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This book constitutes the thoroughly refereed proceedings of the 9th International Conference on Computer Supported Education, CSEDU 2017, held in Porto, Portugal, in April 2017. The 22 revised full papers were carefully reviewed and selected from 179 submissions. The papers deal with the following topics: new educational environments, best practices and case studies of innovative technology-based learning strategies, institutional policies on computer-supported education including open and distance education.

This book constitutes the thoroughly refereed proceedings of the 8th International Conference on Computer Supported Education, CSEDU 2016, held in Rome, Italy, in April 2016. The 29 revised full papers were carefully reviewed and selected from 164 submissions. The papers deal with the following topics: new educational environments, best practices and case studies of innovative technology-based learning strategies, institutional policies on computer-supported education including open and distance education.

This book constitutes the thoroughly refereed post-conference proceedings of the 6th International Conference on Serious Games, Interaction and Simulation, SGAMES 2016, held in Porto, Portugal, in June 2016. The 19 revised full papers presented together with 2 keynote papers and an editorial introduction were carefully reviewed and selected from all the submissions. The papers cover areas like cognition, psychology, technology-enhanced education, evaluation and assessment, multimedia and information technology and feature new scientific approaches and results from experiments and real-life applications.

This book constitutes the refereed proceedings of the International Conference on Technology in Education, ICTE 2014, held in Hong Kong, in July 2014. The 18 revised full papers and 4 short papers presented were carefully reviewed and selected from 45 submissions. The papers are organized in topical sections on application of mobile technologies in e-learning; technology advancement in e-learning systems; innovations in e-learning pedagogy; open education and institution e-learning policy.

This book constitutes extended papers from the Second International Conference on Technology in Education, ICTE 2015, held in Hong Kong, China, in July 2015. The 26 full papers presented in this volume were carefully reviewed and selected from 41 submissions. They were organized in topical sections named: technology-enabled learning; mobile learning and ubiquitous learning; open learning and online learning; institutional strategies, policies and practices; and learning platforms and advising systems.

With the purpose of exploring the critical possibilities offered by the global crisis of coronavirus pandemic, this volume presents the collected works of scholars, educators and practitioners worldwide, bringing to the readers a broad array of perspectives on how COVID-19 inspires us to rethink, redefine, and make sense of the theoretical and pedagogical approaches that can be applied in various educational contexts. Part One of the book provides an insightful exploration of the technology-mediated innovations used in English language learning and teaching. Part Two reflects on the online learning experiences of students, as well as the teachers'strategies to cope with changes as the COVID-19 pandemic unleashed unprecedented disruptions in class. Part Three looks into a range of case studies regarding the digital divide, cross-border schooling, cyberbullying, and cross-disciplinary skill training in the post-pandemic workplace, highlighting the importance of creating a positivelearning environment. Part Four draws on the observations and experiences of frontline teachers, to examine ways to optimize the digital learning experiences of students in and outside the classroom. This volume will be a useful reference for scholars in Education, Communication, Applied Linguistics, Social Work, and Positive Psychology.

This book constitutes the proceedings of the 20th International Conference on Technology Enhanced Assessment, TEA 2017, held in Barcelona, Spain, in October 2017. The 17 papers presented were carefully selected from 42 submissions. They are centered around topics like e-learning, computer-assisted instruction, interactive learning environments, collaborative learning, computing education, student assessment.Chapter'Student perception of scalable peer-feedback design in Massive Open Online Courses'is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/). For further details see license information in the chapter.

This book constitutes the proceedings of the 19th International Conference on Technology Enhanced Assessment, TEA 2016, held in Tallinn, Estonia, in October 2016. The 16 full papers presented were carefully selected from 38 submissions. They are centered around topics like measurement of higher order skills; collaborative problem solving or presentation skills; the development of guidelines for authentication control; the role of self-assessment.

This book constitutes the proceedings of the 14th International Conference on Informatics in Schools: Situation, Evolution and Perspectives, ISSEP 2021, held in Nijmegen, The Netherlands, in November 2020. Due to COVID-19 related travelling restrictions the conference had to be switched to online format. The 12 full papers presented together with 4 short papers were carefully reviewed and selected from 57 submissions. They are organized in 2 topical sections named: state of research and best practice, country, and experience reports.As in our school education subjects like “digital literacy'or'media literacy'are making their way in, complementing or partially replacing computer science education. The current ISSEP conference reacted to this trend and therefore invited computer scientists, media didactics, and representatives of politics, media and industry to a discussion round on the topic'Media Education or Computer Science? Quo Vadis, School Teaching?'.

