51,600 research outputs found
Advances in Teaching & Learning Day Abstracts 2005
Proceedings of the Advances in Teaching & Learning Day Regional Conference held at The University of Texas Health Science Center at Houston in 2005
Teacher competence development – a European perspective
This chapter provides an European perspectives on teacher competence development
Community-based mentoring and innovating through Web 2.0
The rise of social software, often termed Web 2.0, has resulted in heightened awareness of the opportunities for creative and innovative approaches to learning that are afforded by network technologies. Social software platforms and social networking technologies have become part of the learning landscape both for those who learn formally within institutions, and for those who learn informally via emergent web-based learning communities. As collaborative online learning becomes a reality, new skills in communication and collaboration are required in order to use new technologies effectively, develop real digital literacy and other 21st century skills
Masters in Serious Games Curriculum Framework
Thin, A. G., Lim, T., Louchart, S., De Gloria, A., Mayer, I., Kickmeier-Rust, M., Klamma, R., VeltKamp, R., Arnab, S., Bellotti, F., Boyle, L., Prada, R., Westera, W., Nadolski, R., & Abbas Petersen, S. (2013). Masters in Serious Games Curriculum
Framework. Deliverable 5.3 of the Games and Learning Alliance Network of Excellence. Available at http://www.seriousgamessociety.org/download/SGMastersFwk.pdf.This report outlines a European Masters of Science programme on serious gaming.This report is a deliverable of the GALA project, which is sponsored by the the FP7 Programme of the European Commissio
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The genesis and development of mobile learning in Europe
In the past two decades, European researchers have conducted many significant mobile learning projects. The chapter explores how these projects have arisen and what each one has contributed, so as to show the driving forces and outcomes of European innovation in mobile learning. The authors identify context as a central construct in European researchers’ conceptualizations of mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. The authors also examine the impacts of mobile learning research on educational practices and the implications for policy. Finally, they suggest future challenges for researchers, developers and policy makers in shaping the future of mobile learning
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