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

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

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

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

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1. LeavePostOut evaluation methodology Fig. 2. LeaveRTOut evaluation methodology 18 M. Anjorin et al. e. in respect to the maximal achievable P recisionmax (k). Mean Normalized Precision at k is defined as follows: M N P (Q, k) = 1 · |Q| |Q| j=1 P recision(k) P recisionmax (k) (11) For the statistical significant tests, Average Precision [14] is used for a single information need q, applying the Wilcoxon signed-rank tests 3 . 3 Results LeavePostOut and LeaveRTOut results from AScore and AInheritScore are compared to those of GRank, GFolkRank, FolkRank and Popularity.

38 participants filled in the motivation questions. 49 on a 4-point-Likert rating scale. This implies that the students were very motivated to learn about the clinical interview during the simulation, to improve their interview skills, perform a good interview during the simulation and to apply what they have just learnt in the simulation in a real world clinical interview context. 001). Workload. A moderate overall workload could be observed. It has to be noted at this stage that for a learning environment it should not be aimed at reducing the workload to a minimum; rather, the challenge should be at an appropriate, medium level of challenge – in an optimal case adapted to the individual learner.

E. what moves and what remains fixed under given constraints. Straesser [12] explains how DGS opens new possibilities in geometry education, by enabling geometric constructions not easily possible with pen and paper. However, the use of WIMP interfaces in teaching involves the risk of spending more time to learn the software than learning geometry, as these interfaces are completely different from the typical geometry tools frequently used in classrooms such as compass, ruler etc. [13]. Augmented reality interfaces aim at making the interaction more natural by integrating virtual elements in the real world.

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