This two volume set LNAI 10947 and LNAI 10948 constitutes the proceedings of the 19th International Conference on Artificial Intelligence in Education, AIED 2018, held in London, UK, in June 2018.The 45 full papers presented in this book together with 76 poster papers, 11 young researchers tracks, 14 industry papers and 10 workshop papers were carefully reviewed and selected from 192 submissions. The conference provides opportunities for the cross-fertilization of approaches, techniques and ideas from the many fields that comprise AIED, including computer science, cognitive and learning sciences, education, game design, psychology, sociology, linguistics as well as many domain-specific areas.

This two volume set LNAI 10947 and LNAI 10948 constitutes the proceedings of the 19th International Conference on Artificial Intelligence in Education, AIED 2018, held in London, UK, in June 2018.The 45 full papers presented in this book together with 76 poster papers, 11 young researchers tracks, 14 industry papers and 10 workshop papers were carefully reviewed and selected from 192 submissions. The conference provides opportunities for the cross-fertilization of approaches, techniques and ideas from the many fields that comprise AIED, including computer science, cognitive and learning sciences, education, game design, psychology, sociology, linguistics as well as many domain-specific areas.

This book constitutes the refereed proceedings of the 18th International Conference on Artificial Intelligence in Education, AIED 2017, held in Wuhan,China, in June/July 2017. The 36 revised full papers presented together with 4 keynotes, 37 poster, presentations, 4 doctoral consortium papers, 5 industry papers, 4 workshop abstracts, and 2 tutorial abstracts were carefully reviewed and selected from 159 submissions. The conference provides opportunitiesfor the cross-fertilization of approaches, techniques and ideas from the many fields that comprise AIED, including computer science, cognitive and learning sciences, education, game design, psychology, sociology,linguistics as well as many domain-specific areas.

This book constitutes the refereed proceedings of the 9th IFIP WG 11.8 World Conference on Security Education, WISE 9, held in Hamburg, Germany, in May 2015. The 11 revised papers presented together with 2 invited papers were carefully reviewed and selected from 20 submissions. They are organized in topical sections on innovative methods, software security education, tools and applications for teaching, and syllabus design.

This book constitutes the refereed proceedings of the 6th International Conference on Intelligent Tutoring Systems, ITS 2002, held in Biarritz, France, and San Sebastian, Spain, in June 2002The 93 revised full papers presented together with 5 invited papers and 16 posters were carefully reviewed and selected from 167 full paper submissions. The papers address all current issues in the interdisciplinary field of intelligent tutoring systems. The book offers topical sections on agents, architectures, Web, authoring, learning, dialogue, evaluation, narrative, and motivation and emotions.

This book is a compilation of conference papers presented at the International Conference on Advancing and Redesigning Education 2023 (ICARE'23). It covers four main topics, including: Technology Enhanced Leaning, Innovative Curriculum and Program Offering, Learning Beyond Classroom, and Digital Campus. This book presents the recent innovations and the authors'practical experiences in teaching and learning, and helps educational practitioners to enhance their teaching and learning.

This book presents the selected papers of the 5th International Conference on Advance in Education and Information Technology (AEIT 2024), which was held in Nagoya, Japan, 2024 January 5-7. With a worldwide increase in technology-enhanced learning in school and industry settings, there has been a progressive increase in the implementation of new technology in education and training. Issues surrounding teaching approaches, classroom management, and the evaluation of learning effectiveness are now considered of global concern. Topics and technical areas covered include but are not limited to: Online/Virtual Laboratories, Classroom and Laboratory Integration, Managed Learning Environments (MLEs), Learning Management Systems (LMS), Collaborative Virtual Environments (CVEs), and Experiences in Educational/Serious Games. This book serves as a useful reference for early career scholars, academics, entrepreneurs and professionals who are working in the field of implementing new technology in education and training.

