Download or read book Self Regulated Learning in Technology Enhanced Learning Environments written by Roberto Carneiro and published by Springer Science & Business Media. This book was released on 2012-01-01 with total page 165 pages. Available in PDF, EPUB and Kindle. Book excerpt: Self-regulated learning (SRL) subsumes key aspects of the learning process, such as cognitive strategies, metacognition and motivation, in one coherent construct. Central to this construct are the autonomy and responsibility of students to take charge of their own learning. Skills for self-regulation can be encouraged both directly and indirectly through a range of learning activities. In this book we look specifically at the ways in which technology enhanced learning environments (TELEs) have been used to support self-regulation. The book provides an overview of recent studies on SRL in TELEs in Europe – a perspective which is new and has not been articulated hitherto. It addresses conceptual and methodological questions as well as practices in technology enhanced learning. While the focus is on European studies, we are aware that much of the groundwork in the field of SRL has emanated from the United States. The book is divided into three parts: (A) Foundations of SRL in TELEs, (B) Empirical studies on SRL in TELEs and (C) SRL in TELEs: perspectives on future developments. The book presents a rich resource of information for researchers and educators at all levels who are interested in supporting the acquisition of SRL through TELEs.

Download or read book Self regulated Learning in Technology enhanced Learning Environments written by Roberto Carneiro and published by . This book was released on 2006 with total page 195 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Self regulated Learning in Technology enhanced Learning Environments written by and published by . This book was released on 2006 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Fostering Self Regulated Learning through ICT written by Dettori, Giuliana and published by IGI Global. This book was released on 2010-09-30 with total page 498 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book presents the relationship between SRL and ICTs from several standpoints, addressing both theoretical and applicative issues, providing examples from a range of disciplinary fields and educational settings"--Provided by publisher.

Download or read book Self regulated Learning in Technology enhanced Learning Environments written by Roberto Carneiro and published by . This book was released on 2006 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Self regulated Learning in Technology Enhanced Learning Environments written by Roberto Carneiro and published by . This book was released on 2005 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Technology Enhanced Learning written by Nicolas Balacheff and published by Springer Science & Business Media. This book was released on 2009-03-24 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt: Technology-enhanced learning is a timely topic, the importance of which is recognized by educational researchers, practitioners, software designers, and policy makers. This volume presents and discusses current trends and issues in technology-enhanced learning from a European research and development perspective. This multifaceted and multidisciplinary topic is considered from four different viewpoints, each of which constitutes a separate section in the book. The sections include general as well as domain-specific principles of learning that have been found to play a significant role in technology-enhanced environments, ways to shape the environment to optimize learners’ interactions and learning, and specific technologies used by the environment to empower learners. An additional section discusses the work presented in the preceding sections from a computer science perspective and an implementation perspective. This book comes out of the work in Kaleidoscope: a European Network of Excellence in which over 1,000 people from more than 90 institutes across Europe participate. Kaleidoscope brings together researchers from diverse disciplines and cultures, through their collaboration and sharing of scientific outcomes, they are helping move the field of technology-enhanced learning forward.

Download or read book Self regulated Learning in Technology Enhanced Learning Environments written by Antonio Bartolomé and published by . This book was released on 2011 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Self regulated Learning in Technology Enhanced Learning Environments Individual Learning and Communities of Learners written by Jos Beishuizen and published by . This book was released on 2007 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Lifelong Technology Enhanced Learning written by Viktoria Pammer-Schindler and published by Springer. This book was released on 2018-08-24 with total page 686 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book constitutes the proceedings of the 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, held in Leeds, UK, in September 2018. The 42 full and short papers, 7 demo papers, and 23 poster papers presented in this volume were carefully reviewed and selected from 142 submissions. This year, the European Conference on Technology-Enhanced Learning (EC-TEL) will engage researchers, practitioners, educational developers, entrepreneurs and policy makers in a joint discussion on how to put science, technology and practice at the service of learning to embrace these challenges on the topic: Lifelong technology enhanced learning: Dealing with the complexity of 21st century challenges. /div Chapter "" is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

Download or read book Technology Enhanced Learning written by Erik Duval and published by Springer. This book was released on 2017-05-11 with total page 187 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book gives an overview of the state-of-the-art in Technology Enhanced Learning (TEL). It is organized as a collection of 14 research themes, each introduced by leading experts and including references to the most relevant literature on the theme of each cluster. Additionally, each chapter discusses four seminal papers on the theme with expert commentaries and updates. This volume is of high value to people entering the field of learning with technology, to doctoral students and researchers exploring the breadth of TEL, and to experienced researchers wanting to keep up with latest developments.

