Three scenarios on enhancing learning by providing universal access

Abstract This paper presents three simple and effective technology-enhanced learning scenarios, specifically reaction sheets, cooperative writing, and self evaluation. These scenarios address universal access by providing web-based support and services with a potential for enhancing the learners’ ca...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Motschnig-Pitrik, Renate [verfasserIn] Derntl, Michael [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2008

Schlagwörter:	Universal Access Generic Scenario Virtual Learning Environment Learning Scenario Collaborative Writing

Übergeordnetes Werk:	Enthalten in: Universal access in the information society - Berlin : Springer, 2001, 7(2008), 4 vom: 04. Apr., Seite 247-258
Übergeordnetes Werk:	volume:7 ; year:2008 ; number:4 ; day:04 ; month:04 ; pages:247-258

Links:	Volltext

DOI / URN:	10.1007/s10209-008-0121-4

Katalog-ID:	SPR009141073

Internformat


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520			\|a Abstract This paper presents three simple and effective technology-enhanced learning scenarios, specifically reaction sheets, cooperative writing, and self evaluation. These scenarios address universal access by providing web-based support and services with a potential for enhancing the learners’ capacity of gaining access to both personal and technical resources. While the web as an open space tends to support experiential learning, its enhancement as a service to address the learners’ intellect, social skills, and attitudes substantially depends on constructive interpersonal relationships and thoughtfully designed learning scenarios. The tree proposed scenarios aim to address these interpersonal and technology-related issues. A uniform description template is used for each scenario, including intent, motivation, conceptual model, and research context. This is complemented by reports on the authors’ experiences with applying the scenarios in recent years and by qualitative and quantitative results from multiple action research cycles.
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912			\|a GBV_ILN_63
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912			\|a GBV_ILN_70
912			\|a GBV_ILN_73
912			\|a GBV_ILN_74
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912			\|a GBV_ILN_95
912			\|a GBV_ILN_100
912			\|a GBV_ILN_105
912			\|a GBV_ILN_110
912			\|a GBV_ILN_120
912			\|a GBV_ILN_138
912			\|a GBV_ILN_150
912			\|a GBV_ILN_151
912			\|a GBV_ILN_161
912			\|a GBV_ILN_170
912			\|a GBV_ILN_171
912			\|a GBV_ILN_187
912			\|a GBV_ILN_213
912			\|a GBV_ILN_224
912			\|a GBV_ILN_230
912			\|a GBV_ILN_250
912			\|a GBV_ILN_267
912			\|a GBV_ILN_281
912			\|a GBV_ILN_285
912			\|a GBV_ILN_293
912			\|a GBV_ILN_370
912			\|a GBV_ILN_602
912			\|a GBV_ILN_636
912			\|a GBV_ILN_702
912			\|a GBV_ILN_2001
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912			\|a GBV_ILN_2005
912			\|a GBV_ILN_2006
912			\|a GBV_ILN_2007
912			\|a GBV_ILN_2008
912			\|a GBV_ILN_2009
912			\|a GBV_ILN_2010
912			\|a GBV_ILN_2011
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912			\|a GBV_ILN_2015
912			\|a GBV_ILN_2020
912			\|a GBV_ILN_2021
912			\|a GBV_ILN_2025
912			\|a GBV_ILN_2026
912			\|a GBV_ILN_2027
912			\|a GBV_ILN_2031
912			\|a GBV_ILN_2034
912			\|a GBV_ILN_2037
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912			\|a GBV_ILN_2039
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912			\|a GBV_ILN_2049
912			\|a GBV_ILN_2050
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912			\|a GBV_ILN_2057
912			\|a GBV_ILN_2059
912			\|a GBV_ILN_2061
912			\|a GBV_ILN_2064
912			\|a GBV_ILN_2065
912			\|a GBV_ILN_2068
912			\|a GBV_ILN_2070
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912			\|a GBV_ILN_2088
912			\|a GBV_ILN_2093
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912			\|a GBV_ILN_2108
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912			\|a GBV_ILN_2111
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912			\|a GBV_ILN_2143
912			\|a GBV_ILN_2144
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912			\|a GBV_ILN_2188
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912			\|a GBV_ILN_2232
912			\|a GBV_ILN_2336
912			\|a GBV_ILN_2446
912			\|a GBV_ILN_2470
912			\|a GBV_ILN_2472
912			\|a GBV_ILN_2507
912			\|a GBV_ILN_2522
912			\|a GBV_ILN_2548
912			\|a GBV_ILN_4035
912			\|a GBV_ILN_4037
912			\|a GBV_ILN_4046
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Indexfelder