This book constitutes the proceedings of the 13th International Conference on Informatics in Schools: Situation, Evolution and Perspectives, ISSEP 2020, held in Tallinn, Estonia, in November 2020. Due to COVID-19 related travelling restrictions the conference had to be switched to online format. The 18 revised full papers presented were carefully reviewed and selected from 53 submissions. They are organized in topical sections named: Tasks for Informatics Competitions; Engagement and Gender Issues in School Informatics; Informatics Teacher Education; Curriculum and Pedagogical Issues.

This book presents the status quo of Information and Communication Technology (ICT) in Education, with a focus on China and the 17 Central and Eastern European Countries (CEECs), including Albania, Bosnia and Herzegovina, Bulgaria, Croatia, the Czech Republic, Estonia, Greece, Hungary, Latvia, Lithuania, Macedonia, Montenegro, Poland, Romania, Serbia, Slovakia and Slovenia (the “17+1” cooperation mechanism, as an incubator for pragmatic trans-regions cooperation platform, created by China and the 17 CEECs). With recent advances in ICT in China and the CEECs, it has assumed increasingly important roles in education, including the improvement of the quality of teaching and learning, as well as the promotion of equity in education. The significant contribution of ICT in education is an enabler to achieving the goals of the “17+1 cooperation” mechanism between China and the CEECs, which has attracted considerable attention worldwide, given fresh impetus to cooperation between the two parties, and opened a new chapter in China-CEEC cooperation.The contributors, all of whom hail from these 18 countries, describe the state-of-the-art of ICT in education in their respective country, and focus on three major aspects, namely: the country profile, general status of education development, and ICT in education. In turn, leading experts in educational informatization research compare the situations in different countries. Taken together, the papers offer valuable insights for policymakers and educators on how to integrate ICT into educational processes, and on inter-regional cooperation with regard to ICT in education.

This book constitutes the proceedings of the 12th International Conference on Informatics in Schools: Situation, Evolution and Perspectives, ISSEP 2019, held in Larnaca, Cyprus, in November 2019. The 23 revised full papers presented were carefully reviewed and selected from 55 submissions. They are organized in topical sections named : teacher education in informatics, primary education in informatics, contemporary computer science ideas in school informatics, teaching informatics: from highschool to university levels, contests, competitions and games in informatics.

This book constitutes the proceedings of the 11th International Conference on Informatics in Schools: Situation, Evolution and Perspectives, ISSEP 2018, held in St. Petersburg, Russia, in October 2018. The 29 full papers presented in this volume were carefully reviewed and selected from 74 submissions. They were organized in topical sections named: role of programming and algorithmics in informatics for pupils of all ages; national concepts of teaching informatics; teacher education in informatics; contests and competitions in informatics; socio-psychological aspects of teaching informatics; and computer tools in teaching and studying informatics.

This book constitutes the refereed proceedings of the 10th IFIP WG 11.8 World Conference on Security Education, WISE 10, held in Rome, Italy, in May 2017. The 14 revised papers presented were carefully reviewed and selected from 31 submissions. They represent a cross section of applicable research as well as case studies in security education and are organized in the following topical sections: information security education; teaching information security; information security awareness and culture; and training information security professionals..

This journal subline serves as a forum for stimulating and disseminating innovative research ideas, theories, emerging technologies, empirical investigations, state-of-the-art methods, and tools in all different genres of edutainment, such as game-based learning and serious games, interactive storytelling, virtual learning environments, VR-based education, and related fields. It will cover aspects from educational and game theories, human-computer interaction, computer graphics, artificial intelligence, and systems design. The second volume in this series contains a selection of outstanding contributions from GDTW 2008, the 6th International Conference in Game Design and Technology, which took place in the UK, in November 2008, and Cyberworlds 2008, held in Hangzhou, China, in September 2008. These papers are complemented by contributions from international experts in this field.

Education and Technology for a Better World was the main theme for WCCE 2009. The conference highlights and explores different perspectives of this theme, covering all levels of formal education as well as informal learning and societal aspects of education. The conference was open to everyone involved in education and training. Additionally players from technological, societal, business and political fields outside education were invited to make relevant contributions within the theme: Education and Technology for a Better World. For several years the WCCE (World Conference on Computers in Education) has brought benefits to the fields of computer science and computers and education as well as to their communities. The contributions at WCCE include research projects and good practice presented in different formats from full papers to posters, demonstrations, panels, workshops and symposiums. The focus is not only on presentations of accepted contributions but also on discussions and input from all participants. The main goal of these conferences is to provide a forum for the discussion of ideas in all areas of computer science and human learning. They create a unique environment in which researchers and practitioners in the fields of computer science and human learning can interact, exchanging theories, experiments, techniques, applications and evaluations of initiatives supporting new developments that are potentially relevant for the development of these fields. They intend to serve as reference guidelines for the research community.