Download or read book Responsive Open Learning Environments written by Sylvana Kroop and published by Springer. This book was released on 2015-01-07 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents the outcomes of four years of educational research in the EU-supported project called ROLE (Responsive Online Learning Environments). ROLE technology is centered around the concept of self-regulated learning that creates responsible learners, who are capable of critical thinking and able to plan their own learning processes. ROLE allows learners to independently search for appropriate learning resources and then reflect on their own learning process and progress. To accomplish this, ROLE ́s main objective is to support the development of open personal learning environments (PLE's). ROLE provides a framework consisting of “enabler spaces” on the one hand and tools, content, and services on the other. Utilizing this framework, learners are invited to create their own controlled and preferred learning environments to trigger and motivate self-regulated learning. Authors of this book are researchers, developers and teachers who have worked in the ROLE project and belong to the ROLE partner consortium consisting of 16 internationally renowned research institutions, including those from 6 EU countries and China. Chapters include numerous practical tutorials to guide the reader in creating innovative and useful learning widgets and present the best practices for the development of PLE's.

Download or read book Technology Enhanced Professional Learning written by Allison Littlejohn and published by Routledge. This book was released on 2013-10-30 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: Technology-Enhanced Professional Learning addresses the need for continuous workplace learning that derives from the emergence of new, specialized, and constantly changing work practices. While continuous learning is fundamental to enabling individuals to function in and productively shape contemporary workplaces, digital technology is increasingly central to productive workplace practice. By examining the intersection of human learning processes, emergent work practices, and patterns of use of digital technology to support learning and work, this edited collection brings the disparate fields of professional learning and technology-enhanced learning together to advance theory and practice in both realms.

Download or read book Handbook of Research in Educational Communications and Technology written by M. J. Bishop and published by Springer Nature. This book was released on 2020-09-21 with total page 898 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 5th edition of the prestigious AECT Handbook continues previous efforts to reach outside the traditional instructional design and technology community to the learning sciences and computer information systems communities toward developing a conceptualization of the field. However, given the pervasive and increasingly complex role technology now plays in education since the 1st edition of the Handbook in 1996, the editors have reorganized the research chapters in this edition to focus on the learning problems we are trying to solve with educational technologies, rather than to focus on the things we are using to solve those problems. Additionally, for the first time this edition of the Handbook reflects our field’s growing understanding of the importance of design scholarship to inform practice by including design case chapters. These changes for this edition of the Handbook are intended to bring educational technology research into the broader framework of educational research by elaborating on the role instructional design and technology plays as a scholarly discipline in addressing education’s increasingly complex issues. Provides comprehensive reviews of new developments in educational technology research and design practice. Includes concrete examples to guide future research and practice in the ways emerging technologies can be used to solve educational problems. Contains extensive references furnished to guide readers to the most recent research and design practice in the field of instructional design and technology.

Download or read book 21st Century Learning for 21st Century Skills written by Andrew Ravenscroft and published by Springer. This book was released on 2012-09-18 with total page 563 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book constitutes the refereed proceedings of the 7th European Conference on Technology Enhanced Learning, EC-TEL 2012, held in Saarbrücken, Germany, in September 2012. The 26 revised full papers presented were carefully reviewed and selected from 130 submissions. The book also includes 12 short papers, 16 demonstration papers, 11 poster papers, and 1 invited paper. Specifically, the programme and organizing structure was formed through the themes: mobile learning and context; serious and educational games; collaborative learning; organisational and workplace learning; learning analytics and retrieval; personalised and adaptive learning; learning environments; academic learning and context; and, learning facilitation by semantic means.

