By Richard Noss (auth.), Andrew Ravenscroft, Stefanie Lindstaedt, Carlos Delgado Kloos, Davinia Hernández-Leo (eds.)
This booklet constitutes the refereed complaints of the seventh ecu convention on expertise greater studying, EC-TEL 2012, held in Saarbrücken, Germany, in September 2012.
The 26 revised complete papers provided have been conscientiously reviewed and chosen from one hundred thirty submissions. The ebook additionally comprises 12 brief papers, sixteen demonstration papers, eleven poster papers, and 1 invited paper. particularly, the programme and organizing constitution used to be shaped in the course of the issues: cellular studying and context; critical and academic video games; collaborative studying; organisational and place of work studying; studying analytics and retrieval; customized and adaptive studying; studying environments; educational studying and context; and, studying facilitation by way of semantic means.
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Extra info for 21st Century Learning for 21st Century Skills: 7th European Conference of Technology Enhanced Learning, EC-TEL 2012, Saarbrücken, Germany, September 18-21, 2012. Proceedings
In addition, a free text comment field was provided. An Initial Evaluation of Metacognitive Scaffolding 29 Procedure. The baseline evaluation, using the pure simulator, was conducted in midFebruary and beginning of March of 2011; the first user trial was carried out in Dublin from mid-February until the beginning of March of 2012. The TCD medical students used the ETU medical training simulator. g. ETU scores, MSS data) and after learning with the ETU simulator (questionnaire data). At first the students worked on the simulation for as long as they wanted and could choose between two scenarios: Mania or Depression.
De Gruyter Saur (2010) 17. : Using the Internet as a Tool in a Resource-Based Learning Environment. Educational Technology 36, 52–56 (1996) 18. : Automatic Discovery of Complementary Learning Resources. , Wolpers, M. ) EC-TEL 2011. LNCS, vol. 6964, pp. 327–340. Springer, Heidelberg (2011) An Initial Evaluation of Metacognitive Scaffolding for Experiential Training Simulators Marcel Berthold1, Adam Moore2, Christina M. Steiner1, Conor Gaffney3, Declan Dagger3, Dietrich Albert1, Fionn Kelly4, Gary Donohoe4, Gordon Power3, and Owen Conlan2 1 Knowledge Management Institute, Graz University of Technology, Rechbauerstr.
In this way the importance of the tasks being undertaken by the learner is clear scaffolding is developed in order to match a learners’ cognitive activity to metacognitive support. The scaffolding service supplements the pre-existing ETU note-taking tool, both of which are illustrated in Figure 1 below. The text of the thinking prompt item is phrased in order to elicit a yes/no response. If additional context / rephrasing has been added by the instructional experts that is displayed before the open text response area.