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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)
Overall attention for this book and its chapters
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About this Attention Score

  • In the top 25% of all research outputs scored by Altmetric
  • High Attention Score compared to outputs of the same age (95th percentile)
  • High Attention Score compared to outputs of the same age and source (96th percentile)

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