Educational equipment and technology, computer-aided learning (CAL)

The two-volume set LNCS 8523-8524 constitutes the refereed proceedings of the First International Conference on Learning and Collaboration Technologies, LCT 2014, held as part of the 16th International Conference on Human-Computer Interaction, HCII 2014, in Heraklion, Crete, Greece in June 2014, jointly with 13 other thematically similar conferences.

The two-volume set LNCS 8523-8524 constitutes the refereed proceedings of the First International Conference on Learning and Collaboration Technologies, LCT 2014, held as part of the 16th International Conference on Human-Computer Interaction, HCII 2014, in Heraklion, Crete, Greece in June 2014, jointly with 13 other thematically similar conferences.

The four-volume set LNCS 8513-8516 constitutes the refereed proceedings of the 8th International Conference on Universal Access in Human-Computer Interaction, UAHCI 2014, held as part of the 16th International Conference on Human-Computer Interaction, HCII 2014, held in Heraklion, Crete, Greece in June 2014, jointly with 14 other thematically similar conferences.

This volume constitutes the refereed proceedings of the 6th International Conference on Cross-Cultural Design, CCD 2014, held as part of the 16th International Conference on Human-Computer Interaction, HCI International 2014, held in Heraklion, Crete, Greece, jointly with 13 other thematically similar conferences.

The 3-volume set LNCS 8510, 8511 and 8512 constitutes the refereed proceedings of the 16th International Conference on Human-Computer Interaction, HCII 2014, held in Heraklion, Crete, Greece in June 2014.

The 3-volume set LNCS 8510, 8511 and 8512 constitutes the refereed proceedings of the 16th International Conference on Human-Computer Interaction, HCII 2014, held in Heraklion, Crete, Greece in June 2014.

The 3-volume set LNCS 8510, 8511 and 8512 constitutes the refereed proceedings of the 16th International Conference on Human-Computer Interaction, HCII 2014, held in Heraklion, Crete, Greece in June 2014.

This book constitutes the refereed proceedings of the 12th International Conference on Intelligent Tutoring Systems, ITS 2014, held in Honolulu, HI, USA, in June 2014.

Scientists and engineers have long been aware of the tension between narrow specialization and multidisciplinary cooperation, but now a major transformation is in process that will require technical fields to combine far more effectively than formerly in the service of human benefit.

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Technology for Learners with Autism Spectrum Disorders provides readers with an in-depth look at the characteristics of learners with ASD and explains how different forms of technology can be used to create learning opportunities for autistic students.

This book constitutes the refereed proceedings of the 4th International Conference on Serious Games for Training, Education, Health and Sports, Game Days 2014, held in Darmstadt, Germany, in April 2014.

This book focuses on how to effectively integrate the teaching and learning of visual and media literacies in K-12 and higher education.

This volume brings together research on how gameplay data in serious games may be turned into valuable analytics or actionable intelligence for performance measurement, assessment, and improvement.

The volume consists of twenty-five chapters selected from among peer-reviewed papers presented at the CELDA (Cognition and Exploratory Learning in the Digital Age) 2013 Conference held in Fort Worth, Texas, USA, in October 2013 and also from world class scholars in e-learning systems, environments and approaches.

This book addresses the issues confronting educators in the integration of digital technologies into their teaching and their students' learning.

The book explores advances in soft-skill training through the adaptation of traditional psycho-pedagogical methodology to digital and online settings.

The latest edition of the Educational Media and Technology Yearbook, from the Association for Education, Communication and Technology (AECT), notes the most current trends in the field of learning design and technology, taking into account the implications for both formal and informal learning.

The work presents a theoretical framework for the evaluation of e-Teaching that aims at positioning the online activities designed and developed by the teacher as to the Learning, Interaction and Technology Dimensions.

The book is inspired by the third seminar in a cycle connected to the celebrations of the 150th anniversary of the Politecnico di Milano (July 2013).

This book focus on organizational changes that are taking place in higher education.

