UID:
almafu_9961047112602883
Format:
1 online resource (1104 pages)
Edition:
1st ed. 2023.
ISBN:
3-031-26876-8
Series Statement:
Lecture Notes in Networks and Systems, 633
Content:
We are currently witnessing a significant transformation in the development of education on all levels and especially in post-secondary education. To face these challenges, higher education must find innovative ways to quickly respond to these new needs. These were the aims connected with the 25th International Conference on Interactive Collaborative Learning (ICL2022), which was held in Vienna, Austria, from September 27 to 30, 2022. Since its beginning in 1998, this conference is devoted to new approaches in learning with a focus on collaborative learning in higher education. This book contains papers in the fields of: • Collaborative Learning • Digital Transition in Education • Technology Enhanced Learning • Advances in Machine and Technology Enhanced Learning • Educational Virtual Environments • Flipped Classrooms • Games in Engineering Education • Entrepreneurship in Engineering Education Interested readership includes policymakers, academics, educators, researchers in pedagogy and learning theory, school teachers, the learning industry, further and continuing education lecturers, etc.
Note:
Intro -- Preface -- Committees -- Contents -- Collaborative Learning -- Collaborative Learning Supported by a Brownfield Remediation Case Study -- 1 Introduction -- 2 Purpose and Goal -- 3 Research Project Cooperation and Collaboration -- 4 Research Project - Environmental Aspects -- 5 Research Project - Technical Aspects -- 6 Research Work of LITEC Students -- 7 Use of the Machine in Research Work -- 8 Summary and Outcome -- References -- Interactive Collaborative Learning with Explainable Artificial Intelligence -- 1 The Background - Explainability of AI -- 1.1 Explainability of Black Boxes -- 1.2 Explainability by Design -- 2 The Application Domain - Learning of String Patterns -- 3 Learning Goals and Didactic Concepts -- 3.1 Learning Goals -- 3.2 Didactic Approach -- 4 Case Study of Collaborative Learning with XAI -- 4.1 Unsystematic Exploration -- 4.2 Systematic Exploration -- 5 Toward an Evaluation -- 6 Conclusions and Outlook -- References -- Digital Global Classroom, a Collaborative Online International Learning (COIL) Approach: An Innovative Pedagogical Strategy for Sustainable Competency Development and Dissemination of SDGs in Engineering Higher Education -- 1 Introduction -- 2 Methodology -- 2.1 Global Classroom -- 2.2 GC Natural Resources and Climate Change -- 2.3 GC Biomimetics Course -- 2.4 Skills to Develop in COIL Courses -- 3 Results -- 3.1 Global Classroom and COIL -- 3.2 Natural Resources Global Classroom Experience -- 3.3 Biomimicry Global Classroom Experience -- 3.4 The Takeout of this Experience, a New Step in Green Education -- 4 Conclusion -- References -- Digital Communication Tools in Private and Professional Environments -- 1 Introduction -- 2 Objectives -- 3 Method -- 4 Outcomes -- 5 Discussion -- 5.1 Private versus Professional Environment -- 5.2 Decision Factors -- 5.3 Covid and Virtual Worlds -- 6 Conclusion.
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References -- Blended Assessment in Higher Education Collaborative Case Study Work - A Qualitative Study -- 1 Introduction -- 2 Methodology -- 3 Blended Assessment -- 4 Case Study -- 5 Results -- 6 Guidelines to Implement Blended Assessment -- 7 Conclusion and Discussion -- References -- Learning Units and Micro-contents in the Reinterpreted Online Teaching Space -- 1 Introduction -- 2 Background and Approach -- 3 Objectives and Outcomes -- 3.1 Creation of Open Learning Material Structure -- 3.2 Learning Resource Development and its Practical Implementation -- 3.3 Development of Methodological and Subject Knowledge -- 3.4 The Construction System of the Learning Units - Micro-content Framework -- 4 Conclusions and Recommendations -- References -- Learning from Agile Methods: Using a Kanban Board for Classroom Orchestration -- 1 Introduction -- 2 Related Research -- 3 Applying Agile Methods as General Teaching Methods -- 4 A Digital Tool for Supporting Agile Teaching -- 5 Lessons Learned and Evaluation of the Prototype -- 5.1 Lesson Learned from In-Class Usage of the Teaching Method -- 5.2 Evaluation of the Prototype -- 6 Discussion -- 7 Conclusions and Outlook -- References -- Co-creation, Co-learning and Co-teaching Are Key - Developing Intercultural, Collaborative, and Digital Competences Through Virtual Exchange -- 1 Introduction -- 2 Virtual Exchange in Higher Education -- 2.1 Competence Development Through Virtual Exchange -- 2.2 No Change Without Exchange - Solving Global Challenges Requires Collaborating Global Citizens -- 3 Lessons Learned: VE Good Practice Examples -- 3.1 Project Based Virtual Exchanges -- 3.2 Simulation and Collaboration in Virtual Laboratories -- 3.3 Augmenting One's Own Cultural Perceptions Through Virtual Exchange -- 4 Conclusion -- References -- STEM via Co-teaching. e-me Case Study -- 1 Introduction.