Evolution of Information Technology in Educational Management As the editors of this volume we are very happy to publish a selection of the papers that were presented at the eighth Conference of Working Group 3.7 of the International Federation for Information Processing which was held in July 2008. The focus of Working Group 3.7 is on ITEM: Information Technology in Educational Management (for more information, please visit our website http://item.wceruw.org/), and the theme of its 2008 conference was on the Evolution of Information Technology in Educational Management. Our Working Group started its activities (officially we were not an IFIP Working Group at that time) in 1994 in Israel, so it made sense to look at how ITEM has evolved over the years and to reflect on what its future may be. The conference took place in Darwin (northern Australia) which even during the Australian winter is a very pleasant location for having a conference. The town of Darwin was given its name by the Captain of the Beagle (the ship on which Darwin travelled when he made the investigations on which he based his Theory of Evolution) who came to the area and named the town after the giant of science he admired.

This book showcases multiple perspectives about the futures of Higher Education from experts and other stakeholders in academia in the Southern African region, with each chapter presenting a different scenario of a possible future for Higher Education. It situates itself at the confluence of various fields of study such as Educational Technologies, Artificial Intelligence (AI), Sociology of Education, Sociology of the Future, Sustainable Development and Climate Change. It also includes various topics, such as digital development in terms of AI and emerging technologies, Higher Educational strategising and planning, the philosophical underpinnings of Higher Education and the present-day need for Sustainable Development models. Through the various chapters discussing the above-mentioned themes in the varied contexts of the Southern African region, this book helps readers engage in imaginative thinking regarding the future world and thus be prepared to embrace the challenges ahead. This book also underpins curriculum development for the new era firstly through new philosophical outlooks and secondly through ideas for novel learning areas in Higher Education and content to help shape minds for the twenty-first century. This book paves the way for innovation, progress and adaptation to the changing needs of the Higher Education clientele. It also attempts to influence policymaking, support advocates for sustainability and environmental education, prepare for technological advancements and improve the resilience and wellbeing of people in the region.

This proceedings volume presents outstanding advances, with a multidisciplinary perspective, in the technological ecosystems that support Knowledge Society building and development. With its learning technology-based focus using a transversal approach, TEEM is divided into thematic and highly cohesive tracks, each of which is oriented to a specific community of interest, including researchers, professionals and students. Informatics and Education are the central issues in the conference tracks, including broad-scope research areas, such as Educational Assessment and Orientation, Human-Computer Interaction, eLearning, Computers in Education, Communication Media and Education, Medicine and Education, Learning Analytics, Engineering Education, Robotics in Education, Mechatronics, Diversity in Education, Gamification and Games for Learning.

This book provides a comprehensive overview of the development of smart education in China. It defines smart education as a higher level of digital education that can be divided into four stages, including resource sharing, data-driven, integration with AI, and ecology reshaping. It proposes five practical paths for the development of smart education in China, such as cultivating innovation literacy as its goal and data empowerment as its core, and it develops an evaluation framework consisting of four dimensions, including extensive connectivity, innovative application, mechanism guarantee, and literacy improvement. Finally, it also identifies five trends in the global development of digital education. This book serves as a valuable resource for teachers, education administrators, education researchers, and other readers who are interested in educational innovation and development in China.

This book showcases research and project results on technology, smart learning, and sustainability education and analyzes smart learning solutions for lifelong learning. It discusses their impact and potential for transfer and scaling and reviews how real solutions perform in the real world. Sustainable societies are built on twenty-first-century skills. Attaining the United Nations'Sustainable Development Goals requires a focus on a new set of knowledge, skills, and attitudes, as well as novel and smart strategies that leverage state-of-the-art technologies and make these skillsets widely available in our societies to all groups of people, at any time in their lives, in professional as well as academic settings. This book serves as a helpful resource for researchers, academics, practitioners, and consultants from around the world who are involved in the study, management and development of educational technology, smart learning, sustainability education, and related issues.

