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The Future of Ubiquitous Learning - Begoña Gros


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Part I Foundations of Emerging PedagogiesChapter 1 The Dialogue Between Emerging Pedagogies and Emerging Technologies1.1 Introduction1.2 The Future of Learning1.3 Theoretical Foundations of Emerging Pedagogies1.4 Theories Focused on Network Connections1.5 Theories Focused on Social–Personal Interaction1.6 Theories Focused on the Affordances/Design of the Network1.7 Characteristics of Emerging Pedagogies1.7.1 Emerging Pedagogies Support Lifelong Learning1.7.2 Emerging Pedagogies Support Ecologies of Learning1.7.3 Emerging Pedagogies Use Different Forms of Knowledge1.7.4 Emerging Pedagogies Integrate the Use of Technology as Mindtools1.7.5 Emerging Pedagogies Change the Traditional Role of Teachers and Learners1.7.6 Emerging Pedagogies Integrate Self-regulation, Co-regulation and Social Share Regulation1.7.7 Emerging Pedagogies Promote Deep Learning Tasks1.7.8 Emerging Pedagogies Are Transparent1.7.9 Emerging Pedagogies Are Based on Socioconstructivist Pedagogies1.7.10 Emerging Pedagogies Demands New Forms of AssessmentReferencesChapter 2 Heutagogy: A Holistic Framework for Creating Twenty-First-Century Self-determined Learners2.1 The Challenges for Education2.2 Heutagogy Essentials2.3 Developing Self-determined Learners2.4 The Heutagogic Design Process2.5 Heutagogic Design Elements 2.5.1 Explore2.5.2 Create2.5.3 Collaborate2.5.4 Connect2.5.5 Share2.5.6 Reflect2.6 Skilling Learners and Learning Leaders2.7 ConclusionReferencesAuthor BiographiesChapter 3 Design for Networked Learning3.1 Introduction3.2 Design for Networked Learning3.3 Designing for Networked Learning3.3.1 Epistemic Design3.3.2 Social Design3.3.3 Set Design3.4 ConclusionReferencesAuthor BiographyChapter 4 Why Do We Want Data for Learning? Learning Analytics and the Laws of Media4.1 Introduction4.2 McLuhan's Tetrad Framework4.2.1 What Does LA Tools Enhance or Intensify?4.2.2 What Does LA Tools Displace or Render Obsolete?4.2.3 What Does LA Tools Retrieve that Was Previously Obsolete?4.2.4 What Does LA Tools Become When Taken to Its Limits?4.3 Concluding RemarksReferencesAuthor BiographiesChapter 5 Articulating Personal Pedagogies Through Learning Ecologies5.1 Introduction5.2 Defining Learning Ecologies: Theoretical Foundations and Frameworks5.2.1 Approaching Learning Ecologies5.2.2 Networked Learning and Learning Ecologies5.2.3 Driving Personal Ecologies for Learning5.3 Studies of Ecologies for Learning5.4 Enhancing and Supporting Personal Ecologies for Learning5.5 Toward the Articulation of Personal Pedagogies Through Learning Ecologies5.5.1 The Self and the Pedagogies5.5.2 Personal Pedagogies5.6 MOOC5.6.1 Current Awareness5.6.2 E-Portfolios5.6.3 Social Networks and Communities5.7 Conclusions: Ecological Setting for LearningReferencesAuthor BiographiesPart II Learning Designs for Emerging PedagogiesChapter 6 Conceptualization of Multimodal6.1 Introduction6.2 System 16.3 System 26.3.1 Mobile Learning, Game-Oriented Learning, and Collaborative Problem-Solving Design6.3.2 Toward a New Approach to Communication and Learning6.4 A Design—Theoretic, Multimodal Approach to Learning6.4.1 A Social-Semiotic and Multimodal Approach to Communication and Learning6.4.2 Designs for Learning6.4.3 Signs for Learning—Signs in Learning6.4.4 “Designed Information and Teaching Sequences” Versus “Learning Design Sequences”6.4.5 “Learning Design Sequences” as the Basic Units of Learning6.5 ConclusionsReferencesAuthor BiographyChapter 7 Ecologies