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1.1 Pedagogical Use of Digital Tools -- 2 Methodology -- 2.1 Implementation of the SKill's Lab -- 3 Results -- 3.1 Evaluation of the SKill's Lab-Quantitative Research -- 4 Conclusions -- References -- Collaborative Augmented Reality Tools for Behavioral Lessons -- 1 Introduction -- 2 Related Work -- 3 PBIS and Behavioural Lessons -- 3.1 The PBIS AR Learning Experience -- 4 Multi-user Activities Within Behavioural Lessons -- 5 Conclusions and Future Work -- References -- Perception of Collaborative Student-Led Tutorials with Laboratory Experiments in e-Learning -- 1 Introduction -- 2 Education in Fundamentals of Fluid Mechanics -- 2.1 Lecture, Exercise, and Laboratory Experiments: On-site and Online -- 2.2 Student-Led Tutorials: On-Site -- 2.3 Student-Led Tutorials: Online -- 3 Results -- 3.1 Results of M1 -- 3.2 Results of M2 -- 3.3 Results of M3 -- 3.4 Results of M4 -- 4 Discussion -- 4.1 Perception of On-Site and On-Line Tutorials Their Differences (RQ1) -- 4.2 Perception of Laboratory Experiments by Students (RQ2) -- 4.3 Comparison of Different Formats of Student-Led Tutorials (RQ3) -- 4.4 How Well did the Tutors Manage in the Distance Format (RQ4) -- References -- Self-directed and Collaborative Learning in an Advanced Training Context: Conception and Implementation of an Innovative Online Teacher Qualification Program -- 1 Introduction -- 2 Insights into the Multi-stage Development Process of the Program -- 2.1 Social Conditions and Demographic Characteristics of the Target Group -- 2.2 Support Needs and Background Knowledge of the Target Group -- 2.3 Conception of a Competence Framework Along Support Needs -- 2.4 Development of the Thematic Plan -- 3 Concept and Setup of the Online Training Course -- 3.1 Overall Setup and Structure -- 3.2 Template - Microlearning Units -- 3.3 Setup of the Microlearning Units - An Example.
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4 Concept and Setup of the Undime Community -- 5 Peer Learning and Collaborative Learning - Interactions Between Training Course and Community -- 6 Outlook and Conclusion -- References -- Virtual Assistants (Chatbots) as Help to Teachers in Collaborative Learning Environment -- 1 Introduction -- 2 State of the Art -- 2.1 eLearning -- 2.2 Virtual Assistants - Chatbots -- 3 Our Approach -- 3.1 Orchestration Oriented Approach -- 3.2 Integration of the Notion of Exercise -- 3.3 Integration of the Notion of Session -- 4 Targets of Our System -- 4.1 Generic Orientation -- 4.2 Field Orientation: A Case Study of English Language Learning ACLE -- 5 Conclusions -- References -- An International Digital Learning Experience: The "Reinserta" Challenge -- 1 Introduction -- 2 Method -- 3 Evaluation of Results -- 4 Conclusions -- References -- Application of Component Organized Learning Method for DIGSCM 4.0 Hybrid Courses -- 1 Introduction -- 2 Literature Review -- 3 Component Organized Learning -- 3.1 Application of COL Concept -- 3.2 Assessment of Companies Needs to Move Toward Digitalisation -- 3.3 Definition of Skills Priorities and Development of Course Content -- 3.4 Dynamic Curriculum Management Based on Companies' Current Needs -- 4 Piloted Courses -- 5 Summary -- References -- A Scaffolding Strategy to Organize Collaborative Learning -- 1 Introduction -- 2 Collaboration and Active Learning -- 2.1 Active Learning Strategies -- 2.2 Scaffolding -- 3 Collaborative Learning -- 3.1 Technological Tools to Support Collaborative Learning -- 3.2 Moodle Environment -- 3.3 Google Workspace for Education -- 3.4 Knowledge Forum -- 4 Functionalities of the Collaborative Tools -- 4.1 Support for Collaborative Learning Through Scaffolding -- 4.2 Case Study -- 4.3 Result Analysis -- 5 Conclusions -- References.
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Effect on the Competencies Development and Collaborative Learning During the COVID-19 Lock Down from a Student Perception -- 1 Introduction -- 1.1 Collaborative Learning (CL) -- 1.2 Competencies -- 2 Methodology -- 3 Results and Discussion -- 4 Conclusions -- References -- Understanding Collaboration in Virtual Labs: A Learning Analytics Framework Development -- 1 Introduction -- 1.1 Research Question -- 2 Background -- 2.1 Learning Analytics in Virtual Labs -- 2.2 Learning Analytics in Supporting Collaboration -- 3 Methodology -- 4 Artefact Development -- 5 Evaluation -- 6 Discussion -- 7 RQ: How can learning analytics support collaboration in virtual labs? -- 8 Conclusions -- References -- Digital Transition in Education -- Augmented Reality in Engineering Education - A Comparison of Students' and Teachers' Perceptions -- 1 Introduction -- 2 Augmented Reality in Industry and Education -- 3 Problem Statement and Research Questions -- 4 Methodology and Design of the Empirical Study -- 4.1 Design of the Questionnaire -- 4.2 Hypotheses -- 4.3 Selection of the Participants -- 5 Results -- 5.1 Description of the Participants -- 5.2 Presentation and Analysis of Responses -- 5.3 Validation of the Hypotheses -- 5.4 Correlation Analysis -- 5.5 Diploma Thesis -- 5.6 Answer to the Research Questions -- 6 Conclusions, Limitations, and Further Research -- References -- Digital Twins and Sustainability in Vocational Education and Training: The Case of Structural Environment and Architectural Design in Vocational High Schools -- 1 Introduction -- 2 Elements of the Paper -- 3 The Sector Analysis -- 4 The Curriculum -- 5 Digital Twins and Safety -- 6 Conclusions and Future Work -- References -- Hands-On Firefighting Training Using a Remote-Controlled Extinguishing Laboratory -- 1 Introduction -- 2 Firefighting Training -- 3 Remote-Controlled Extinguishing Lab.
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3.1 Function and Principle of the Extinguishing Unit.
Additional Edition:
Print version: Auer, Michael E. Learning in the Age of Digital and Green Transition Cham : Springer International Publishing AG,c2023 ISBN 9783031268755
Language:
English
DOI:
10.1007/978-3-031-26876-2
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