By Richard Noss (auth.), Andrew Ravenscroft, Stefanie Lindstaedt, Carlos Delgado Kloos, Davinia Hernández-Leo (eds.)

This e-book constitutes the refereed lawsuits of the seventh ecu convention on know-how superior studying, EC-TEL 2012, held in Saarbrücken, Germany, in September 2012.
The 26 revised complete papers offered have been rigorously reviewed and chosen from a hundred thirty submissions. The e-book additionally contains 12 brief papers, sixteen demonstration papers, eleven poster papers, and 1 invited paper. particularly, the programme and organizing constitution was once shaped during the subject matters: cellular studying and context; severe and academic video games; collaborative studying; organisational and place of work studying; studying analytics and retrieval; customized and adaptive studying; studying environments; educational studying and context; and, studying facilitation by way of semantic means.

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Additional info for 21st Century Learning for 21st Century Skills: 7th European Conference of Technology Enhanced Learning, EC-TEL 2012, Saarbrücken, Germany, September 18-21, 2012. Proceedings

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1 Introduction Self-regulated learning (SRL) and especially metacognition, is currently a prominent topic in technology-enhanced learning (TEL) research. Many studies provide evidence of the effectiveness of SRL in combination with metacognitive scaffolding (cf. [1, 2]). g. [3, 4]). An important aspect A. Ravenscroft et al. ): EC-TEL 2012, LNCS 7563, pp. 23–36, 2012. © Springer-Verlag Berlin Heidelberg 2012 24 M. Berthold et al. of self-regulated learning is therefore the learners’ use of different cognitive and metacognitive strategies, in order to control and direct their learning [5].

They point out the need to balance metacognitive and “procedural” scaffolds since only receiving one kind can lead to difficulties – with only procedural scaffolding students take a piecemeal approach, and with only metacognitive scaffolding students tend to fail to complete their work. They also argue for systems that are sensitive to the needs of individuals. 26 M. Berthold et al. Boyer et al. [25] examined the balance between motivational and cognitive scaffolding through tutorial dialogue and found evidence that cognitive scaffolding supported learning gains while motivational scaffolding supported increase in selfefficacy.

Instructional Science 33, 541–557 (2005) 13. : Towards a science of the bio-technological mind. International Journal of Cognition and Technology 1, 21–33 (2002) 14. : Scaffolding in Teacher–Student Interaction: A Decade of Research. Educational Psychology Review 22, 271–296 (2010) 15. : Focusing the Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning. Educational Psychology Review 20, 391–409 (2008) 16. : The Measurement of Learners’ Self-Regulated Cognitive and Metacognitive Processes While Using Computer-Based Learning Environments.

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