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21st Century Learning for 21st Century Skills

Overview of attention for book
21st Century Learning for 21st Century Skills
Springer Berlin Heidelberg

Table of Contents

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    Book Overview
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    Chapter 1 21st Century Learning for 21st Century Skills: What Does It Mean, and How Do We Do It?
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    Chapter 2 Exploiting Semantic Information for Graph-Based Recommendations of Learning Resources
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    Chapter 3 An Initial Evaluation of Metacognitive Scaffolding for Experiential Training Simulators
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    Chapter 4 Paper Interfaces for Learning Geometry
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    Chapter 5 21st Century Learning for 21st Century Skills
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    Chapter 6 TinkerLamp 2.0: Designing and Evaluating Orchestration Technologies for the Classroom
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    Chapter 7 Understanding Digital Competence in the 21st Century: An Analysis of Current Frameworks
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    Chapter 8 How CSCL Moderates the Influence of Self-efficacy on Students’ Transfer of Learning
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    Chapter 9 Notebook or Facebook? How Students Actually Use Mobile Devices in Large Lectures
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    Chapter 10 Enhancing Orchestration of Lab Sessions by Means of Awareness Mechanisms
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    Chapter 11 Discerning Actuality in Backstage
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    Chapter 12 Tweets Reveal More Than You Know: A Learning Style Analysis on Twitter
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    Chapter 13 21st Century Learning for 21st Century Skills
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    Chapter 14 Generator of Adaptive Learning Scenarios: Design and Evaluation in the Project CLES
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    Chapter 15 Technological and Organizational Arrangements Sparking Effects on Individual, Community and Organizational Learning
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    Chapter 16 The social requirements engineering (SRE) approach to developing a large-scale personal learning environment infrastructure
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    Chapter 17 The Six Facets of Serious Game Design: A Methodology Enhanced by Our Design Pattern Library
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    Chapter 18 To Err Is Human, to Explain and Correct Is Divine: A Study of Interactive Erroneous Examples with Middle School Math Students
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    Chapter 19 An Authoring Tool for Adaptive Digital Educational Games
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    Chapter 20 A Dashboard to Regulate Project-Based Learning
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    Chapter 21 Lost in Translation from Abstract Learning Design to ICT Implementation: A Study Using Moodle for CSCL
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    Chapter 22 The Push and Pull of Reflection in Workplace Learning: Designing to Support Transitions between Individual, Collaborative and Organisational Learning
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    Chapter 23 eAssessment for 21st Century Learning and Skills
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    Chapter 24 Supporting Educators to Discover and Select ICT Tools with SEEK-AT-WD
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    Chapter 25 Key Action Extraction for Learning Analytics
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    Chapter 26 Using Local and Global Self-evaluations to Predict Students’ Problem Solving Behaviour
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    Chapter 27 Taming Digital Traces for Informal Learning: A Semantic-Driven Approach
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    Chapter 28 Analysing the Relationship between ICT Experience and Attitude toward E-Learning
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    Chapter 29 Integration of External Tools in VLEs with the GLUE! Architecture: A Case Study
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    Chapter 30 Mood Tracking in Virtual Meetings
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    Chapter 31 Teachers and Students in Charge
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    Chapter 32 The Effect of Predicting Expertise in Open Learner Modeling
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    Chapter 33 Technology-Embraced Informal-in-Formal-Learning
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    Chapter 34 Towards Automatic Competence Assignment of Learning Objects
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    Chapter 35 Slicepedia: Automating the Production of Educational Resources from Open Corpus Content
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    Chapter 36 Fostering Multidisciplinary Learning through Computer-Supported Collaboration Script: The Role of a Transactive Memory Script
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    Chapter 37 Mobile Gaming Patterns and Their Impact on Learning Outcomes: A Literature Review
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    Chapter 38 21st Century Learning for 21st Century Skills
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    Chapter 39 Encouragement of Collaborative Learning Based on Dynamic Groups
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    Chapter 40 An Authoring Tool to Assist the Design of Mixed Reality Learning Games
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    Chapter 41 An Automatic Evaluation of Construction Geometry Assignments
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    Chapter 42 Ask-Elle: A Haskell Tutor
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    Chapter 43 Backstage – Designing a Backchannel for Large Lectures
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    Chapter 44 Demonstration of the Integration of External Tools in VLEs with the GLUE! Architecture
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    Chapter 45 Energy Awareness Displays
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    Chapter 46 I-Collaboration 3.0: A Model to Support the Creation of Virtual Learning Spaces
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    Chapter 47 Learning to Learn Together through Planning, Discussion and Reflection on Microworld-Based Challenges
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    Chapter 48 Making Learning Designs Happen in Distributed Learning Environments with GLUE!-PS
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    Chapter 49 Math-Bridge: Adaptive Platform for Multilingual Mathematics Courses
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    Chapter 50 MEMO – Situated Learning Services for e-Mobility
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    Chapter 51 PINGO: Peer Instruction for Very Large Groups
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    Chapter 52 Proportion: Learning Proportional Reasoning Together
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    Chapter 53 Supporting goal formation, sharing and learning of knowledge workers
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    Chapter 54 U-Seek: Searching Educational Tools in the Web of Data
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    Chapter 55 XESOP: A Content-Adaptive M-Learning Environment
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    Chapter 56 A Collaboration Based Community to Track Idea Diffusion Amongst Novice Programmers
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    Chapter 57 Argument Diagrams in Facebook: Facilitating the Formation of Scientifically Sound Opinions
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    Chapter 58 Authoring of Adaptive Serious Games
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    Chapter 59 Collaborative Learning and Knowledge Maturing from Two Perspectives
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    Chapter 60 Computer Supported Intercultural Collaborative Learning: A Study on Challenges as Perceived by Students
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    Chapter 61 Just4me: Functional Requirements to Support Informal Self-directed Learning in a Personal Ubiquitous Environment
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    Chapter 62 Observations Models to Track Learners’ Activity during Training on a Nuclear Power Plant Full-Scope Simulator
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    Chapter 63 Practical Issues in e-Learning Multi-Agent Systems
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    Chapter 64 Students’ Usage and Access to Multimedia Learning Resources in an Online Course with Respect to Individual Learning Styles as Identified by the VARK Model
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    Chapter 65 Technology-Enhanced Replays of Expert Gaze Promote Students’ Visual Learning in Medical Training
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    Chapter 66 Towards Guidelines for Educational Adventure Games Creation (EAGC)
Attention for Chapter 23: eAssessment for 21st Century Learning and Skills
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Citations

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Summary Dimensions citations
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Chapter title
eAssessment for 21st Century Learning and Skills
Chapter number 23
Book title
21st Century Learning for 21st Century Skills
Published in
Lecture notes in computer science, September 2012
DOI 10.1007/978-3-642-33263-0_23
Book ISBNs
978-3-64-233262-3, 978-3-64-233263-0
Authors

Christine Redecker, Yves Punie, Anusca Ferrari, REDECKER CHRISTINE, PUNIE Yves, FERRARI Anusca

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 59 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 59 100%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 9 15%
Student > Doctoral Student 7 12%
Lecturer 6 10%
Researcher 6 10%
Student > Bachelor 4 7%
Other 12 20%
Unknown 15 25%
Readers by discipline Count As %
Computer Science 16 27%
Social Sciences 12 20%
Arts and Humanities 3 5%
Linguistics 2 3%
Chemical Engineering 2 3%
Other 8 14%
Unknown 16 27%

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