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TinkerLamp 2.0: Designing and Evaluating Orchestration Technologies for the Classroom
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Author(s):
Son Do-Lenh
,
Patrick Jermann
,
Amanda Legge
,
Guillaume Zufferey
,
Pierre Dillenbourg
Publication date
(Print):
2012
Publisher:
Springer Berlin Heidelberg
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UCL Grand Challenges: Transformative Technologies
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The Evolution of Research on Computer-Supported Collaborative Learning
Pierre Dillenbourg
,
Sanna Järvelä
,
Frank Fischer
(2009)
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Getting a grip on tangible interaction
Jacob Buur
,
Eva Hornecker
(2006)
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Technology for Classroom Orchestration
Pierre Dillenbourg
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Patrick Jermann
(2010)
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Book Chapter
Publication date (Print):
2012
Pages
: 65-78
DOI:
10.1007/978-3-642-33263-0_6
SO-VID:
53bfdea7-3b85-4950-b250-51fba28bc6da
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Book chapters
pp. 3
21st Century Learning for 21st Century Skills: What Does It Mean, and How Do We Do It?
pp. 9
Exploiting Semantic Information for Graph-Based Recommendations of Learning Resources
pp. 23
An Initial Evaluation of Metacognitive Scaffolding for Experiential Training Simulators
pp. 37
Paper Interfaces for Learning Geometry
pp. 51
The European TEL Projects Community from a Social Network Analysis Perspective
pp. 65
TinkerLamp 2.0: Designing and Evaluating Orchestration Technologies for the Classroom
pp. 79
Understanding Digital Competence in the 21st Century: An Analysis of Current Frameworks
pp. 93
How CSCL Moderates the Influence of Self-efficacy on Students’ Transfer of Learning
pp. 103
Notebook or Facebook? How Students Actually Use Mobile Devices in Large Lectures
pp. 113
Enhancing Orchestration of Lab Sessions by Means of Awareness Mechanisms
pp. 126
Discerning Actuality in Backstage
pp. 140
Tweets Reveal More Than You Know: A Learning Style Analysis on Twitter
pp. 153
Motivational Social Visualizations for Personalized E-Learning
pp. 166
Generator of Adaptive Learning Scenarios: Design and Evaluation in the Project CLES
pp. 180
Technological and Organizational Arrangements Sparking Effects on Individual, Community and Organizational Learning
pp. 194
The Social Requirements Engineering (SRE) Approach to Developing a Large-Scale Personal Learning Environment Infrastructure
pp. 208
The Six Facets of Serious Game Design: A Methodology Enhanced by Our Design Pattern Library
pp. 222
To Err Is Human, to Explain and Correct Is Divine: A Study of Interactive Erroneous Examples with Middle School Math Students
pp. 236
An Authoring Tool for Adaptive Digital Educational Games
pp. 250
A Dashboard to Regulate Project-Based Learning
pp. 264
Lost in Translation from Abstract Learning Design to ICT Implementation: A Study Using Moodle for CSCL
pp. 278
The Push and Pull of Reflection in Workplace Learning: Designing to Support Transitions between Individual, Collaborative and Organisational Learning
pp. 292
eAssessment for 21st Century Learning and Skills
pp. 306
Supporting Educators to Discover and Select ICT Tools with SEEK-AT-WD
pp. 320
Key Action Extraction for Learning Analytics
pp. 334
Using Local and Global Self-evaluations to Predict Students’ Problem Solving Behaviour
pp. 348
Taming Digital Traces for Informal Learning: A Semantic-Driven Approach
pp. 365
Analysing the Relationship between ICT Experience and Attitude toward E-Learning
pp. 371
Integration of External Tools in VLEs with the GLUE! Architecture: A Case Study
pp. 377
Mood Tracking in Virtual Meetings
pp. 383
Teachers and Students in Charge
pp. 389
The Effect of Predicting Expertise in Open Learner Modeling
pp. 395
Technology-Embraced Informal-in-Formal-Learning
pp. 401
Towards Automatic Competence Assignment of Learning Objects
pp. 407
Slicepedia: Automating the Production of Educational Resources from Open Corpus Content
pp. 413
Fostering Multidisciplinary Learning through Computer-Supported Collaboration Script: The Role of a Transactive Memory Script
pp. 419
Mobile Gaming Patterns and Their Impact on Learning Outcomes: A Literature Review
pp. 425
Adaptation “in the Wild”: Ontology-Based Personalization of Open-Corpus Learning Material
pp. 432
Encouragement of Collaborative Learning Based on Dynamic Groups
pp. 441
An Authoring Tool to Assist the Design of Mixed Reality Learning Games
pp. 447
An Automatic Evaluation of Construction Geometry Assignments
pp. 453
Ask-Elle: A Haskell Tutor
pp. 459
Backstage – Designing a Backchannel for Large Lectures
pp. 465
Demonstration of the Integration of External Tools in VLEs with the GLUE! Architecture
pp. 471
Energy Awareness Displays
pp. 477
I-Collaboration 3.0: A Model to Support the Creation of Virtual Learning Spaces
pp. 483
Learning to Learn Together through Planning, Discussion and Reflection on Microworld-Based Challenges
pp. 489
Making Learning Designs Happen in Distributed Learning Environments with GLUE!-PS
pp. 495
Math-Bridge: Adaptive Platform for Multilingual Mathematics Courses
pp. 501
MEMO – Situated Learning Services for e-Mobility
pp. 507
PINGO: Peer Instruction for Very Large Groups
pp. 513
Proportion: Learning Proportional Reasoning Together
pp. 519
Supporting Goal Formation, Sharing and Learning of Knowledge Workers
pp. 525
U-Seek: Searching Educational Tools in the Web of Data
pp. 531
XESOP: A Content-Adaptive M-Learning Environment
pp. 539
A Collaboration Based Community to Track Idea Diffusion Amongst Novice Programmers
pp. 540
Argument Diagrams in Facebook: Facilitating the Formation of Scientifically Sound Opinions
pp. 541
Authoring of Adaptive Serious Games
pp. 542
Collaborative Learning and Knowledge Maturing from Two Perspectives
pp. 543
Computer Supported Intercultural Collaborative Learning: A Study on Challenges as Perceived by Students
pp. 545
Just4me: Functional Requirements to Support Informal Self-directed Learning in a Personal Ubiquitous Environment
pp. 546
Observations Models to Track Learners’ Activity during Training on a Nuclear Power Plant Full-Scope Simulator
pp. 547
Practical Issues in e-Learning Multi-Agent Systems
pp. 548
Students’ Usage and Access to Multimedia Learning Resources in an Online Course with Respect to Individual Learning Styles as Identified by the VARK Model
pp. 549
Technology-Enhanced Replays of Expert Gaze Promote Students’ Visual Learning in Medical Training
pp. 550
Towards Guidelines for Educational Adventure Games Creation (EAGC)
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