author_variant	r m p rmp m d md
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publishDate	2008
allfields	10.1007/s10209-008-0121-4 doi (DE-627)SPR009141073 (SPR)s10209-008-0121-4-e DE-627 ger DE-627 rakwb eng 050 ASE 06.00 bkl Motschnig-Pitrik, Renate verfasserin aut Three scenarios on enhancing learning by providing universal access 2008 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract This paper presents three simple and effective technology-enhanced learning scenarios, specifically reaction sheets, cooperative writing, and self evaluation. These scenarios address universal access by providing web-based support and services with a potential for enhancing the learners’ capacity of gaining access to both personal and technical resources. While the web as an open space tends to support experiential learning, its enhancement as a service to address the learners’ intellect, social skills, and attitudes substantially depends on constructive interpersonal relationships and thoughtfully designed learning scenarios. The tree proposed scenarios aim to address these interpersonal and technology-related issues. A uniform description template is used for each scenario, including intent, motivation, conceptual model, and research context. This is complemented by reports on the authors’ experiences with applying the scenarios in recent years and by qualitative and quantitative results from multiple action research cycles. Universal Access (dpeaa)DE-He213 Generic Scenario (dpeaa)DE-He213 Virtual Learning Environment (dpeaa)DE-He213 Learning Scenario (dpeaa)DE-He213 Collaborative Writing (dpeaa)DE-He213 Derntl, Michael verfasserin aut Enthalten in Universal access in the information society Berlin : Springer, 2001 7(2008), 4 vom: 04. Apr., Seite 247-258 (DE-627)325697922 (DE-600)2039113-4 1615-5297 nnns volume:7 year:2008 number:4 day:04 month:04 pages:247-258 https://dx.doi.org/10.1007/s10209-008-0121-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OPC-BBI SSG-OPC-ASE GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_267 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 06.00 ASE AR 7 2008 4 04 04 247-258
spelling	10.1007/s10209-008-0121-4 doi (DE-627)SPR009141073 (SPR)s10209-008-0121-4-e DE-627 ger DE-627 rakwb eng 050 ASE 06.00 bkl Motschnig-Pitrik, Renate verfasserin aut Three scenarios on enhancing learning by providing universal access 2008 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract This paper presents three simple and effective technology-enhanced learning scenarios, specifically reaction sheets, cooperative writing, and self evaluation. These scenarios address universal access by providing web-based support and services with a potential for enhancing the learners’ capacity of gaining access to both personal and technical resources. While the web as an open space tends to support experiential learning, its enhancement as a service to address the learners’ intellect, social skills, and attitudes substantially depends on constructive interpersonal relationships and thoughtfully designed learning scenarios. The tree proposed scenarios aim to address these interpersonal and technology-related issues. A uniform description template is used for each scenario, including intent, motivation, conceptual model, and research context. This is complemented by reports on the authors’ experiences with applying the scenarios in recent years and by qualitative and quantitative results from multiple action research cycles. Universal Access (dpeaa)DE-He213 Generic Scenario (dpeaa)DE-He213 Virtual Learning Environment (dpeaa)DE-He213 Learning Scenario (dpeaa)DE-He213 Collaborative Writing (dpeaa)DE-He213 Derntl, Michael verfasserin aut Enthalten in Universal access in the information society Berlin : Springer, 2001 7(2008), 4 vom: 04. Apr., Seite 247-258 (DE-627)325697922 (DE-600)2039113-4 1615-5297 nnns volume:7 year:2008 number:4 day:04 month:04 pages:247-258 https://dx.doi.org/10.1007/s10209-008-0121-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OPC-BBI SSG-OPC-ASE GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_267 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 06.00 ASE AR 7 2008 4 04 04 247-258
allfields_unstemmed	10.1007/s10209-008-0121-4 doi (DE-627)SPR009141073 (SPR)s10209-008-0121-4-e DE-627 ger DE-627 rakwb eng 050 ASE 06.00 bkl Motschnig-Pitrik, Renate verfasserin aut Three scenarios on enhancing learning by providing universal access 2008 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract This paper presents three simple and effective technology-enhanced learning scenarios, specifically reaction sheets, cooperative writing, and self evaluation. These scenarios address universal access by providing web-based support and services with a potential for enhancing the learners’ capacity of gaining access to both personal and technical resources. While the web as an open space tends to support experiential learning, its enhancement as a service to address the learners’ intellect, social skills, and attitudes substantially depends on constructive interpersonal relationships and thoughtfully designed learning scenarios. The tree proposed scenarios aim to address these interpersonal and technology-related issues. A uniform description template