of Open Resources and Pedagogies of Abundance7.1 Introduction7.2 How Do Learners Use Open Resources for Their Learning?7.3 How Do People Learn Through Using and Creating Knowledge Resources?7.4 How Is Open Learning Represented in Diverse Practice Settings?7.4.1 Structured and Solitary Learning: Massive Open Online Courses7.4.2 Structured and Social Learning: Open Courses7.4.3 Unstructured Solitary Learning: Self-study7.4.4 Unstructured Social Learning: Social Study7.5 ConclusionsReferencesAuthor BiographiesChapter 8 Educational Design and Construction: Processes and Technologies8.1 Introduction8.1.1 Positioning Design and Construction in a Larger Process8.1.2 Analytical and Creative Mindsets8.2 How to Design8.2.1 Exploring Solutions: What Shall We Design?8.2.2 Mapping Solutions: When Fundamental Understanding Is Applied8.3 How to Construct8.3.1 Building Initial Solutions8.3.2 Revising Solutions8.4 Summary8.4.1 Overview of the Process8.4.2 Outputs of the Process: Products Describing and Embodying Design Ideas8.4.3 After Design and ConstructionReferencesAuthor BiographiesChapter 9 User-Centered Design: Supporting Learning Designs' Versioning in a Community Platform9.1 Introduction9.2 Learning Design Versioning in ILDE9.2.1 ILDE9.2.2 A Model to Track Learning Design Versioning9.2.3 Family-Tree Visualization of Learning Design Versioning9.3 Examples of Learning Design Duplication and Versioning9.3.1 Refining Versions of Predefined Persona Cards9.3.2 Versioning Implementations9.3.3 Supporting Ad Hoc Design Templates9.4 Discussion9.5 ConclusionReferencesAuthor BiographiesChapter 10 The Case for Multiple Representations in the Learning Design Life Cycle10.1 Introduction10.2 The Learning Design Life Cycle10.3 Classifying Learning Design Representations10.3.1 Format10.3.2 Level of Formalism10.3.3 Level of Contextualization10.3.4 Purpose10.4 Learning Design Representations and Learning Design Life Cycle: One Size Does not Fit All10.4.1 Representations for the Conceptualization Phase10.4.2 Representations for the Authoring Phase10.4.3 Representations of the Implementation Phase10.5 Discussion10.6 ConclusionsReferencesAuthor BiographiesPart III Adaptive and Personalized LearningChapter 11 Measurement of Quality of a Course11.1 Introduction11.2 Literature Review11.3 Contribution of LAMBDA to MI-IDEM11.4 MI-IDEM's Enhanced Bayesian Network11.5 Emergency Procedure Quality Analysis Using LAMBDA11.6 Future Work and ConclusionReferencesAuthor BiographiesChapter 12 Modeling Games for Adaptive and Personalized Learning12.1 Introduction12.2 Related Works12.3 Modeling EGs12.3.1 The Game Rules and scEnario Model (GREM)12.4 A-GREM: A EG Adaptation Model12.4.1 Micro-adaptation Model12.4.2 Macro-adaptation Model12.5 Examples of Adaptive Games12.5.1 Darfur Is Dying12.5.2 Ecotoons 212.5.3 ELEKTRA12.5.4 The TiE Project (Serious Virtual Worlds)12.6 Conclusions and Future Lines of WorkReferencesAuthor BiographiesChapter 13 Personalized Learning for the Developing World13.1 Introduction13.2 Defining Personalization13.3 Capital Constraints13.4 Human Resource Constraints13.5 ICT Affordances13.6 Defining Personalization Context13.7 Capability Maturity Level13.8 Discussion and ConclusionReferencesAuthor BiographyChapter 14 Understanding Cognitive Profiles14.1 Introduction14.2 Neuropsychological Tests and Cognitive Profiling14.3 What Would the Research Indicate for People with Different Cognitive Profiles?14.3.1 Attention, Memory, and Design Differences14.3.2 Navigation and Design Differences14.4 ConclusionReferences
 
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