Proceedings Of The Third 2016 Acm Conference On Learning Scale
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Author | : Jeff Haywood |
Publisher | : |
Total Pages | : |
Release | : 2016-04-25 |
Genre | : Computer science |
ISBN | : 9781450337267 |
L@S 2016: Third (2016) ACM Conference on Learning @ Scale Apr 25, 2016-Apr 26, 2016 Edinburgh, Scotland Uk. You can view more information about this proceeding and all of ACM�s other published conference proceedings from the ACM Digital Library: http://www.acm.org/dl.
Author | : Christine Bernadas |
Publisher | : Academic Conferences and publishing limited |
Total Pages | : 566 |
Release | : 2016-06-21 |
Genre | : Computers |
ISBN | : 191121800X |
Author | : Aboul-Ella Hassanien |
Publisher | : Springer Nature |
Total Pages | : 880 |
Release | : 2020-03-23 |
Genre | : Technology & Engineering |
ISBN | : 3030442896 |
This book presents the proceedings of the 1st International Conference on Artificial Intelligence and Computer Visions (AICV 2020), which took place in Cairo, Egypt, from April 8 to 10, 2020. This international conference, which highlighted essential research and developments in the fields of artificial intelligence and computer visions, was organized by the Scientific Research Group in Egypt (SRGE). The book is divided into sections, covering the following topics: swarm-based optimization mining and data analysis, deep learning and applications, machine learning and applications, image processing and computer vision, intelligent systems and applications, and intelligent networks.
Author | : Valerie Jean Shute |
Publisher | : MIT Press |
Total Pages | : 102 |
Release | : 2013 |
Genre | : Education |
ISBN | : 0262518813 |
An approach to performance-based assessments that embeds assessments in digital games in order to measure how students are progressing toward targeted goals. To succeed in today's interconnected and complex world, workers need to be able to think systemically, creatively, and critically. Equipping K-16 students with these twenty-first-century competencies requires new thinking not only about what should be taught in school but also about how to develop valid assessments to measure and support these competencies. In Stealth Assessment, Valerie Shute and Matthew Ventura investigate an approach that embeds performance-based assessments in digital games. They argue that using well-designed games as vehicles to assess and support learning will help combat students' growing disengagement from school, provide dynamic and ongoing measures of learning processes and outcomes, and offer students opportunities to apply such complex competencies as creativity, problem solving, persistence, and collaboration. Embedding assessments within games provides a way to monitor players' progress toward targeted competencies and to use that information to support learning. Shute and Ventura discuss problems with such traditional assessment methods as multiple-choice questions, review evidence relating to digital games and learning, and illustrate the stealth-assessment approach with a set of assessments they are developing and embedding in the digital game Newton's Playground. These stealth assessments are intended to measure levels of creativity, persistence, and conceptual understanding of Newtonian physics during game play. Finally, they consider future research directions related to stealth assessment in education.
Author | : Cecilia Aragon |
Publisher | : MIT Press |
Total Pages | : 168 |
Release | : 2019-08-20 |
Genre | : Education |
ISBN | : 0262355639 |
An in-depth examination of the novel ways young people support and learn from each other though participation in online fanfiction communities. Over the past twenty years, amateur fanfiction writers have published an astonishing amount of fiction in online repositories. More than 1.5 million enthusiastic fanfiction writers—primarily young people in their teens and twenties—have contributed nearly seven million stories and more than 176 million reviews to a single online site, Fanfiction.net. In this book, Cecilia Aragon and Katie Davis provide an in-depth examination of fanfiction writers and fanfiction repositories, finding that these sites are not shallow agglomerations and regurgitations of pop culture but rather online spaces for sophisticated and informal learning. Through their participation in online fanfiction communities, young people find ways to support and learn from one another. Aragon and Davis term this novel system of interactive advice and instruction distributed mentoring, and describe its seven attributes, each of which is supported by an aspect of networked technologies: aggregation, accretion, acceleration, abundance, availability, asynchronicity, and affect. Employing an innovative combination of qualitative and quantitative analyses, they provide an in-depth ethnography, reporting on a nine-month study of three fanfiction sites, and offer a quantitative analysis of lexical diversity in the 61.5 billion words on the Fanfiction.net site. Going beyond fandom, Aragon and Davis consider how distributed mentoring could improve not only other online learning platforms but also formal writing instruction in schools.