This engaging and accessible text addresses the fundamental question: What Is Computer Science?

This book constitutes the thoroughly refereed proceedings of the 9th International Conference on Information and Communication Technologies in Education, Research, and Industrial Applications, held in Kherson, Ukraine, in June 2013.

This book constitutes the refereed proceedings of the European Conference on Information Literacy, ECIL 2013, held in Istanbul Turkey, in October 2013.

University teaching and learning has never been more innovative than it is now.

As colleges, universities and other learning institutions explore teaching and learning through online environments, online communities of practice may provide solutions to organizational and professional development needs.

This book provides a comprehensive analysis of cutting edge research studies on contemporary instructional design practices.

This book constitutes the refereed proceedings of the 9th International Conference on Active Media Technology, AMT 2013, held in Maebashi, Japan, in October 2013.

This book gives an overview of the state-of-the-art in Technology Enhanced Learning (TEL).

This theory-to-practice guide offers leading-edge ideas for wide-scale curriculum reform in sciences, technology, engineering, the arts, and mathematics--the STEAM subjects.

The promise of online learning--flexible, learner-centered, responsive--was forward-looking and poised to revolutionize education.

The versatile, cost-effective technology of the tablet computer has proved to be a good fit with the learning capabilities of today's students.

Today, Digital Systems and Services for Technology Supported Learning and Education are recognized as the key drivers to transform the way that individuals, groups and organizations "e;learn"e; and the way to "e;assess learning"e; in 21st Century.

This book provides a research-based guide to using ePortfolios to develop critically reflective teachers capable of transformative learning for educational equity.

The Design, Experience and Practice of Networked LearningEdited by: Vivien Hodgson, Maarten de Laat, David McConnell and Thomas RybergThis book brings together a wealth of new research that opens up the meaning of connectivity as embodied and promised in the term 'networked learning'.

This book posits the idea that networked learning is the one new paradigm in learning theory that has resulted from the introduction of digital and networked technologies.

This book presents a key piece of the vision and strategy developed in STELLAR.

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E-learning has brought an enormous change to instruction, in terms of both rules and tools.

This timely analysis brings greater clarity to the question of how ICT-supported innovations are experienced in small low- to middle-income countries and developing regions with implications for international education and development.

At the centre of the methodology used in this book is STEM learning variability space that includes STEM pedagogical variability, learners' social variability, technological variability, CS content variability and interaction variability.

The seven-volume set LNCS 12261, 12262, 12263, 12264, 12265, 12266, and 12267 constitutes the refereed proceedings of the 23rd International Conference on Medical Image Computing and Computer-Assisted Intervention, MICCAI 2020, held in Lima, Peru, in October 2020.

This two-volume set LNCS 12656 and 12657 constitutes the refereed proceedings of the 43rd European Conference on IR Research, ECIR 2021, held virtually in March/April 2021, due to the COVID-19 pandemic.

In this book, we primarily focus on studies that provide objective, unobtrusive, and innovative measures (e.

This book proposes a philosophical exploration of the educational role that media plays in university study practices, with a focus on the practices of lecturing and academic writing.

The four-volume set LNCS 10513-10516 constitutes the proceedings of the 16th IFIP TC 13 International Conference on Human-Computer Interaction, INTERACT 2017, held in Mumbai, India, in September 2017.

This book constitutes the refereed proceedings of the Second MICCAI Workshop on Domain Adaptation and Representation Transfer, DART 2020, and the First MICCAI Workshop on Distributed and Collaborative Learning, DCL 2020, held in conjunction with MICCAI 2020 in October 2020.

This innovative brief provides guidance on promoting reflection in situated learning by incorporating mindfulness strategies, tapping into a surge of research interest in exploring mindfulness as an instructional strategy associated with positive learning outcomes.

The four-volume set LNCS 10513-10516 constitutes the proceedings of the 16th IFIP TC 13 International Conference on Human-Computer Interaction, INTERACT 2017, held in Mumbai, India, in September 2017.