is used for each scenario, including intent, motivation, conceptual model, and research context. This is complemented by reports on the authors’ experiences with applying the scenarios in recent years and by qualitative and quantitative results from multiple action research cycles. Universal Access (dpeaa)DE-He213 Generic Scenario (dpeaa)DE-He213 Virtual Learning Environment (dpeaa)DE-He213 Learning Scenario (dpeaa)DE-He213 Collaborative Writing (dpeaa)DE-He213 Derntl, Michael verfasserin aut Enthalten in Universal access in the information society Berlin : Springer, 2001 7(2008), 4 vom: 04. Apr., Seite 247-258 (DE-627)325697922 (DE-600)2039113-4 1615-5297 nnns volume:7 year:2008 number:4 day:04 month:04 pages:247-258 https://dx.doi.org/10.1007/s10209-008-0121-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OPC-BBI SSG-OPC-ASE GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_267 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 06.00 ASE AR 7 2008 4 04 04 247-258
allfieldsGer	10.1007/s10209-008-0121-4 doi (DE-627)SPR009141073 (SPR)s10209-008-0121-4-e DE-627 ger DE-627 rakwb eng 050 ASE 06.00 bkl Motschnig-Pitrik, Renate verfasserin aut Three scenarios on enhancing learning by providing universal access 2008 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract This paper presents three simple and effective technology-enhanced learning scenarios, specifically reaction sheets, cooperative writing, and self evaluation. These scenarios address universal access by providing web-based support and services with a potential for enhancing the learners’ capacity of gaining access to both personal and technical resources. While the web as an open space tends to support experiential learning, its enhancement as a service to address the learners’ intellect, social skills, and attitudes substantially depends on constructive interpersonal relationships and thoughtfully designed learning scenarios. The tree proposed scenarios aim to address these interpersonal and technology-related issues. A uniform description template is used for each scenario, including intent, motivation, conceptual model, and research context. This is complemented by reports on the authors’ experiences with applying the scenarios in recent years and by qualitative and quantitative results from multiple action research cycles. Universal Access (dpeaa)DE-He213 Generic Scenario (dpeaa)DE-He213 Virtual Learning Environment (dpeaa)DE-He213 Learning Scenario (dpeaa)DE-He213 Collaborative Writing (dpeaa)DE-He213 Derntl, Michael verfasserin aut Enthalten in Universal access in the information society Berlin : Springer, 2001 7(2008), 4 vom: 04. Apr., Seite 247-258 (DE-627)325697922 (DE-600)2039113-4 1615-5297 nnns volume:7 year:2008 number:4 day:04 month:04 pages:247-258 https://dx.doi.org/10.1007/s10209-008-0121-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OPC-BBI SSG-OPC-ASE GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_267 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 06.00 ASE AR 7 2008 4 04 04 247-258
allfieldsSound	10.1007/s10209-008-0121-4 doi (DE-627)SPR009141073 (SPR)s10209-008-0121-4-e DE-627 ger DE-627 rakwb eng 050 ASE 06.00 bkl Motschnig-Pitrik, Renate verfasserin aut Three scenarios on enhancing learning by providing universal access 2008 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract This paper presents three simple and effective technology-enhanced learning scenarios, specifically reaction sheets, cooperative writing, and self evaluation. These scenarios address universal access by providing web-based support and services with a potential for enhancing the learners’ capacity of gaining access to both personal and technical resources. While the web as an open space tends to support experiential learning, its enhancement as a service to address the learners’ intellect, social skills, and attitudes substantially depends on constructive interpersonal relationships and thoughtfully designed learning scenarios. The tree proposed scenarios aim to address these interpersonal and technology-related issues. A uniform description template is used for each scenario, including intent, motivation, conceptual model, and research context. This is complemented by reports on the authors’ experiences with applying the scenarios in recent years and by qualitative and quantitative results from multiple action research cycles. Universal Access (dpeaa)DE-He213 Generic Scenario (dpeaa)DE-He213 Virtual Learning Environment (dpeaa)DE-He213 Learning Scenario (dpeaa)DE-He213 Collaborative Writing (dpeaa)DE-He213 Derntl, Michael verfasserin aut Enthalten in Universal access in the information society Berlin : Springer, 2001 7(2008), 4 vom: 04. Apr., Seite 247-258 (DE-627)325697922 (DE-600)2039113-4 1615-5297 nnns volume:7 year:2008 number:4 day:04 month:04 pages:247-258 https://dx.doi.org/10.1007/s10209-008-0121-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OPC-BBI SSG-OPC-ASE GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_267 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 06.00 ASE AR 7 2008 4 04 04 247-258
language	English
source	Enthalten in Universal access in the information society 7(2008), 4 vom: 04. Apr., Seite 247-258 volume:7 year:2008 number:4 day:04 month:04 pages:247-258
