Looking Toward the Future of Technology-Enhanced Education: Ubiquitous Learning and the Digital Native

Looking Toward the Future of Technology-Enhanced Education: Ubiquitous Learning and the Digital Native

Martin Ebner (Graz University of Technology, Austria) and Mandy Schiefner (University of Zurich, Switzerland)
Indexed In: SCOPUS
Release Date: December, 2009|Copyright: © 2010 |Pages: 556
DOI: 10.4018/978-1-61520-678-0
ISBN13: 9781615206780|ISBN10: 1615206787|EISBN13: 9781615206797
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Description & Coverage
Description:

The World Wide Web is changing the way we use technology, bringing e-learning and teaching to a whole new dimension of collaboration and communication.

Looking Toward the Future of Technology-Enhanced Education: Ubiquitous Learning and the Digital Native bridges the gap between technology and education by presenting innovative research on the future of education. An essential reference on e-learning, this scholarly publication examines current research in technology enhanced learning, provides new didactic models for education, and discusses the newest technologies and their impact on education.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Collaborative critical incident tool
  • Computer-mediated learning groups
  • Distance learning success factors
  • Evaluation in a Web community
  • Group work in online learning environments
  • Instructional design model for industry training
  • Moderating learner-centered e-learning
  • Open learning environment
  • School based student software design
  • Virtual Schools
Reviews and Testimonials

The articles in this book reflect the breadth of the topic of the incorporation of technology into educational processes. They aim to trace the different discussions in different topics, from primary and secondary school to Higher Education, from Second Life to wiki technology, from physical education to cultural learning.

– Martin Ebner, Graz University of Technology, Austria; Mandy Schiefner, University of Zurich, Switzerland
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Editor/Author Biographies
Martin Ebner is currently head of the Department for Social Learning of Computer and Information Services at Graz University of Technology. He is responsible for all e-Learning activities of the University. His research focuses strongly on the use of Web 2.0 for teaching and learning purposes. Martin has delivered a number of lectures and seminars around the topic of e-Learning and the use of computers in educational settings. He studied civil engineering from 1995–2000 and got his M.Sc. from the Institute of Structural Concrete. Afterwards Martin worked as scientific assistant at the Institute of Structural Concrete and wrote his Ph.D. thesis about e-Learning in structural engineering. Since 2005 he holds a Ph.D. in technical sciences from Graz University of Technology. From 2005 to 2006 he worked at the Institute for Building Informatics as Assistant Professor. Since September 2006 Martin is head of the Department for Social Learning at the Computing and Information Services. He wrote not only an amount of international publications and gave a number of presentations about e-Learning, he is also member of various national and international research groups and scientific boards. Martin is one of the biggest EduBlogger in the German speaking area and conducts the e-Learning Blog (http://elearningblog.tugraz.at).
Mandy Schiefner is vice head at the center for university teaching and learning at University of Zurich. She studied educational science, information science and art history in Germany. She is interested in teaching and learning with digital media, media literacy and critical thinking.
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Editorial Review Board
  • Ralf Appelt, University of Hamburg, Germany
  • Andrea Back, University of St. Gallen, Switzerland
  • Oliver Bendel, University of Applied Sciences FHNW, Switzerland
  • Thomas Bernhardt, University of Bremen, Germany
  • Taiga Brahm, University of St. Gallen, Switzerland
  • Helena Bukvova, Dresden University of Technology, Germany
  • Martha Burkle, SAIT Polytechnic, Canada
  • Cristina Costa, University of Salford, U.K.
  • Bettina Dimai, University of Innsbruck, Austria
  • Johannes Dorfinger, University of Teacher Education Graz, Austria
  • Eric Duval, Katholieke Universiteit Leuven, Belgium
  • Urs Gröhbiel, University of Applied Science FHNW, Switzerland
  • Gabriela Grosseck, West University of Timisoara, Romania
  • Christian Gütl, Graz University of Technology, Austria
  • Nina Grabowski, University of Augsburg, Germany
  • Wolf Hilzensauer, Salzburg Research, Austria
  • Klaus Himpsl, Danube University Krems, Austria
  • Janet Holland, Emporia State University, USA
  • Andreas Holzinger, Medical University Graz, Austria
  • Mary Hricko, Kent State University, United States
  • Michael Kickmeier-Rust, University of Graz, Austria
  • Narayanan Kulathuramaiyer, Universiti Malaysia Sarawak, Malaysia
  • Patrick Kunz, University of Teacher Education St. Gallen, Switzerland
  • Anoush Margaryan, Glasgow Caledonian University, Scotland
  • Nadine Ojsterek, University of Duisburg, Germany
  • Jutta Pauschenwein, University of Applied Science Graz, Austria
  • Thomas Pfeffer, University of Klagenfurt, Austria
  • Annabelle Preussler, University of Duisburg, Germany
  • Wolfgang Reinhardt, University of Paderborn, Germany
  • Jochen Robes, X-Pulse E-Learning GmbH, Germany
  • Matthias Rohs, University of Zurich, Switzerland
  • Brigitte Römmer-Nossed, University of Vienna, Austria
  • Bernd Simon, University of Economics and Business Vienna, Austria
  • Sandra Schaffert, Salzburg Research, Austria
  • Christian Spannagel, University of Teacher Education Ludwigsburg, Germany
  • Kathryn Trinder, Glasgow Caledonian University, Scotland
  • Günther Wageneder, University of Salzburg, Austria
  • Anja C. Wagner, University of Applied Sciences Berlin, Germany
  • Edgar Weippl, Vienna University of Technology, Austria