Beyond Knowledge: The Legacy of Competence: Meaningful by Jörg Zumbach, Neil Schwartz, Tina Seufert, Liesbeth Kester

By Jörg Zumbach, Neil Schwartz, Tina Seufert, Liesbeth Kester

The edited and peer reviewed quantity provides chosen papers of the convention "Beyond knowlegde: the legacy of competence" prepared via EARLI SIG studying and guide with desktops in cooperation with SIG tutorial layout. It displays the present cutting-edge paintings of students around the world in the zone of studying and guideline with pcs. in most cases, parts of computer-based studying environments assisting competence-focused wisdom acquisition but in addition foundational clinical paintings are addressed. extra particular, contents disguise cognitive tactics in hypermedia and multimedia studying, social concerns in computer-supported collaborative studying, motivation and emotion in mixed studying and e-Learning.

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By Jörg Zumbach, Neil Schwartz, Tina Seufert, Liesbeth Kester

The edited and peer reviewed quantity provides chosen papers of the convention "Beyond knowlegde: the legacy of competence" prepared via EARLI SIG studying and guide with desktops in cooperation with SIG tutorial layout. It displays the present cutting-edge paintings of students around the world in the zone of studying and guideline with pcs. in most cases, parts of computer-based studying environments assisting competence-focused wisdom acquisition but in addition foundational clinical paintings are addressed. extra particular, contents disguise cognitive tactics in hypermedia and multimedia studying, social concerns in computer-supported collaborative studying, motivation and emotion in mixed studying and e-Learning.

Show description

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Extra resources for Beyond Knowledge: The Legacy of Competence: Meaningful Computer-based Learning Environments

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ICT and the Quality of Learning” (1999–2001) involved researchers from 23 member and allied countries. As part of the project, school based case studies were executed that evaluated the functioning of schools incorporating ICT in education, internal and external communication and management. It turned out that the majority of high-level ICT users were well-equipped, innovative schools with high SES students. Altogether 91 cases were documented in 23 countries with an anthropological / qualitative approach including structured interviews, observation of teaching and extracurricular activities and analysis of students’ ICT-related work.

The tool contains 22 parameters which were identified and operationally defined for the content analysis. The text of the forum protocol was analyzed along the three-metacognitive dimensions. Each dimension was initially defined via operational indices. These indices represent the types of reflections found in the participants’ discourse. The protocol of the forum’s discussion (the text) was divided into paragraphs, which constituted the unit of analysis. Paragraphs were delineated based on the topic of discourse, with a change in topic marking the boundary between paragraphs.

D. (1997). Collective memory: Collaborative and individual processes in remembering. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23, 1160–1175. hu Abstract A classic and a new CSCLE were tested in a mentored innovation setting. Mentoring procedure and learner satisfaction, as well as ICT competence and educational strategies, were tested to identify the role of the VLE and the mentor in the success of the training process. Both VLEs were found satisfactory by users. However, the level of acquisition of ICT-supported educational methods as revealed in lesson plans and self-developed digital teaching resources produced by learners individually and in pairs or groups were different in quality.

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