Author | : Cungeng Cao |
Publisher | : Springer Nature |
Total Pages | : 477 |
Release | : |
Genre | : |
ISBN | : 981975495X |
Author | : Evangelos Kapros |
Publisher | : Springer |
Total Pages | : 256 |
Release | : 2018-09-25 |
Genre | : Computers |
ISBN | : 331994794X |
While the focus of the UX research and design discipline and the Learning Sciences and instructional design disciplines is often similar and almost always tangential, there seems to exist a gap, i.e. a lack of communication between the two fields. Not much has been said about how UX Design can work hand-in-hand with instructional design to advance learning. The goal of this book is to bridge this gap by presenting work that cuts through both fields. To illustrate this gap in more detail, we provide a combined view of UX Research and Design & Educational Technology. While the traditional view has perceived the Learning Experience Design as a field of Instructional Design, we will highlight its connection with UX, an aspect that has become increasingly relevant. Our focus on user experience research and design has a unique emphasis on the human learning experience: we strongly believe that in learning technology the technological part is only mediating the learning experience, and we do not focus on technological advancements per se, as we believe they are not the solution, in themselves, to the problems that education is facing. This book aims to lay out the challenges and opportunities in this field and highlight them through research presented in the various chapters. Thus, it presents a unique opportunity to represent areas of learning technology that go very far beyond the MOOC and the classroom technology. The book provides an outstanding overview and insights in the area and it aims to serve as a significant and valuable source for learning researchers and practitioners. The chapter "User requirements when designing learning e-content: interaction for all" is available open access under a CC BY 4.0 license at link.springer.com
Author | : Railean, Elena Aurel |
Publisher | : IGI Global |
Total Pages | : 548 |
Release | : 2024-08-01 |
Genre | : Education |
ISBN | : |
Higher education faces the ongoing challenge of engaging students in successful lifelong learning despite rapidly evolving environments. Traditional teaching methods need to be revised to prepare students for the complexities of modern society, as they currently leave a gap between theory and practice. To address this dilemma, Implementing Interactive Learning Strategies in Higher Education offers a comprehensive framework and the latest empirical research to help educators address students' diverse learning needs. The book focuses on active and interactive learning strategies, cognitive and metacognitive approaches, and social-emotional learning techniques. It provides practical insights for educators across disciplines, including adaptive learning strategies and innovative digital engagement methods.
Author | : Seiji Isotani |
Publisher | : Springer |
Total Pages | : 592 |
Release | : 2019-06-20 |
Genre | : Computers |
ISBN | : 3030232042 |
This two-volume set LNCS 11625 and 11626 constitutes the refereed proceedings of the 20th International Conference on Artificial Intelligence in Education, AIED 2019, held in Chicago, IL, USA, in June 2019. The 45 full papers presented together with 41 short, 10 doctoral consortium, 6 industry, and 10 workshop papers were carefully reviewed and selected from 177 submissions. AIED 2019 solicits empirical and theoretical papers particularly in the following lines of research and application: Intelligent and interactive technologies in an educational context; Modelling and representation; Models of teaching and learning; Learning contexts and informal learning; Evaluation; Innovative applications; Intelligent techniques to support disadvantaged schools and students, inequity and inequality in education.
Author | : Muhittin Sahin |
Publisher | : Springer Nature |
Total Pages | : 624 |
Release | : 2021-12-16 |
Genre | : Education |
ISBN | : 3030812227 |
This edited volume fills the gaps in existing literature on visualization and dashboard design for learning analytics. To do so, it presents critical tips to stakeholders and acts as guide to efficient implementation. The book covers the following topics: visualization and dashboard design for learning analytics, visualization and dashboard preferences of stakeholders, learners’ patterns on the dashboard, usability of visualization techniques and the dashboard, dashboard and intervention design, learning and instructional design for learning analytics, privacy and security issues about the dashboard, and future directions of visualization and dashboard design. This book will be of interest to researchers with interest in learning analytics and data analytics, teachers and students in higher education institutions and instructional designers, as it includes contributions from a wide variety of educational and psychological researchers, engineers, instructional designers, learning scientists, and computer scientists interested in learning analytics.