The book Cultivating Future-Oriented Learners: Polyphonic Education in a Changing World offers a new theoretical and practical educational approach, responding to our era's challenges. The polyphonic paradigm it proposes uses current educational elements to produce'a new whole'connecting technology, varied learning spaces, humanizing pedagogy, and global values of personal, social, and environmental responsibility. Combining all these elements, the presented polyphonic wisdom model enables teachers to design a technology-enhanced, pluralistic, and dynamic learning environment where individual voices are heard while all the voices harmonize. Centered around human dignity and affinity between the personal and collective good, it aspires to assist educators in cultivating productive and value-based future citizens and teachers within a democratic society. The book introduces thirteen unique teaching models to foster humanizing global values: diversity and inclusion, ecohumanistic responsibility, and a dialogue between diverse stands and perspectives. It guides learners toward attaining their objectives by acquiring independent learning skills. Together, these teaching models are a catalogue of practical implementation choices of the polyphonic wisdom model in various educational frameworks. The envisaged readership encompasses educators and related professionals, but no less so anyone concerned about the current educational crisis who wishes to rethink education, technology, and values such as present and future personal, social, and environmental responsibility.

This book covers interesting topics of the metaverse in education. It introduces the metaverse as a new frontier for education and sheds light on broad views about education in the metaverse. It also highlights the design of metaverse world with showing examples of promising immersive environments. Therefore, this book can be of interest to a wide range of stakeholders, such as students, researchers, educators, instructional designers, school administrators, and educational technology specialists. This book demonstrates the research efforts and best practices for readers where immersive digital experiences meet the pedagogical landscape. It explores the ground-breaking impact of the metaverse on educational practices. The chapters focus on and answer the questions of how researchers and educators apply metaverse applications in education, what the challenges of adopting the metaverse in education are, and what are the future opportunities for promoting the metaverse in education.

This book collects the proceedings of the 7th International Conference on Smart Learning Environments (ICSLE2023), held in Bangkok, Thailand, as a hybrid conference from 31st Aug to 1st Sep 2023. The proceedings focus on the interplay between pedagogy and technology, and their fusion towards the advancement of smart learning for a sustainable society. This book covers topics such as: artificial intelligence (AI) and smart technologies in education, innovative applications of smart learning, pedagogy, learning approaches and instructional design, online and digital learning spaces, and lessons learned from the COVID-19 pandemic. It serves as a useful reference for stakeholders in the field of education who are interested in emerging technologies and their applications in smart learning, such as researchers, postgraduate students, undergraduate students, as well as policy makers.

This book addresses the gap between Computer-Assisted Language Learning (CALL) materials development and its theoretical considerations by offering a comprehensive look into theory, practice, and research on materials development and content authoring for language instruction/practice, drawing on the author's personal experiences along with previous empirical/theoretical research in CALL materials development, content authoring, language teacher education, and e-learning. The book features four sections. In addition to highlighting related theoretical underpinnings, key concepts, linguistic-didactic functionalities and interaction scenarios in materials development, the volume will address the practical issues and considerations not only in the design, development, integration, and evaluation of the technology-enhanced materials development for language instruction but also the protection, usability, and access in authored and/or co-authored content. Furthermore, previous research findings and foci are addressed to highlight the research gaps and pedagogical implications for materials developers, policy makers, and language teachers. The book can help teachers, educators, and researchers overcome the aforementioned problem by providing a step-by-step guideline on how to effectively integrate technology and design and develop instructional materials for online language instruction and practice.

This book offers authors'practices, initiatives, and experiences in sustaining their education during the pandemic from different countries, contexts, and political situations. It provides a future prediction for the education system in the world due to the transformation that happened in the post-COVID-19 era. Each chapter of the book is expected to shed light on different countries describing their education system in the past, present, and future. The readers of the book will be able to learn, compare, and analyze the differences and similarities between the educations offered to learners around the world.The book also presents a new model of e-learning that will help learners, teachers, and educational systems to participate in achieving sustainable development goals. The book introduces several scenarios of types of learning and how to plan, design, and implement them in F2F and online environments.

