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Scaling up Learning for Sustained Impact

Overview of attention for book
Scaling up Learning for Sustained Impact
Springer-Verlag Berlin Heidelberg

Table of Contents

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    Book Overview
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    Chapter 1 Making Sense of MOOCs: The Evolution of Online Learning in Higher Education
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    Chapter 2 Scaling up Learning for Sustained Impact
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    Chapter 3 Using a 3D Online Game to Assess Students’ Foreign Language Acquisition and Communicative Competence
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    Chapter 4 Analysis of Learners’ Fieldtrip Talk during a Collaborative Inquiry Task
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    Chapter 5 Teaching Low-Functioning Autistic Children: ABCD SW
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    Chapter 6 Pervasive Interventions to Increase Pro-environmental Awareness, Consciousness, and Learning at the Workplace
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    Chapter 7 3D Interactive Applications on Tablets for Preschoolers: Exploring the Human Skeleton and the Senses
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    Chapter 8 NLP-Based Heuristics for Assessing Participants in CSCL Chats
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    Chapter 9 Research Evidence on the Impact of Technology-Enhanced Collaboration Scripts on Learning
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    Chapter 10 An Environment to Support Collaborative Learning by Modding
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    Chapter 11 When One Textbook Is Not Enough: Linking Multiple Textbooks Using Probabilistic Topic Models
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    Chapter 12 Research on Collaborative Planning and Reflection – Methods and Tools in the Metafora Project
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    Chapter 13 Understanding and Supporting Reflective Learning Processes in the Workplace: The CSRL Model
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    Chapter 14 Rhythm Reading Exercises with PWGL
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    Chapter 15 Which User Interactions Predict Levels of Expertise in Work-Integrated Learning?
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    Chapter 16 Motivating Students or Teachers?
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    Chapter 17 Shared Annotations: The Social Side of Exam Preparation
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    Chapter 18 Interdisciplinary Cohesion of TEL – An Account of Multiple Perspectives
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    Chapter 19 Learning design studio: educational practice as design inquiry of learning
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    Chapter 20 Usage Context-Boosted Filtering for Recommender Systems in TEL
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    Chapter 21 Design Principles for Competence Management in Curriculum Development
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    Chapter 22 An Investigation of Two Methods for the Technological Mediation of Collaborative Peer Feedback in Higher Education
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    Chapter 23 Virtual Labs in Engineering Education: Modeling Perceived Critical Mass of Potential Adopter Teachers
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    Chapter 24 Qualitative and Quantitative Evaluation of an Adaptive Course in GALE
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    Chapter 25 Evaluating the Use of Open Badges in an Open Learning Environment
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    Chapter 26 Not Interested in ICT? A Case Study to Explore How a Meaningful m-Learning Activity Fosters Engagement among Older Users
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    Chapter 27 Exploring LogiAssist – The Mobile Learning and Assistance Platform for Truck Drivers
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    Chapter 28 Designing a Mobile Learning Game to Investigate the Impact of Role-Playing on Helping Behaviour
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    Chapter 29 Designing MOOCs for the Support of Multiple Learning Styles
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    Chapter 30 Supporting Citizen Inquiry: An Investigation of Moon Rock
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    Chapter 31 Affective Metacognitive Scaffolding and Enriched User Modelling for Experiential Training Simulators: A Follow-Up Study
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    Chapter 32 Teaching Logic through Web-Based and Gamified Quizzing of Formal Arguments
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    Chapter 33 The Student-Role in the One-to-One Computing Classroom: Tensions between Teacher-Centred Learning and Student-Centred Learning
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    Chapter 34 A Mobile Learning Community of Practice: Facilitating Conceptual Shifts in Pedagogy
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    Chapter 35 Scaling up Learning for Sustained Impact
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    Chapter 36 Using Educational Domain Models for Automatic Item Generation Beyond Factual Knowledge Assessment
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    Chapter 37 Towards an Integrated Learning Design Environment
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    Chapter 38 A Modeling Language to Describe Reusable Learning Processes to Achieve Educational Objectives in Serious Games
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    Chapter 39 Motivational and Affective Aspects in Technology Enhanced Learning: Topics, Results and Research Route
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    Chapter 40 A Case Study of Interactive Tabletops in Education: Attitudes, Issues of Orientation and Asymmetric Collaboration
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    Chapter 41 What Happened to the Crossdisciplinarity of Technology-Enhanced Learning in 2004?
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    Chapter 42 A Six-Step Guide to Persuasive Learning
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    Chapter 43 Scaling up Learning for Sustained Impact
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    Chapter 44 Active Learners: Redesigning an Intelligent Tutoring System to Support Self-regulated Learning
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    Chapter 45 Answering Confucius: The Reason Why We Complicate
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    Chapter 46 Creating Awareness of Emergency Departments Healthcare Values Using a Serious Game
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    Chapter 47 Serious Games Adoption in Organizations – An Exploratory Analysis
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    Chapter 48 LIM App: Reflecting on Audience Feedback for Improving Presentation Skills
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    Chapter 49 Applying the Widget Paradigm to Learning Design: Towards a New Level of User Adoption
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    Chapter 50 Identifying Problem-Based Scaffolding Patterns in an Online Forum for Construction Professionals
