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This book constitutes the revised selected papers of the workshops of the 10th and 11th International Conference of Web-based Learning, ICWL 2011, held in Hong Kong, in December 2011 and ICWL 2012, held in Sinaia, Romania, in September 2012. This volume comprises papers from one symposium that took place both in 2011 and 2012 and four workshops (two from 2011 and two from 2012): 1. The 1st and 2nd International Symposium on Knowledge Management and E-Learning (KMEL2011 / 2012); 2. The 1st International Workshop on Enhancing Learning with Social (ELSM 2011); 3. The 4th International Workshop on Social and Personal Computing for Web-Supported Learning (SPeL 2011); 4. International Workshop on Learning within and from Smart Cities (SciLearn 2012); 5. International Workshop on Creative Collaboration through Supportive Technologies in Education (CCSTED 2012).
The Organizing Committees of the First International Workshop on Enhancing
Learning with Social Media (ELSM 2011) welcome you to the proceedings of the
workshop. This workshop aims to discuss new contributions as well as practical
experiences using emerging information technologies. In particular, it looks at the
differences of using and not using social technologies for distance learning
technology. With the popularity of social media (e.g., Facebook, Twitter, Yahoo
Answer, ...
Team-Based Learning (TBL) is a unique, powerful, and proven form of small-group learning that is being increasingly adopted in higher education. Teachers who use TBL report high levels of engagement, critical thinking, and retention among their students. TBL has been used successfully in both small and large classes, in computer-supported and online classes; and because it is group work that works, it has been implemented in nearly every discipline and in countries around the world. This book introduces the elements of TBL and how to apply them in the social sciences and humanities. It describes the four essential elements of TBL – readiness assurance, design of application exercises, permanent teams, peer evaluation – and pays particular attention to the specification of learning outcomes, which can be a unique challenge in these fields. The core of the book consists of examples of how TBL has been incorporated into the cultures of disciplines as varied as economics, education, literature, politics, psychology, and theatre. The authors explain why they felt a need to change how they taught and why they chose TBL. Furthermore, each chapter provides examples of the assignments and exercises they use to help their students achieve the specific learning outcomes of their courses. At a time of increasing course sizes, and emphasis on learning outcomes, TBL offers the means to meet such demands while connecting students to their coursework, and stimulating their intellectual engagement.
John W. Pelley and Kathryn K. McMahon A variety of skills are needed to
effectively organize and conduct a team-based learning (TBL) activity. For a
teacher who is accustomed to instructing through conventional lectures, it may
take some time to become comfortable with the different role required of a TBL
facilitator. In contrast to a lecturer, who synthesizes and delivers expert content,
the TBL facilitator guides and encourages students to articulate their
understanding of the presented ...
This book constitutes the refereed proceedings of the Workshops held at the ICWL 2013 International Conference on Web Based Learning in Kenting, Taiwan, in October 2013. The 29 papers presented were carefully reviewed and selected for inclusion in this volume. They were held at the following workshops: First International Workshop on Ubiquitous Social Learning, USL 2013; 2013 International Workshop on Smart Living and Learning, IWSLL 2013; Third International Symposium on Knowledge Management and e-Learning, KMEL 2013; 2013 International Workshop on Cloud Computing for Web-Based Learning, IWCL 2013; 2013 International Workshop on Web Intelligence and Learning; WIL 2013; and the 2013 International Workshop on e-book and Education Cloud, IWEEC 2013.
The research papers on exploring the system effectiveness and learning
performance of using E-book with teaching and learning strategies on diverse
web-based learning environments are particularly welcome. With the advance of
networking, a variety of web applications have emerged on the education field,
such as web 2.0, mobile learning, ubiquitous learning, and cloud learning. In
response to the prevalence of cloud applications, mobile learning with cloud
services has created ...
During the past two decades, telecommunication technologies combined with Web-enabled technologies have created a new technology-based focus, Web-based learning and teaching. This new area has changed the concept of education around the world, creating new challenges and opportunities offered by this new technology-based concept. Web-Based Learning and Teaching Technologies: Opportunities and Challenges addresses many issues, trends, opportunities and problems facing colleges and universities in the effective utilization and management of Web-based learning and teaching technologies.
... v PART I. WEB-BASED LEARNING (WBL) ............................................................. 1
Chapter I. Web-Based Education ..............................................................................2
Anil Aggarwal, University of Baltimore, USA Regina Bento, University of
Baltimore, USA Chapter II. Opportunities in Web-Based Teaching: The Future of
Education .
The remarkable teaching strategy of team learning is explained in this book, taking the teaching of small groups to a whole new level. Team learning's distinctive feature is its ability to transform "groups" into "teams" and use the energy from team dynamics to generate significant learning, offering teachers advantages that are not available in any other form of teaching.
Part I The Key Ideas of Team-Based Learning The primary purpose of part I of
this book is to present all the key ideas needed by anyone who is interested in
using team-based learning in their teaching. Part II will then offer examples of
courses in which teachers have successfully used team-based learning, that is,
the "Voices of Experience." Dee Fink begins part I by putting the ideas of team-
based learning into the larger context of teaching with small groups. During the
past decade ...
This book constitutes the revised selected papers of the workshops of the 13th International Conference of Web-based Learning, ICWL 2014, held in Tallinn, Estonia, in August 2014. This volume comprises papers of six workshops: 1. The Seventh International Workshop on Social and Personal Computing for Web-Supported Learning Communities (SPeL 2014) 2. The First International Workshop on Peer-Review, Peer-Assessment, and Self-Assessment in Education (PRASAE 2014) 3. International Workshop on Mobile and Personalized Learning (IWMPL 2014) 4. The First International Workshop on Open Badges in Education (OBIE 2014) 5. The Fourth International Symposium on Knowledge Management & E-Learning (KMEL 2014) 6. The Future of e-Textbooks Workshop (FeT 2014).
It is a great honor for us to welcome all authors who have contributed their
manuscripts to the 2014 International Workshop on Mobile and Personalized
Learning (IWMPL 2014) in Tallinn, Estonia. The IWMPL 2014 aims at bringing
together professionals and researchers who are interested in recent trends of
mobile and personalized learning. In recent years, m-learning has been widely
applied to various fields and has become a popular issue in educational
research. M-learning can ...
Journal of Development Effectiveness (Jurnal Hasilguna Pembangunan) 1(1): 37
–59. Perubahan paling ... Teknik ini mencakup pengumpulan 'cerita tentang
perubahan nyata' melalui banyak metode: evaluator dapat menulis cerita yang
telah mereka dengar tanpa memintanya dari responden, melakukan dan
mendokumentasikan wawancara, menyelenggarakan dan mendokumentasikan
diskusi kelompok dan/atau meminta responden menulis cerita mereka. Cerita '
paling nyata' ...
