Design for Teaching and Learning in a Networked World

Moving Through MOOCS: Pedagogy, Learning Design and Patterns of Engagement

Seiten 70-84

Ferguson, Rebecca (et al.)

In-App Reflection Guidance for Workplace Learning

Seiten 85-99

Fessl, Angela (et al.)

Training Workers for Improving Performance in Crowdsourcing Microtasks

Seiten 100-114

Gadiraju, Ujwal (et al.)

Engaging Teaching Professionals in Design for Online Learning

Seiten 115-126

Georgsen, Marianne

Beyond Delivery Modes and Apps: A Case Study on Mobile Blended Learning in Higher Education

Seiten 127-140

Glahn, Christian (et al.)

SafeChild: An Intelligent Virtual Reality Environment for Training Pedestrian Safety Skills

Seiten 141-154

Gu, Yecheng (et al.)

What Should I Do Next? Adaptive Sequencing in the Context of Open Social Student Modeling

Seiten 155-168

Hosseini, Roya (et al.)

Improving Automatic Affect Recognition on Low-Level Speech Features in Intelligent Tutoring Systems

Seiten 169-182

Janning, Ruth (et al.)

Lessons Learned from Creating a Mobile Version of an Educational Board Game to Increase Situational Awareness

Seiten 183-196

Klemke, Roland (et al.)

MOOC Video Interaction Patterns: What Do They Tell Us?

Seiten 197-210

Li, Nan (et al.)

Comparing Two CbKST Approaches for Adapting Learning Paths in Serious Games

Seiten 211-224

Melero, Javier (et al.)

Towards an Integrated Specialized Learning Application (ISLA) to Support High Functioning ASD Children in Mathematics Learning

Seiten 225-239

Mondragon, Aydée Liza (et al.)

Automatic Tagging of Learning Objects Based on Their Usage in Web Portals

Seiten 240-253

Niemann, Katja

On Modeling Learning Communities

Seiten 254-267

Petrushyna, Zinayida (et al.)

Studying Teacher Orchestration Load in Technology-Enhanced Classrooms

Seiten 268-281

Prieto, Luis P. (et al.)

Coflection – Combining Mutual Support and Facilitation in Technology Enhanced Learning

Seiten 282-296

Prilla, Michael (et al.)

Towards Reading Session-Based Indicators in Educational Reading Analytics

Seiten 297-310

Sadallah, Madjid (et al.)

Stand Tall and Raise Your Voice! A Study on the Presentation Trainer

Seiten 311-324

Schneider, Jan (et al.)

Displaying Teacher’s Gaze in a MOOC: Effects on Students’ Video Navigation Patterns

Seiten 325-338

Sharma, Kshitij (et al.)

Reflexive Learning, Socio-cognitive Conflict and Peer-assessment to Improve the Quality of Feedbacks in Online Tests

Seiten 339-351

Silvestre, Franck (et al.)

A Learning Analytics Approach to Correlate the Academic Achievements of Students with Interaction Data from an Educational Simulator

Seiten 352-366

Vahdat, Mehrnoosh (et al.)

VisEN: Motivating Learner Engagement Through Explorable Visual Narratives

Seiten 367-380

Yousuf, Bilal (et al.)

ICT Supported Learning Rises Math Achievement in Low Socio Economic Status Schools

Seiten 383-388

Araya, Roberto (et al.)

Potentials of Gamification in Learning Management Systems: A Qualitative Evaluation

Seiten 389-394

Broer, Jan (et al.)

Investigating Self-directed Learning Dimensions: Adapting the Bouchard Framework

Seiten 395-400

Waard, Inge (et al.)

Towards Hyper Activity Books for Children. Connecting Activity Books and Montessori-like Educational Materials

Seiten 401-406

Fuccio, Raffaele (et al.)

A Framework to Design Educational Mobile-Based Games Across Multiple Spaces

Seiten 407-413

Fernández-Panadero, Carmen (et al.)

Predicting Results from Interaction Patterns During Online Group Work

Seiten 414-419

Figueira, Alvaro

Teachers’ Perceptions About the HANDSON MOOC: A Learning Design Studio Case

Seiten 420-427

Garreta-Domingo, Muriel (et al.)

Learners’ Attitudes Toward Using Wikis and Forums for Collaboration on Case Problems

Seiten 428-434

Ioannou, Andri (et al.)

Students’ Deep and Surface Approach: Links to Interaction in Learning Environments

Seiten 435-440

Margeti, Maria (et al.)

Grounding Serious Game Design on Scientific Findings: The Case of ENACT on Soft Skills Training and Assessment

Seiten 441-446

Marocco, Davide (et al.)

Informal Learning in Online Knowledge Communities: Predicting Community Response to Visitor Inquiries

Seiten 447-452

Nistor, Nicolae (et al.)

Learning Analytics: Trends and Issues of the Empirical Research of the Years 2011–2014

Seiten 453-459

Nistor, Nicolae (et al.)

Towards an Intelligent Tutoring System for Logical Reasoning in Multiple Contexts

Seiten 460-466

Nkambou, Roger (et al.)

The Value of Self-tracking and the Added Value of Coaching in the Case of Improving Time Management

Seiten 467-472

Pammer, Viktoria (et al.)

