By Jörg Zumbach, Neil Schwartz, Tina Seufert, Liesbeth Kester
The edited and peer reviewed quantity offers chosen papers of the convention "Beyond knowlegde: the legacy of competence" prepared by means of EARLI SIG studying and guide with desktops in cooperation with SIG tutorial layout. It displays the present cutting-edge paintings of students around the globe in the sector of studying and guideline with desktops. mostly, parts of computer-based studying environments assisting competence-focused wisdom acquisition but in addition foundational medical paintings are addressed. extra particular, contents disguise cognitive tactics in hypermedia and multimedia studying, social matters in computer-supported collaborative studying, motivation and emotion in combined studying and e-Learning.
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Additional info for Beyond Knowledge: The Legacy of Competence: Meaningful Computer-based Learning Environments
Please send me your paper using another E-Mail address. B. Content support: I recommend that you read the article by Banks, which deals with multicultural democracy, and Taylor’s book named: Politics of Recognition. C. Procedural support: Finally a comment based on assigned articles. Your previous postings were interesting and scholarly, but this is the first one which is related to the theoretical framework of the course. D. Metacognitive support: 1. You are right, there are several democratic models, and this is the topic of this course.
We also believed that the newly developed collaborative 32 A. Kárpáti, H. Dorner platform, LeMill together with the first-generational VLE – FLE3 would be an excellent form for mentored innovation as it offers a variety of tools for scaffolding – a process by which a more experienced person supplies supporting structures or simplifies a situation or a task in a way that allows one less experienced to solve complex problems that would otherwise be beyond the latter’s capability. Scaffolding may also be created by computer tools that structure inquirers’ activities in a way that facilitates complex problem solving.
This study focused on personality traits of successful, average and reluctant ICT using teachers (Kárpáti, Török, & Szirmai, to appear) but mentor types were also identified and their groups’ success Mentored Innovation in Teacher Training 31 and failure contrasted with methods of facilitation (Tartsay & Kárpáti, 2007). The need for a more in-depth study of mentoring discourse – documented in the elearning environment Moodle used for EPICT courses – became a necessity to improve the quality of training provided and enhance the retention of ICT supported methods acquired by teachers.