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    Chapter 51 Learning, Learning Analytics, Activity Visualisation and Open Learner Model: Confusing?
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    Chapter 52 ARLearn
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    Chapter 53 SynC-LD: Synchronous collaborative IMS learning design authoring on the web
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    Chapter 54 Blending Evidence and Users for TEL: An Overture
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    Chapter 55 An Intelligent Tutoring System to Evaluate and Advise on Lexical Richness in Students Writings
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    Chapter 56 A Tool to Aid Institutions Recognize Their Employees Competences Acquired by Informal Learning
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    Chapter 57 Engaging Learning Technologies for the Classroom of Tomorrow
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    Chapter 58 Signal Orchestration System for Face-to-Face Collaborative Learning Flows
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    Chapter 59 GLUEPS-AR: A System for the Orchestration of Learning Situations across Spaces Using Augmented Reality
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    Chapter 60 Virtual Afghan Village as a Low-Cost Environment for Training Cultural Awareness in a Military Context
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    Chapter 61 etiquetAR: Tagging Learning Experiences
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    Chapter 62 Tracking a Collaborative Web2.0 E-Learning Environment
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    Chapter 63 MentorChat: A Teacher-Configurable Conversational Agent That Promotes Students’ Productive Talk
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    Chapter 64 nQuire for the OpenScience Lab: Supporting Communities of Inquiry Learning
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    Chapter 65 On Self-adapting Recommendations of Curricula for an Individual Learning Experience
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    Chapter 66 A Generative Computer Language to Customize Online Learning Assessments
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    Chapter 67 Monitoring Learning in Children with Autism
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    Chapter 68 From Geocaching to Mobile Persuasive Learning – Motivating the Interest in the Life and Work of Danish Author Kaj Munk
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    Chapter 69 Detecting Discourse Creativity in Chat Conversations
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    Chapter 70 IEEE-IST Academic: A Web-Based Educational Resources Case-Study
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    Chapter 71 Semantic Social Sensing for Improving Simulation Environments for Learning
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    Chapter 72 A Methodological Proposal to Design a Trace-Based System to Qualify Cognitive Features Inscribed in Digital Learning Resources
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    Chapter 73 Towards an Integrated Model of Teacher Inquiry into Student Learning, Learning Design and Learning Analytics
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    Chapter 74 Learning Instructional Design in a Project‐Based, Technology‐Enhanced Course
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    Chapter 75 Enriching the Web for Vocabulary Learning
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    Chapter 76 Digital Didactical Designs in iPad-Classrooms
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    Chapter 77 A Hybrid Multi-recommender System for a Teaching and Learning Community for the Dual System of Vocational Education and Training
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    Chapter 78 Reflective Learning in the Workplace: The Role of Emotion
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    Chapter 79 Design and Implementation of Conversational Agents for Harvesting Feedback in eLearning Systems
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    Chapter 80 A Context Modelling System and Learning Tool for Context-Aware Recommender Systems
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    Chapter 81 Sharing the Burden: Introducing Student-Centered Orchestration in Across-Spaces Learning Situations
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    Chapter 82 Virtual Communities of Practice in Academia: Automated Analysis of Collaboration Based on the Social Knowledge-Building Model
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    Chapter 83 Transforming the Campus into a Digitally Augmented Learning Space Using etiquetAR
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    Chapter 84 Detecting Implicit References in Chats Using Semantics
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    Chapter 85 Learning with E-Flashcards – Does It Matter?
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    Chapter 86 Interdisciplinary Knowledge Creation in Technology – Enhanced Learning
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    Chapter 87 Evaluating System Functionality in Social Personalized Adaptive E-Learning Systems
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    Chapter 88 JACK Revisited: Scaling Up in Multiple Dimensions
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    Chapter 89 Evaluating Relevance of Educational Resources of Social and Semantic Web
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    Chapter 90 Designing Computational Systems for Serendipity in Learning
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    Chapter 91 Scaling up Learning for Sustained Impact
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    Chapter 92 Enabling Educators to Design Serious Games – A Serious Game Logic and Structure Modeling Language
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    Chapter 93 Re-engineering the Uptake of ICT in Schools
Attention for Chapter 11: When One Textbook Is Not Enough: Linking Multiple Textbooks Using Probabilistic Topic Models
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Citations

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Readers on

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17 Mendeley
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Summary Dimensions citations
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Chapter title
When One Textbook Is Not Enough: Linking Multiple Textbooks Using Probabilistic Topic Models
Chapter number 11
Book title
Scaling up Learning for Sustained Impact
Published in
Lecture notes in computer science, September 2013
DOI 10.1007/978-3-642-40814-4_11
Book ISBNs
978-3-64-240813-7, 978-3-64-240814-4
Authors

Julio Guerra, Sergey Sosnovsky, Peter Brusilovsky

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 17 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United States 1 6%
Unknown 16 94%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 4 24%
Professor > Associate Professor 3 18%
Student > Doctoral Student 2 12%
Student > Bachelor 2 12%
Student > Master 2 12%
Other 2 12%
Unknown 2 12%
Readers by discipline Count As %
Computer Science 10 59%
Social Sciences 4 24%
Arts and Humanities 1 6%
Unknown 2 12%

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