Download Adaptive and Adaptable Learning: 11th European Conference on by Katrien Verbert, Mike Sharples, Tomaž Klobučar PDF

By Katrien Verbert, Mike Sharples, Tomaž Klobučar

This booklet constitutes the lawsuits of the eleventh ecu convention on know-how superior studying, EC-TEL 2016, held in Lyon, France, in September 2016.
The 26 complete papers, 23 brief papers, eight demo papers, and 33 poster papers offered during this quantity have been conscientiously reviewed and chosen from 148 submissions.

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Read Online or Download Adaptive and Adaptable Learning: 11th European Conference on Technology Enhanced Learning, EC-TEL 2016, Lyon, France, September 13-16, 2016, Proceedings PDF

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Additional resources for Adaptive and Adaptable Learning: 11th European Conference on Technology Enhanced Learning, EC-TEL 2016, Lyon, France, September 13-16, 2016, Proceedings

Sample text

This means that the gap during the tournament is 28 % of the gap in GPA. 52. 85 SD of the GPA for the weak male students. 08, with a SD Social Facilitation Due to Online Inter-classrooms Tournaments 25 Fig. 5. GPA and performance during the non-game-based training session, and GPA and performance during the tournament, shown with confidence intervals. 52. 25 points. It is much lower than the gap in GPA. 16 SD of the GPA for the weak male students. Therefore, the gap during the tournament is 9 % of the gap in GPA.

Econ. 31, 85–107 (2007) 18. : How journal rankings can suppress interdisciplinary research: a comparison between Innovation Studies and business & management. Res. Policy 41(7), 1262–1282 (2012) 19. : A general framework for analysing diversity in science, technology and society. J. R. Soc. Interface 4(February), 707–719 (2007) 20. com Abstract. In this paper we explore the impact of an inter-classrooms math tournament implemented through internet. The strategy is to increase learning through intra-classroom collaboration generated by inter-classroom competition.

He cites observational studies which document that cooperative learning is still informal and does not include group goals or individual accountability. However, with synchronous online inter-class tournaments there is a real opportunity to overcome these difficulties. According to Johnson et al. [14], in cooperative learning the most important element is positive interdependence: “a clear task and a group goal must be given so that students must believe that they sink or swim together”. With the synchronous online inter-class tournament there is a common goal, which is shared by the whole class.

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