The proceedings of the 18th edition of Latin American Conference on Learning Technologies (LACLO) demonstrates the developments in the research of learning science, learning resources, challenges and solutions. This Proceedings book showcases a collection of quality articles that explores and discusses trending topics in education in the upcoming years. This book serves as a valuable instrument and source of information on the recent advances in educational technology

This book focuses on the development of smart education in China and some countries of Central and Eastern Europe. A brief discussion on the idea of smart education was given in the introduction chapter, followed by a series of national smart education profiles of eleven countries. In detail, the profile starts with an overview of ICT in Education or smart education in the country and policies of ICT in Education or smart education. Some key features of smart education in each country were discussed with examples of best practices. The profile ends with a description of trends of smart education in the country. Based on the information above, the final chapter presents an analysis among the eleven countries with six major features they presented and concluded the book with suggestions on advancing smart education by three points.

This book provides an archival forum for researchers, academics, practitioners, and industry professionals interested and/or engaged in the reform of the ways of teaching and learning through advancing current learning environments towards smart learning environments. It facilitates opportunities for discussions and constructive dialogue among various stakeholders on the limitations of existing learning environments, need for reform, innovative uses of emerging pedagogical approaches and technologies, and sharing and promotion of best practices, leading to the evolution, design and implementation of smart learning environments. This book also focus on the interplay of pedagogy, technology and their fusion towards the advancement of smart learning environments.

This book brings together education research and practice carried out by An-Najah National University, a lead Higher Institution in Palestine that managed to move from a face-to-face setting to a fully online learning and teaching environment during the initial COVID-19 outbreak, within a month, seamlessly, which makes a success cases study of virtualization. This book concentrates on approaches to ensure the continuous improvement and quality of higher education provision across the country, with particular focus on: a) learning and teaching methodologies in online settings; b) use of open education as a key resource; and c) development of academic capability building, along with academic and knowledge exchange with other higher education partners. Innovative ideas, best practices, and comparative case studies are presented, discussed, and compared with international ones to make specific recommendations for a successful and sustainable implementation.

Game-based learning environments and learning analytics are attracting increasing attention from researchers and educators, since they both can enhance learning outcomes. This book focuses on the application of data analytics approaches and research on human behaviour analysis in game-based learning environments, namely educational games and gamification systems, to provide smart learning. Specifically, it discusses the purposes, advantages and limitations of applying such approaches in these environments. Additionally, the various smart game-based learning environments presented help readers integrate learning analytics in their educational games and gamification systems to, for instance, assess and model students (e.g. their computational thinking) or enhance the learning process for better outcomes. Moreover, the book presents general guidelines on various aspects, such as collecting data for analysis, game-based learning environment design, system architecture and applied algorithms, which facilitate incorporating learning analytics into educational games and gamification systems.After a general introduction to help readers become familiar with the subject area, the individual chapters each discuss a different aim of applying data analytics approaches in educational games and gamification systems. Lastly, the conclusion provides a summary and presents general guidelines and frameworks to consider when designing smart game-based learning environments with learning analytics.

This book provides tips to teachers for moving toward active learning by using simulation and gaming. The book is a rare reference for teachers who wish to initiate active learning by applying many real experiences from world experts in simulation and gaming. This cumulative wisdom comes from cutting-edge trials reported at the 49th International Simulation and Gaming Association's annual conference in Thailand 9–13 July 2018. The importance of changing teachers'one-way lecture approach to that of active learning has been commonly understood for several decades and has been promoted especially in recent years in Asian universities. Simulation and gaming meets the requirements of such teaching programs, especially for active learning, but there are few books or references on how to gamify a lecture. This book serves as a guide to facilitate that change. The author recognizes the duty to provide readers with fixed directions toward simulation and gaming in the next generation, whichhave still not been fully elucidated. Developing a simulation and gaming culture and making it sustainable in the next decade are the purpose of this book.

