Scaling up Learning for Sustained Impact

1. Front Matter

   PDF

2. Invited Paper

   1. Making Sense of MOOCs: The Evolution of Online Learning in Higher Education

      • Stamenka Uvalić-Trumbić, Sir John Daniel

      Pages 1-4

3. Full Papers

   1. Analysing the Impact of Built-In and External Social Tools in a MOOC on Educational Technologies

      • Carlos Alario-Hoyos, Mar Pérez-Sanagustín, Carlos Delgado-Kloos, Hugo A. Parada G., Mario Muñoz-Organero, Antonio Rodríguez-de-las-Heras

      Pages 5-18

   2. Using a 3D Online Game to Assess Students’ Foreign Language Acquisition and Communicative Competence

      • Anke Berns, Manuel Palomo-Duarte, Juan Manuel Dodero, Concepción Valero-Franco

      Pages 19-31

   3. Analysis of Learners’ Fieldtrip Talk during a Collaborative Inquiry Task

      • Canan Blake, Eileen Scanlon, Alison Twiner, Trevor Collins, Ann Jones, Lucinda Kerawalla

      Pages 32-42

   4. Teaching Low-Functioning Autistic Children: ABCD SW

      • Maria Claudia Buzzi, Marina Buzzi, Beatrice Rapisarda, Caterina Senette, Maurizio Tesconi

      Pages 43-56

   5. Pervasive Interventions to Increase Pro-environmental Awareness, Consciousness, and Learning at the Workplace

      • Dirk Börner, Marco Kalz, Stefaan Ternier, Marcus Specht

      Pages 57-70

   6. 3D Interactive Applications on Tablets for Preschoolers: Exploring the Human Skeleton and the Senses

      • Antonia Cascales, Isabel Laguna, David Pérez-López, Pascual Perona, Manuel Contero

      Pages 71-83

   7. NLP-Based Heuristics for Assessing Participants in CSCL Chats

      • Costin Chiru, Traian Rebedea, Stefan Trausan-Matu

      Pages 84-96

   8. Research Evidence on the Impact of Technology-Enhanced Collaboration Scripts on Learning

      • Stavros Demetriadis

      Pages 97-110

   9. An Environment to Support Collaborative Learning by Modding

      • Sébastien George, Élise Lavoué, Baptiste Monterrat

      Pages 111-124

   10. When One Textbook Is Not Enough: Linking Multiple Textbooks Using Probabilistic Topic Models

       • Julio Guerra, Sergey Sosnovsky, Peter Brusilovsky

       Pages 125-138

   11. Research on Collaborative Planning and Reflection – Methods and Tools in the Metafora Project

       • Andreas Harrer, Kerstin Pfahler, Reuma de Groot, Rotem Abdu

       Pages 139-150

   12. Understanding and Supporting Reflective Learning Processes in the Workplace: The CSRL Model

       • Birgit R. Krogstie, Michael Prilla, Viktoria Pammer

       Pages 151-164

   13. Rhythm Reading Exercises with PWGL

       • Mika Kuuskankare, Vesa Norilo

       Pages 165-177

   14. Which User Interactions Predict Levels of Expertise in Work-Integrated Learning?

       • Tobias Ley, Barbara Kump

       Pages 178-190

   15. Motivating Students or Teachers?

       • Nils Malzahn, Tina Ganster, Nicole Sträfling, Nicole Krämer, H. Ulrich Hoppe

       Pages 191-204

   16. Shared Annotations: The Social Side of Exam Preparation

       • Andrea Mazzei, Jan Blom, Louis Gomez, Pierre Dillenbourg

       Pages 205-218

   17. Interdisciplinary Cohesion of TEL – An Account of Multiple Perspectives

       • Philip Meyer, Sebastian Kelle, Thomas Daniel Ullmann, Peter Scott, Fridolin Wild

       Pages 219-232

   18. Learning Design Studio: Educational Practice as Design Inquiry of Learning

       • Yishay Mor, Orit Mogilevsky

       Pages 233-245

This book constitutes the refereed proceedings of the 8th European Conference on Technology Enhanced Learning, EC-TEL 2013, held in Paphos, Cyprus, in September 2013. The 31 full papers, 18 short papers, 14 demonstrations and 29 posters presented were carefully reviewed and selected from 194 submissions. The papers are organized in topical sections. The topics addressed include open educational resources (OER), massive open online courses (MOOC), schools of the future, orchestration of learning activities, learning networks, teacher networks, bring your own device (BYOD), social media, learning analytics, personalization, mobile learning, computer-supported collaborative learning, game-based and simulation-based learning, and learning design.

• computer supported collaborative learning
• cultural heritage
• knowledge management
• self-regulated learning
• virtual worlds

• Universitat Pompeu Fabra, Barcelona, Spain

  Davinia Hernández-Leo

• Tallinn University, Estonia

  Tobias Ley

• Advanced Community Information Systems (ACIS) Group, RWTH Aachen University, Aachen, Germany

  Ralf Klamma

• Catholic University Eichstätt-Ingolstadt, 85072, Eichstätt,, Germany

  Andreas Harrer

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