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Computer Support for Collaborative Learning
Computer Support for Collaborative Learning (CSCL) is a field of study centrally concerned with meaning and the practices of meaning-making in the context of joint activity, and the ways in which these practices are mediated through designed artifacts. This volume includes abstracts of papers that were presented during interactive poster sessions at CSCL 2002. Documenting an extremely heterogeneous, productive phase of inquiry with broad social consequences, these proceedings reflect the current state of CSCL research--particularly in North America and Western Europe.
Engineering the User Interface
Digital Divide (DD) is a term that defines the division between people, commu- ties, states, countries, etc. with respect to the access to the new Information and Communication Technologies (ICTs). Nowadays, it is essential to have tech- logical skills to work in a variety of jobs (i. e. administration, education, etc. ). Moreover, ICTs have become ubiquitous and they affect almost every aspect of our daily life. The way in which people face the task of using ICTs varies depending on a plethora of variables. The most analysed ones are the technological literacy and the educational level. These are two very important factors that strongly affect the success of the individuals in accessing ICT...
ICT in Education in Global Context
This book presents the current advances and emerging trends in digital technologies for learning and education through a number of invited chapters on key research areas. It addresses information and communications technology (ICT) in a global context, reporting on emerging trends and issues in four areas – basic education, technical and vocational education, distance and continuing education and higher education –, as these four areas represent the primary contexts in which ICT is used to support learning and instruction. This book provides a brief overview of the potential benefits of ICT used in education and some of the best approaches in which different ICTs have been used in education thus far in a global context. It also presents the expertise and the most current research and practices of recognized international educators and researchers in the field of ICT in education. Third, this volume is both informative and transformative in its coverage of the conceptual and practical impact of technology on current educational practices, making it a valuable resource for policymakers, educators and educational researchers around the globe.
Open Learning and Teaching in Educational Communities
This book constitutes the refereed proceedings of the 9th European Conference on Technology Enhanced Learning, EC-TEL 2014, held in Graz, Austria, in September 2014. The 27 full papers and 18 short papers presented were carefully reviewed and selected from 165 submissions. They address topics such as informal learning, self-regulated and self-directed learning, reflective learning, inquiry based learning, communities of learners and communities of practice, learning design, learning analytics, personalization and adaptation, social media, computer supported collaborative learning, massive open online courses, schools and universities of the future.
Computational Thinking Education
This This book is open access under a CC BY 4.0 license.This book offers a comprehensive guide, covering every important aspect of computational thinking education. It provides an in-depth discussion of computational thinking, including the notion of perceiving computational thinking practices as ways of mapping models from the abstraction of data and process structures to natural phenomena. Further, it explores how computational thinking education is implemented in different regions, and how computational thinking is being integrated into subject learning in K-12 education. In closing, it discusses computational thinking from the perspective of STEM education, the use of video games to teach computational thinking, and how computational thinking is helping to transform the quality of the workforce in the textile and apparel industry.
HCI International 2020 – Late Breaking Posters
This book constitutes the poster papers presented during the 22nd International Conference on Human-Computer Interaction, HCII 2020, which was held in July 2020. The conference was planned to take place in Copenhagen, Denmark, but had to change to a virtual conference mode due to the COVID-19 pandemic. From a total of 6326 submissions, a total of 1439 papers and 238 posters have been accepted for publication in the HCII 2020 proceedings before the conference took place. In addition, a total of 333 papers and 144 posters are included in the volumes of the proceedings published after the conference as “Late Breaking Work” (papers and posters). These contributions address the latest research and development efforts in the field and highlight the human aspects of design and use of computing systems. The 62 papers presented in this volume are organized in topical sections as follows: HCI theory, methods and tools; mobile and multimodal interaction; interacting with data, information and knowledge; interaction and intelligence; user experience, emotions and psychophysiological computing.
Artificial Intelligence in Education
This book constitutes the refereed proceedings of the 15th International Conference on Artificial Intelligence in Education, AIED 2011, held in Auckland, New Zealand in June/July 2011. The 49 revised full papers presented together with three invited talks and extended abstracts of poster presentations, young researchers contributions and interactive systems reports and workshop reports were carefully reviewed and selected from a total of 193 submissions. The papers report on technical advances in and cross-fertilization of approaches and ideas from the many topical areas that make up this highly interdisciplinary field of research and development including artificial intelligence, agent technology, computer science, cognitive and learning sciences, education, educational technology, game design, psychology, philosophy, sociology, anthropology and linguistics.
Advances in Web-Based Learning – ICWL 2019
This book constitutes the proceedings of the 18th International Conference on Advances in Web-Based Learning, ICWL 2019, held in Magdeburg, Germany, in September 2019. The 15 full, 15 short, and 7 poster papers presented in this volume were carefully reviewed and selected from 68 submissions. The contributions were organized in topical sections named: Semantic Web for E-Learning, Learning Analytics, Computer Supported Collaborative Learning, Assessment and Pedagogical Issues, E-learning Platforms and Tools, Mobile Learning, and Poster Papers.
Handbook of Visual Languages for Instructional Design: Theories and Practices
Presents languages and notation systems of ID and the integration of these technologies in education.
Prediction and Inference from Social Networks and Social Media
This book addresses the challenges of social network and social media analysis in terms of prediction and inference. The chapters collected here tackle these issues by proposing new analysis methods and by examining mining methods for the vast amount of social content produced. Social Networks (SNs) have become an integral part of our lives; they are used for leisure, business, government, medical, educational purposes and have attracted billions of users. The challenges that stem from this wide adoption of SNs are vast. These include generating realistic social network topologies, awareness of user activities, topic and trend generation, estimation of user attributes from their social content, and behavior detection. This text has applications to widely used platforms such as Twitter and Facebook and appeals to students, researchers, and professionals in the field.