There has been exponential growth in transnational education (TNE) in the last few years as UK universities have looked to expand their markets. Recipient countries have sought short cuts to developing their higher education provision which has proved a lucrative income stream for some universities. But overseas collaborations are not without risk. Recipient countries can be concerned with external influence over curricula, quality being diluted and higher education being infected by neo-imperialism. These concerns are not without foundation. There are risks for providers too. Reputations can be damaged if academic standards are compromised. Conflicts of interest can occur between quality of provision and the pot of gold on offer. Staff can view overseas collaborations as distracting from their research and commitment to home students. Computing is a particularly popular subject for TNE, but critical thinking, analysis, independent learning, and creativity can be compromised. Preventing plagiarism is difficult. Constant changes in technology result in constant curricula revision which causes severe problems for overseas collaborations. This book focuses on TNE in the computing domain. However cross-cultural issues challenge TNE management and administration whatever the subject area. If the ever present tensions are not continuously monitored they can quickly threaten the sustainability of the collaboration. This book identifies many of the threats and some of the solutions. The readership for this book is truly global. Any international development officer in higher education considering an overseas collaboration will benefit from this book. Any academic becoming engaged in, or already involved with a TNE partnership, either as provider or recipient, will gain information and insight into the practice and issues. Researchers in TNE will discover more lines of enquiry. Students considering a course with an overseas provider or incoming to the UK to study will be better prepared thereby enabling a more fulfilling and rewarding experience. Anyone who has an interest in TNE, whether at the senior executive level, operational level, delivering programmes or as a recipient of TNE should read this book. The wealth of experience gathered here will provoke questions, prompt debate and offer solutions. It has been written by people who know the issues, bear the scars and are happy to share their knowledge. It will greatly benefit future transnational collaborations.

This book highlights the latest research in pen and touch, its current use in STEM classrooms, sketching and haptics technologies. Computer and educational scientists from academia and industry presented their research at the Conference on Pen and Touch Technology on Education (CPTTE) 2017 on the advancement of digital ink technology and its applications for college and K-12 classrooms. This book is the synthesis of the presented results and the ideas generated from conference discussions. This volume contains seven parts; exploring topics like sketching forensics, teaching STEM, sketch recognition applications, creating a learning environment with sketching, teaching to sketch, and haptics. The book focuses on intelligent systems using digital ink that enable pen and touch interaction that teach and inspire students. Inspiring Students through Digital Ink is a must-read for anyone wanting to improve today's student experiences and apply innovative approaches inthe classroom. Also highlighted are current and future directions in pen and touch research.

This book focuses on the interplay between pedagogy and technology, and their fusion for the advancement of smart learning environments. It discusses various components of this interplay, including learning and assessment paradigms, social factors and policies, emerging technologies, innovative application of mature technologies, transformation of curriculum and teaching behavior, transformation of administration, best infusion practices, and piloting of new ideas.The book provides an archival forum for researchers, academics, practitioners and industry professionals interested and/or engaged in reforming teaching and learning methods by promoting smart learning environments. It also facilitates discussions and constructive dialogue among various stakeholders on the limitations of existing learning environments, the need for reform, innovative uses of emerging pedagogical approaches and technologies, and sharing and promoting best practices, leading to the evolution, design and implementation of smart learning environments.

Dieses Buch ist eine umfassende Abhandlung zur Debatte um die positiven Auswirkungen von Computerspielen. Es beantwortet folgende Fragen: Warum spielen wir?Hat Spielen einen evolutionären Sinn?Welche Arten von Games existieren?Welche Vor- und Nachteile haben Computerspiele gegenüber Spielen im echten Leben?Was lässt sich mit Computerspielen heutzutage technisch realisieren und was nicht?Wie lassen sich Computerspiele sinnvoll in Psychologie, Geriatrie und Medizin einsetzen?Welches Potenzial haben sogenannte „Serious Games“ in Therapie und Bildung? Das Werk ist für jeden Pädagogen und Psychologen, der sich für digitale Interventionen interessiert sehr empfehlenswert. Da die Grundlagen von Games und der Spielepsychologie verständlich und umfassend dargestellt werden, ist kein spezielles Vorwissen nötig.

This book demonstrates teachers'and learners'experiences with big data in education; education and cloud computing; and new technologies for teacher support. It also discusses the advantages of using these frontier technologies in teaching and learning and predicts the future challenges. As such, it enables readers to better understand how technologies can improve learning and teaching experiences. It is intended for graduates and scholars in educational technology disciplines and anyone interested in the applications of frontier technologies in education.