Download or read book Applications of Self Regulated Learning across Diverse Disciplines written by Héfer Bembenutty and published by IAP. This book was released on 2013-03-01 with total page 493 pages. Available in PDF, EPUB and Kindle. Book excerpt: Through its research-to-practice focus, this book honors the professional contributions of Professor Barry J. Zimmerman as illustrated by the recent selfregulation applications of a highly respected group of national and international scholars. This book will serve as a valuable resource for those interested in empowering and enabling learners to successfully manage and self-direct their lives, education, and careers. In particular, K-12 educators, college instructors, coaches, musicians, health care providers, and researchers will gain invaluable insight into the nature of self-regulation as well as how they can readily apply self-regulation principles into their teaching, instruction, or mentoring. Emergent trends in education and psychology circles, such as linking selfregulated learning assessment and interventions as well as the use of technology to enhance student learning and self-regulation, are additional themes addressed in the book. The kaleidoscope of self-regulation issues addressed in this book along with the wide range of promising intervention applications should also prove to be particularly appealing to graduate students as they pursue their future research activities and seek to optimize their individual growth and development.

Download or read book Understanding Informal Personal Learning Environments written by Udayangi Sameera Muthupoltotage and published by . This book was released on 2019 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt: Informal personal learning environments (IPLEs) are disrupting contemporary education, offering many opportunities for enhanced use of technology for learning. IPLEs facilitate learners’ needs via personalised learning goals and autonomous management of learning content, tools, and resources. While the literature indicates a rising awareness of learners’ capability to collect diverse and evolving technological tools to help assemble, organise, and process learning resources and create IPLEs, there is little emphasis on how learning is self-regulated within these IPLEs and how they contribute to the acquisition and development of learners’ digital literacy and self-regulated learning skills. To maximise the opportunities of IPLEs it is imperative to comprehensively understand their creation and use among learners and the impact these environments have on the learners digital and self-regulated learning skills. This mixed methods study framed by Activity Theory used quantitative and qualitative data obtained from undergraduates in a top university in New Zealand, to identify, understand, and describe the process through which learners are adapting and using digital technologies to create IPLEs and engage in learning. Structural equation modelling was used to test a hypothesised model of the reciprocal relationships between digital literacy and self-regulated learning skills within IPLEs. Thematic analysis of qualitative data obtained from individual and focus group interviews and mind maps of participant IPLEs supported by academic performance information for the interview participants was used to further investigate the interrelationships between the above constructs. This enabled understanding and describing the use of IPLEs as activity systems for self-regulated learning. This study demonstrates the applicability of Activity Theory as a comprehensive theoretical lens for investigating IPLEs. The findings extend the current knowledge by identifying the commonly used digital tools for creating IPLEs as well as the core functionality requisite of an IPLE. A fresh perspective on the use of digital tools for self-regulated learning is provided by identifying metacognitive, motivational, and behavioural affordances of tools for enabling self-regulated learning processes as well as the rules of trust, learner agency, and concern for safety which mediate the undergraduates’ interaction with the learning community when engaged in learning activities within the IPLE. Furthermore, roles adopted by learners within the IPLE together with opportunities for future growth within the IPLE which are apparent as contradictions within the IPLE activity system were identified. Contrary to existing knowledge of technology acceptance within technology-enhanced learning environments it was seen that operational and critical thinking ability, two components of digital literacy skills influenced technology acceptance within IPLEs. The qualitative and quantitative findings in conjunction indicate that the technical and social-emotional literacy components of digital literacy are positively reciprocally related to self-regulated learning within the IPLE. The qualitative findings suggest that cognitive literacy is also reciprocally related to undergraduates’ self-regulated learning skills. Hence, substantiating the prior theoretical claims made regarding reciprocity of self-regulated learning and digital literacy within technology-enhanced learning environments and elucidating the reasons for this reciprocity. The findings as a whole provide broad insights on how undergraduates exploit and control the technological environment that surrounds them for personalised self-regulated learning.