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Beyond Knowledge: The Legacy of Competence Meaningful Computer-based Learning Environments /
The edited and peer reviewed volume presents selected papers of the conference "Beyond knowlegde: the legacy of competence" organized by EARLI SIG Learning and Instruction with Computers in cooperation with SIG Instructional Design. It reflects the current state-of-the-art work of scholars...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor Corporativo: | |
| Otros Autores: | , , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Dordrecht :
Springer Netherlands : Imprint: Springer,
2008.
|
| Edición: | 1st ed. 2008. |
| Temas: | |
| Acceso en línea: | Texto Completo |
MARC
| LEADER | 00000nam a22000005i 4500 | ||
|---|---|---|---|
| 001 | 978-1-4020-8827-8 | ||
| 003 | DE-He213 | ||
| 005 | 20220120215241.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 100301s2008 ne | s |||| 0|eng d | ||
| 020 | |a 9781402088278 |9 978-1-4020-8827-8 | ||
| 024 | 7 | |a 10.1007/978-1-4020-8827-8 |2 doi | |
| 050 | 4 | |a LB1028.3 | |
| 072 | 7 | |a JNV |2 bicssc | |
| 072 | 7 | |a EDU039000 |2 bisacsh | |
| 072 | 7 | |a JNV |2 thema | |
| 082 | 0 | 4 | |a 371.33 |2 23 |
| 245 | 1 | 0 | |a Beyond Knowledge: The Legacy of Competence |h [electronic resource] : |b Meaningful Computer-based Learning Environments / |c edited by Jörg Zumbach, Neil Schwartz, Tina Seufert, Liesbeth Kester. |
| 250 | |a 1st ed. 2008. | ||
| 264 | 1 | |a Dordrecht : |b Springer Netherlands : |b Imprint: Springer, |c 2008. | |
| 300 | |a VIII, 310 p. |b online resource. | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 347 | |a text file |b PDF |2 rda | ||
| 505 | 0 | |a Beyond Knowledge -- Beyond knowledge -- Collaborative Learning with ICT and Knowledge Sharing -- Interdisciplinary Perspectives on Cognitive Load Research as a Key to Tackle Challenges of Contemporary Education -- Interpersonal Knowledge in Virtual Seminars -- Individual Versus Group Learning as a Function of Task Complexity: An Exploration into the Measurement of Group Cognitive Load -- Mentored Innovation in Teacher Training Using Two Virtual Collaborative Learning Environments -- Instructor Scaffolding in Support of Students' Metacognition Through an Online Course -- Research Notes on Collaborative Learning with ICT and Knowledge Sharing -- Fostering collaborators' ability to draw inferences from distributed information: a training approach -- Collaborative Problem Solving with Cases in a Virtual Professional Training -- Students' Perceptions of a Competency Assessment Program in an Online Course -- E-Learning and Mobile Learning -- Mobile Phones to Enhance Reflection Upon Collaborative Problem-Solving -- The Use of iPods in Education: The Case of Multi-Tasking -- Which Design Principles Influence Acceptance and Motivation in Professional E-Learning? -- Preparing Pre-Service Teachers for Professional Education Within a Metacognitive Computer-Based Learning Environment -- Designing a Well-Formed Activity System for an ICTs-Supported Classroom -- Research Notes on E-Learning and Mobile Learning -- A Comparison of Group and Individualized Motivational Messages Sent by SMS and E-mail to Improve Student Achievement -- Computer Assisted Learning And its Impact on Educational Programs Within The Past Decade: A Bibliometric Overview of Research -- Fostering the Translation Between External Representations: Does it Enhance Learning with an Intelligent Tutoring Program? -- Oversold - Underused Revisited: Factors Influencing Computer Use in Swiss Classrooms -- Competence-Based Instruction in Mathematics and Science -- Analyzing Computer-Based Fraction Tasks on the Basis of a Two-Dimensional View of Mathematics Competences -- How does it Swim? -- Accuracy of Self-Evaluation of