sourceStr	Enthalten in Universal access in the information society 7(2008), 4 vom: 04. Apr., Seite 247-258 volume:7 year:2008 number:4 day:04 month:04 pages:247-258
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	Universal Access Generic Scenario Virtual Learning Environment Learning Scenario Collaborative Writing
dewey-raw	050
isfreeaccess_bool	false
container_title	Universal access in the information society
authorswithroles_txt_mv	Motschnig-Pitrik, Renate @@aut@@ Derntl, Michael @@aut@@
publishDateDaySort_date	2008-04-04T00:00:00Z
hierarchy_top_id	325697922
dewey-sort	250
id	SPR009141073
language_de	englisch
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author	Motschnig-Pitrik, Renate
spellingShingle	Motschnig-Pitrik, Renate ddc 050 bkl 06.00 misc Universal Access misc Generic Scenario misc Virtual Learning Environment misc Learning Scenario misc Collaborative Writing Three scenarios on enhancing learning by providing universal access
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topic_title	050 ASE 06.00 bkl Three scenarios on enhancing learning by providing universal access Universal Access (dpeaa)DE-He213 Generic Scenario (dpeaa)DE-He213 Virtual Learning Environment (dpeaa)DE-He213 Learning Scenario (dpeaa)DE-He213 Collaborative Writing (dpeaa)DE-He213
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title	Three scenarios on enhancing learning by providing universal access
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title_full	Three scenarios on enhancing learning by providing universal access
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title_sort	three scenarios on enhancing learning by providing universal access
title_auth	Three scenarios on enhancing learning by providing universal access
abstract	Abstract This paper presents three simple and effective technology-enhanced learning scenarios, specifically reaction sheets, cooperative writing, and self evaluation. These scenarios address universal access by providing web-based support and services with a potential for enhancing the learners’ capacity of gaining access to both personal and technical resources. While the web as an open space tends to support experiential learning, its enhancement as a service to address the learners’ intellect, social skills, and attitudes substantially depends on constructive interpersonal relationships and thoughtfully designed learning scenarios. The tree proposed scenarios aim to address these interpersonal and technology-related issues. A uniform description template is used for each scenario, including intent, motivation, conceptual model, and research context. This is complemented by reports on the authors’ experiences with applying the scenarios in recent years and by qualitative and quantitative results from multiple action research cycles.
abstractGer	Abstract This paper presents three simple and effective technology-enhanced learning scenarios, specifically reaction sheets, cooperative writing, and self evaluation. These scenarios address universal access by providing web-based support and services with a potential for enhancing the learners’ capacity of gaining access to both personal and technical resources. While the web as an open space tends to support experiential learning, its enhancement as a service to address the learners’ intellect, social skills, and attitudes substantially depends on constructive interpersonal relationships and thoughtfully designed learning scenarios. The tree proposed scenarios aim to address these interpersonal and technology-related issues. A uniform description template is used for each scenario, including intent, motivation, conceptual model, and research context. This is complemented by reports on the authors’ experiences with applying the scenarios in recent years and by qualitative and quantitative results from multiple action research cycles.
abstract_unstemmed	Abstract This paper presents three simple and effective technology-enhanced learning scenarios, specifically reaction sheets, cooperative writing, and self evaluation. These scenarios address universal access by providing web-based support and services with a potential for enhancing the learners’ capacity of gaining access to both personal and technical resources. While the web as an open space tends to support experiential learning, its enhancement as a service to address the learners’ intellect, social skills, and attitudes substantially depends on constructive interpersonal relationships and thoughtfully designed learning scenarios. The tree proposed scenarios aim to address these interpersonal and technology-related issues. A uniform description template is used for each scenario, including intent, motivation, conceptual model, and research context. This is complemented by reports on the authors’ experiences with applying the scenarios in recent years and by qualitative and quantitative results from multiple action research cycles.
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title_short	Three scenarios on enhancing learning by providing universal access
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doi_str	10.1007/s10209-008-0121-4
up_date	2024-07-04T00:49:32.066Z
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