Screen or Tabletop: An Eye-Tracking Study of the Effect of Representation Location in a Tangible User Interface System

Seiten 473-478

Boroujeni, Mina Shirvani (et al.)

Evolution of Interests in the Learning Context Data Model

Seiten 479-484

Thüs, Hendrik (et al.)

Efficient Generation of High-Quality Multilingual Subtitles for Video Lecture Repositories

Seiten 485-490

Valor Miró, Juan Daniel (et al.)

A Model to Support Monitoring for Classroom Orchestration in a Tablet-Based CSCL Activity

Seiten 491-496

Wang, Patrick (et al.)

Resource Access Patterns in Exam Preparation Activities

Seiten 497-502

Ziebarth, Sabrina (et al.)

ReaderBench : An Integrated Cohesion-Centered Framework

Seiten 505-508

Dascalu, Mihai (et al.)

KnowBrain: An Online Social Knowledge Repository for Informal Workplace Learning

Seiten 509-512

Dennerlein, Sebastian (et al.)

Communicate! — A Serious Game for Communication Skills —

Seiten 513-517

Jeuring, Johan (et al.)

Bucket-Server: A System for Including Teacher-Controlled Flexibility in the Management of Learning Artifacts in Across-Spaces Learning Situations

Seiten 518-521

Muñoz-Cristóbal, Juan A. (et al.)

Using Video Visualizations in Open edX to Understand Learning Interactions of Students

Seiten 522-525

Pijeira Díaz, Héctor J. (et al.)

Presentation Trainer: Polishing Your Communication Skills

Seiten 526-529

Schneider, Jan (et al.)

Unit Testing Maths

Seiten 530-534

Seemann, Edgar

User-Modelled Ambient Feedback for Self-regulated Learning

Seiten 535-539

Tabuenca, Bernardo (et al.)

Augmented Reality-Based Simulations Embedded in Problem Based Learning Courses

Seiten 540-543

Villarán, Diego (et al.)

Managing Time Through a Self-regulated Oriented ePortfolio for Undergraduate Students

Seiten 547-550

Alexiou, Aikaterini (et al.)

Detecting Sarcasm from Students’ Feedback in Twitter

Seiten 551-555

Altrabsheh, Nabeela (et al.)

Motivation and Engagement in MOOCs: How to Increase Learning Motivation by Adapting Pedagogical Scenarios?

Seiten 556-559

Bakki, Aicha (et al.)

A Literature Review of Serious Games for Intellectual Disabilities

Seiten 560-563

Cano, Ana R. (et al.)

Towards Teacher-Managed Deployment and Integration of Non-SaaS Tools in Virtual Learning Environments

Seiten 564-567

Cano-Parra, Rafael (et al.)

Validating Gamification Mechanics and Player Types in an E-learning Environment

Seiten 568-572

Gil, Borja (et al.)

Integrating Teacher and Student Workspaces in a Technology-Enhanced Mathematics Lecture

Seiten 573-576

Goguadze, Giorgi

Using Cloud Computing for E-assessment Process Integration

Seiten 577-581

Hajjej, Fahima (et al.)

Querying Repositories of OER Descriptions: The Challenge of Educational Metadata Schemas Diversity

Seiten 582-586

Hajri, Hiba (et al.)

Linked Data-enabled Gamification in EPUB 3 for Educational Digital Textbooks

Seiten 587-591

Heyvaert, Pieter (et al.)

Authoring Tools Supporting Novice Teachers Identifying Student Problems

Seiten 592-595

Llinás, Pablo (et al.)

Collaborative Learning Orchestration Using Smart Displays and Personal Devices

Seiten 596-600

Manathunga, Kalpani (et al.)

Project-Based Learning: Methodology and Assessment Learning Technologies and Assessment Criteria

Seiten 601-604

Menchaca, Iratxe (et al.)

Patterns of Practice and Design: Towards an Agile Methodology for Educational Design Research

Seiten 605-608

Mor, Yishay (et al.)

Teaching Syllogistics Through Gamification and Interactive Proofs

Seiten 609-612

Øhrstrøm, Peter (et al.)

Combining Virtual Reality and Relaxation Techniques to Improve Attention Levels in Students from an Initial Vocational Qualification Program

Seiten 613-616

Olmos, Helena (et al.)

Investigating Learners’ Views of Assessment Types in Massive Open Online Courses (MOOCs)

Seiten 617-621

Papathoma, Tina (et al.)

Designing and Evaluating Personalised Courses with LAMS: The Designer Perspective

Seiten 622-625

Papazoi, Eva (et al.)

Reflective TEL: Augmenting Learning Tools with Reflection Support

Seiten 626-629

Prilla, Michael (et al.)

Visualizing Students’ Performance in the Classroom: Towards Effective F2F Interaction Modelling

Seiten 630-633

Ruiz, Samara (et al.)

Supporting Learning Analytics for Informal Workplace Learning with a Social Semantic Infrastructure

Seiten 634-637

Ruiz-Calleja, Adolfo (et al.)

Boosting the Learning Process with Progressive Performance Prediction

Seiten 638-641

Villagra-Arnedo, Carlos (et al.)

Creating and Sharing Knowledge Through Experiences: A Case Study with Ach so! in Healthcare Education

Seiten 642-645

Virnes, Marjo (et al.)