| Description |
1 online resource |
| Contents |
Intro; Foreword; Preface; Contents; Part I: Teaching, Learning and Assessment at Large-Scale: Trends and Challenges; Chapter 1: Releasing Personal Information Within Learning Analytics Systems; 1 Introduction; 2 Theoretical Framework; 2.1 Privacy in the Digital Age; 2.2 Learning Data and Privacy Issues; 2.3 Purpose of the Study; 3 Method; 3.1 Participants and Design; 3.2 Instruments and Materials; 3.2.1 Study Interest Questionnaire; 3.2.2 Control Over Data Scale; 3.2.3 Sharing of Data Questionnaire; 3.2.4 Demographic Information; 3.2.5 Learning Analytics System Comparison |
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3.3 Procedure and Analysis4 Results; 4.1 Using Data for Learning Analytics Systems; 4.2 Disclosing Personal Information, Study-Related Constructs, and Benefits of LA Systems; 5 Discussion; 5.1 Implications; 5.2 Limitations and Outlook; References; Chapter 2: Measurement Challenges of Interactive Educational Assessment; 1 Introduction; 2 Background; 3 Four Psychometric Challenges; 3.1 Time Sensitivity; 3.2 Digital Performance Space Relationships; 3.3 Layers of Aggregations and Translations; 3.4 Representations of Dynamics; 4 Case Story: Virtual Performance Assessment |
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5 Conclusion and ImplicationsReferences; Chapter 3: Integrated e-Learning Paradigm in the Twenty-First Century: Management Education; 1 Introduction; 2 New Paradigm in Twenty-First Century e-Learning; 2.1 Collaborative Learning; 2.2 Experiential Learning; 2.3 Multimedia Learning; 2.4 Active Learning Cycle; 3 Integrated e-Learning Environment in the Twenty-First Century; 4 Conclusion; References; Part II: Analytics for Improving Learning Experiences; Chapter 4: Building a Learning Experience: What Do Learners' Online Interaction Data Imply?; 1 Introduction; 1.1 Online Learning Experience |
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1.2 Interaction in Online Learning2 Method; 2.1 Participants; 2.2 Context; 2.3 Data Sources; 2.4 Data Analysis; 3 Results; 3.1 The Nature of Learners' Interactions in an e-Learning Environment; 3.2 The Relationship Between Interaction Types; 3.3 Would Interaction Pattern of Learners Yield a Meaningful Learning Experience as a Structure?; 4 Discussion and Conclusion; 5 Limitations and Future Studies; References; Chapter 5: Evaluating the Usefulness of the Visualization Tool SimReal+ for Learning Mathematics: A Case Study at the Undergraduate Level; 1 Introduction |
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2 Visualizations in Mathematics Education2.1 The Notion of Visualization; 2.2 The Visualization Tool SimReal+; 3 Theoretical Framework; 3.1 Instrumental Approach; 3.2 The Notion of Usefulness; 3.3 Evaluation Criteria; 3.3.1 Technical Usefulness Criteria; 3.3.2 Pedagogical Usefulness Criteria; 3.3.3 Mathematical Usefulness Criteria; 4 Methodology; 4.1 The Setting of the Study; 4.2 Research Purpose and Questions; 4.3 Methods; 5 Results; 5.1 Technical Usefulness; 5.2 Pedagogical Usefulness; 5.3 Mathematical Usefulness; 5.4 Summary of Results; 6 Discussion; 6.1 Technical Usefulness |
| Summary |
This volume provides a contemporary glance at the drastically expanding field of delivering large-scale education to unprecedented numbers of learners. It compiles papers presented at the CELDA (Cognition and Exploratory Learning in the Digital Age) conference, which has a goal of continuing to address these challenges and promote the effective use of new tools and technologies to support teaching, learning and assessment. Given the emerging global trend to exploit the potential of existing digital technologies to improve the teaching, learning and assessment experiences for all learners in real-life contexts, this topic is a unifying theme for this volume. The book showcases how emerging educational technologies and innovative practices have been used to address core global educational challenges. It provides state-of-the-art insights and case studies of exploiting innovative learning technologies, including Massive Open Online Courses and educational data analytics, to address key global challenges spanning from online Teacher Education to large-scale coding competence development. This volume will be of interest to academics and professional practitioners working in the area of digital technology integration in teaching, learning and assessment, as well as those interested in specific conference themes (e.g., designing and assessing learning in online environments, assessing learning in complex domains) and presenters, invited speakers, and participants of the CELDA conference |
| Notes |
Includes index |
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6.2 Pedagogical Usefulness |
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Online resource; title from digital title page (viewed on July 12, 2019) |
| Subject |
Educational technology.
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Educational Technology
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Educational technology
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| Form |
Electronic book
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| Author |
Sampson, Demetrios G., editor.
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Spector, J. Michael, editor.
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Ifenthaler, Dirk, editor.
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Isaias, Pedro, editor.
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Sergis, Stylianos, editor
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| ISBN |
9783030151300 |
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3030151301 |
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