In this second edition the editors continue their efforts to synthesize research and practice and project future directions in the field of information and communication technology. The proliferation of mobile devices and applications have had major implications on how the nature of teaching and learning should be conceptualised, and what pedagogical practices should be used to support bridging formal and informal learning. The advent of social media also highlights the importance of gaining a deeper understanding of social learning theories and computer-supported collaborative learning theories and practices. The advancement of new technologies to support easy accessibility of educational resources such as OER and to a lesser extent MOOCs have led to the debate on how assessment should be conducted and how technologies could be used to support it. The demand of the knowledge society requires that researchers, policy makers, and educational practitioners be conversant with new research findings in order to understand the impact of ICT in teaching and learning, and how to support learners to use new technologies and applications creatively and effectively. New research paradigms have emerged to meet these challenges.

Der Einsatz der neuen Medien und des Internet verändert die Lernprozesse und Formen der Wissensvermittlung grundlegend. Unabhängig von Ort und Zeit können Lern- und Wissensinhalte didaktisch anspruchsvoll, interaktiv und multimedial aufbereitet sowie bedarfsorientiert den Mitarbeitern zur Verfügung gestellt werden. Dabei erfordert der Einsatz von eLearning nicht nur den sorgfältig geplanten Übergang vom Classroom Training auf eine medienbasierte Lernorganisation, sondern auch neue Rollen und Aufgaben für die Personalentwicklung in Unternehmen. Mit dem Aufbau von Corporate Universities wird dieser Entwicklung Rechnung getragen. Dieses Buch leistet eine Orientierungshilfe, um eLearning erfolgreich zu implementieren und die richtigen Gestaltungsentscheidungen für die Institutionalisierung einer Corporate Universitiy zu treffen. Bei den vorgestellten Konzeptionen und Fallbeispielen veranschaulichen namhafte internationale Unternehmen ihre bisherigen Erfahrungen und Vorgehensmodelle.

In der Qualitätsentwicklung im E-Learning ist mittlerweile unstrittig, dass dem Lernenden, seinen Präferenzen und Anforderungen eine herausragende Stellung eingeräumt werden muss. Mit der vorliegenden Studie wird erstmals ein empirisches Modell individueller Lernerpräferenzen vorgestellt. Die Ergebnisse zeigen detailliert auf, welche Faktoren für Lernende beim E-Learning Relevanz besitzen. Die umfassende Studie greift dafür auf Daten aus qualitativen Interviews und der bislang größten Onlinebefragung zum Thema zurück, in der über 2000 Lernende zu ihren Präferenzen, Kompetenzen und Einstellungen in Bezug auf Lernsysteme befragt wurden. Darüber hinaus werden unter Anwendung multivariater Analyseverfahren vier zielgruppenspezifische Präferenzprofile ermittelt, die ein klares Bild zeigen: Qualitätsentwicklung aus Lernersicht kann empirisch furchtbar gemacht werden. Die Studie liefert genaue Hinweise wie E-Learning Angebote gestaltet sein müssen um individuellen Anforderungen zu genügen.

Ausgehend vom Thema'Schulen auf dem Weg in die Informationsgesellschaft'bietet der vorliegende Band einen Überblick über Stand, Einführung und Konzeption computer- und netzgestützter Technologien für Schulen.

Digitale Trainingsmethoden gelten vielen Unternehmern und Managern im Vergleich zu traditionellen Lerntechniken als Luxus. Stephan Magnus zeigt überzeugend, dass E-Learning bereits heute kein Nice-to-have mehr ist, sondern digitale Ansätze klassische Methoden der Wissensvermittlung ergänzen müssen. In einer Zeit neuer Arbeitsformen, rasanter Mergerprozesse und schnell veraltenden Wissens möchte er einen'Sense of Urgency'erzeugen. Der Autor behandelt mögliche Felder des E-Learning und hilft bei der Formulierung von eigenen Zielen. Fallstudien vermitteln dem Leser ein Gefühl für den praktischen Einsatz. Vorschläge zum Aufbau von Lernteams, Qualifizierungsprogrammen, digitalen Zukunftswerkstätten oder Virtual Corporate Universities runden das Buch ab. Stephan Magnus ist selbstständiger Unternehmensberater für Change-Management mit digitalen Medien. Sein Schwerpunkt liegt im Bereich'Virtuelles Lernen'. Zuvor war er für die Deutsche Bank, General Electric und Thyssen tätig.