we could generate any additional log from the software.

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