21st Century Learning for 21st Century Skills

1. Front Matter

   PDF

2. Invited Paper

   1. Front Matter

      Pages 1-1

      PDF

   2. 21st Century Learning for 21st Century Skills: What Does It Mean, and How Do We Do It?

      • Richard Noss

      Pages 3-5

3. Full Papers

   1. Front Matter

      Pages 7-7

      PDF

   2. Exploiting Semantic Information for Graph-Based Recommendations of Learning Resources

      • Mojisola Anjorin, Thomas Rodenhausen, Renato Domínguez García, Christoph Rensing

      Pages 9-22

   3. An Initial Evaluation of Metacognitive Scaffolding for Experiential Training Simulators

      • Marcel Berthold, Adam Moore, Christina M. Steiner, Conor Gaffney, Declan Dagger, Dietrich Albert et al.

      Pages 23-36

   4. Paper Interfaces for Learning Geometry

      • Quentin Bonnard, Himanshu Verma, Frédéric Kaplan, Pierre Dillenbourg

      Pages 37-50

   5. The European TEL Projects Community from a Social Network Analysis Perspective

      • Michael Derntl, Ralf Klamma

      Pages 51-64

   6. TinkerLamp 2.0: Designing and Evaluating Orchestration Technologies for the Classroom

      • Son Do-Lenh, Patrick Jermann, Amanda Legge, Guillaume Zufferey, Pierre Dillenbourg

      Pages 65-78

   7. Understanding Digital Competence in the 21st Century: An Analysis of Current Frameworks

      • Anusca Ferrari, Yves Punie, Christine Redecker

      Pages 79-92

   8. How CSCL Moderates the Influence of Self-efficacy on Students’ Transfer of Learning

      • Andreas Gegenfurtner, Koen Veermans, Marja Vauras

      Pages 93-102

   9. Notebook or Facebook? How Students Actually Use Mobile Devices in Large Lectures

      • Vera Gehlen-Baum, Armin Weinberger

      Pages 103-112

   10. Enhancing Orchestration of Lab Sessions by Means of Awareness Mechanisms

       • Israel Gutiérrez Rojas, Raquel M. Crespo García, Carlos Delgado Kloos

       Pages 113-125

   11. Discerning Actuality in Backstage

       • Julia Hadersberger, Alexander Pohl, François Bry

       Pages 126-139

   12. Tweets Reveal More Than You Know: A Learning Style Analysis on Twitter

       • Claudia Hauff, Marcel Berthold, Geert-Jan Houben, Christina M. Steiner, Dietrich Albert

       Pages 140-152

   13. Motivational Social Visualizations for Personalized E-Learning

       • I. -Han Hsiao, Peter Brusilovsky

       Pages 153-165

   14. Generator of Adaptive Learning Scenarios: Design and Evaluation in the Project CLES

       • Aarij Mahmood Hussaan, Karim Sehaba

       Pages 166-179

   15. Technological and Organizational Arrangements Sparking Effects on Individual, Community and Organizational Learning

       • Andreas Kaschig, Ronald Maier, Alexander Sandow, Alan Brown, Tobias Ley, Johannes Magenheim et al.

       Pages 180-193

   16. The Social Requirements Engineering (SRE) Approach to Developing a Large-Scale Personal Learning Environment Infrastructure

       • Effie Lai-Chong Law, Arunangsu Chatterjee, Dominik Renzel, Ralf Klamma

       Pages 194-207

   17. The Six Facets of Serious Game Design: A Methodology Enhanced by Our Design Pattern Library

       • Bertrand Marne, John Wisdom, Benjamin Huynh-Kim-Bang, Jean-Marc Labat

       Pages 208-221

This book constitutes the refereed proceedings of the 7th European Conference on Technology Enhanced Learning, EC-TEL 2012, held in Saarbrücken, Germany, in September 2012.
The 26 revised full papers presented were carefully reviewed and selected from 130 submissions. The book also includes 12 short papers, 16 demonstration papers, 11 poster papers, and 1 invited paper. Specifically, the programme and organizing structure was formed through the themes: mobile learning and context; serious and educational games; collaborative learning; organisational and workplace learning; learning analytics and retrieval; personalised and adaptive learning; learning environments; academic learning and context; and, learning facilitation by semantic means.

• computer supported collaborative learning
• knowledge sharing
• lifelong learning
• self-regulated learning
• user modeling

• CASS School of Education and Communities, University of East London (UEL), London, UK

  Andrew Ravenscroft

• Knowledge Management Institute and Know-Center GmbH, Graz University of Technology (TUG), Graz, Austria

  Stefanie Lindstaedt

• Departamento Ingenieria Telemática, Universidad Carlos III de Madrid, Leganés (Madrid), Spain

  Carlos Delgado Kloos

• Information and Communitations Technologies Department, Universitat Pompeu Fabra,, Barcelona, Spain

  Davinia Hernández-Leo

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