By Richard Noss (auth.), Andrew Ravenscroft, Stefanie Lindstaedt, Carlos Delgado Kloos, Davinia Hernández-Leo (eds.)
This publication constitutes the refereed lawsuits of the seventh ecu convention on know-how better studying, EC-TEL 2012, held in Saarbrücken, Germany, in September 2012.
The 26 revised complete papers provided have been rigorously reviewed and chosen from one hundred thirty submissions. The booklet additionally comprises 12 brief papers, sixteen demonstration papers, eleven poster papers, and 1 invited paper. in particular, the programme and organizing constitution was once shaped during the topics: cellular studying and context; critical 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
1 Computers in Geometry Education Many researchers have tried to study the use of computers in geometry education involving software controlled by mouse and screen , augmented reality systems , or emulation of pen and paper . Garcia et al.  identiﬁed that students appreciate the ability to repeat a geometrical construction (and playing it step-by-step) as allowed by a computer. e. what moves and what remains ﬁxed under given constraints. Straesser  explains how DGS opens new possibilities in geometry education, by enabling geometric constructions not easily possible with pen and paper.
E. learning transfer). The collecting and monitoring of the development of motivation throughout both evaluation runs is important, because in the next version of the ImREAL MSS there will be a strong focus on extending it by ‘affective scaffolding’. As a result, the data from the first user trial evaluation (with metacognitive scaffolding ‘only’) will serve as benchmark for a comparison with evaluation outcomes for the affective metacognitive scaffolding, thus allowing to investigate the additional benefit of the affective part.
Rehearsal strategies help the learner to select and remember important information, but may not represent very deep levels of cognitive processing . As a result, ImREAL services should especially try to further support elaboration as well as organizational strategies. In the ImREAL pedagogical framework learning  is seen as a cyclic process of three phases: forethought, learning and reflection. These individual phases are already represented in the ETU system, but not covered comprehensively.
21st Century Learning for 21st Century Skills: 7th European Conference of Technology Enhanced Learning, EC-TEL 2012, Saarbrücken, Germany, September 18-21, 2012. Proceedings by Richard Noss (auth.), Andrew Ravenscroft, Stefanie Lindstaedt, Carlos Delgado Kloos, Davinia Hernández-Leo (eds.)