Competence: How is it Affected Through Feedback in a Computer-Based Arithmetic Training? -- Inquiry Web-Based Learning to Enhance Information Problem Solving Competence in Science -- Virtual vs. Physical Materials in Early Science Instruction: Transitioning to an Autonomous Tutor for Experimental Design -- A Design-Based Approach to Professional Development: The Need to See Teachers as Learners to Achieve Excellence in Inquiry-Based Science Education -- The Effect of Intervening Tests on Text Retention -- Guiding Students' Attention During Example Study by Showing the Model's Eye Movements -- Research Notes on Competence-Based Instruction in Mathematics and Science -- What Makes a Problem Complex? -- Activation of Learning Strategies When Writing Learning Protocols: The Specificity of Prompts Matters -- Multimedia Learning -- One More Expertise Reversal Effect in an Instructional Design to Foster Coherence Formation -- The Influence of Spatial Text Information on the Multimedia Effect -- Arguing a Position from Text: The Influence of Graphic Themes on Schema Activation -- The Role of Attribution, Modality, and Supplantation in Multimedia Learning -- Tool Support -- To Embed or Not to Embed, That's the Question -- Learner Variables, Tool-Usage Behaviour and Performance in an Open Learning Environment -- Fostering Hypermedia Learning with Different Argumentation Tools: The Role of Argument Visualisation -- Supporting Prewriting Activities in Academic Writing by Computer-Based Scaffolds -- Research Notes on Tool Support -- Presentation Manager And Web2.0: Understanding Online Presentations -- Hypertext Didactics and its Incidence in the Quality Of Academic Literacy During the Initial Training of Primary School Teachers -- Learner-Controlled Use of Interactive Videos in the Context of Classroom Education: Learning strategies and Knowledge Acquisition. | |
| 520 | |a The edited and peer reviewed volume presents selected papers of the conference "Beyond knowlegde: the legacy of competence" organized by EARLI SIG Learning and Instruction with Computers in cooperation with SIG Instructional Design. It reflects the current state-of-the-art work of scholars worldwide within the area of learning and instruction with computers. Mainly, areas of computer-based learning environments supporting competence-focused knowledge acquisition but also foundational scientific work are addressed. More specific, contents cover cognitive processes in hypermedia and multimedia learning, social issues in computer-supported collaborative learning, motivation and emotion in Blended Learning and e-Learning. | ||
| 650 | 0 | |a Educational technology. | |
| 650 | 0 | |a Psychology. | |
| 650 | 0 | |a Educational psychology. | |
| 650 | 1 | 4 | |a Digital Education and Educational Technology. |
| 650 | 2 | 4 | |a Behavioral Sciences and Psychology. |
| 650 | 2 | 4 | |a Educational Psychology. |
| 700 | 1 | |a Zumbach, Jörg. |e editor. |4 edt |4 http://id.loc.gov/vocabulary/relators/edt | |
| 700 | 1 | |a Schwartz, Neil. |e editor. |4 edt |4 http://id.loc.gov/vocabulary/relators/edt | |
| 700 | 1 | |a Seufert, Tina. |e editor. |4 edt |4 http://id.loc.gov/vocabulary/relators/edt | |
| 700 | 1 | |a Kester, Liesbeth. |e editor. |4 edt |4 http://id.loc.gov/vocabulary/relators/edt | |
| 710 | 2 | |a SpringerLink (Online service) | |
| 773 | 0 | |t Springer Nature eBook | |
| 776 | 0 | 8 | |i Printed edition: |z 9789048121687 |
| 776 | 0 | 8 | |i Printed edition: |z 9789048179992 |
| 776 | 0 | 8 | |i Printed edition: |z 9781402088261 |
| 856 | 4 | 0 | |u https://doi.uam.elogim.com/10.1007/978-1-4020-8827-8 |z Texto Completo |
| 912 | |a ZDB-2-SHU | ||
| 912 | |a ZDB-2-SXED | ||
| 950 | |a Humanities, Social Sciences and Law (SpringerNature-11648) | ||
| 950 | |a Education (R0) (SpringerNature-43721) | ||