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e-learning --- Lerarenopleiding : CVO --- E-learning --- online leren --- 371.39 --- Computer assisted instruction --- Higher education --- Computer-assisted instruction --- Distance education --- Computer-assisted instruction. --- Distance education. --- Teaching --- Afstandsonderwijs. --- Computergestuurd onderwijs. --- E-learning. --- Instructie via computers. --- Computer network resources. --- 371.300 --- Distance learning --- Education --- Open learning --- Telecommunication in education --- CAI (Computer-assisted instruction) --- Computer-aided instruction --- Computer-assisted learning --- Computer based instruction --- Computer-enhanced learning --- Electronic data processing in programmed instruction --- ILSs (Integrated learning systems) --- Integrated learning systems --- Microcomputer-aided instruction --- Microcomputer-assisted instruction --- Microcomputer-assisted learning --- Microcomputer-based instruction --- Educational technology --- Programmed instruction --- Telematics --- Computer network resources --- Data processing

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There is a paradigm shift in Informatics in general and in technologies enhancing human learning in particular. Divided into four parts, this book is dedicated to Position papers: visions about what to do and why to do it in the next years. It offers partial answers to ""how"" to do it and it is concerned with the directions in learning services.

Computer-assisted instruction --- Educational technology --- Internet in education --- Web-based instruction --- Online instruction, Web-based --- Online teaching --- Web-based online instruction --- Internet (Computer network) in education --- Education --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Teaching --- CAI (Computer-assisted instruction) --- Computer-aided instruction --- Computer-assisted learning --- Computer based instruction --- Computer-enhanced learning --- Electronic data processing in programmed instruction --- ILSs (Integrated learning systems) --- Integrated learning systems --- Microcomputer-aided instruction --- Microcomputer-assisted instruction --- Microcomputer-assisted learning --- Microcomputer-based instruction --- Programmed instruction --- Telematics --- Aids and devices --- Data processing --- Courses, Online --- Online courses --- Online education --- Distance education

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Didactic strategies --- Opvoedkunde --- Pédagogie --- Academic collection --- 371.3 --- Didaktiek. Onderwijsmethoden. Evaluatie van het lesgeven --- Classroom environment. --- Computer-assisted instruction. --- Concept learning. --- Learning, Psychology of. --- Learning. --- Mathematics --- Lerarenopleiding --- Study and teaching. --- algemeen --- algemeen. --- 371.3 Didaktiek. Onderwijsmethoden. Evaluatie van het lesgeven --- Algemeen. --- Classroom environment --- Computer-assisted instruction --- Concept learning --- Learning --- Learning, Psychology of --- Psychology of learning --- Educational psychology --- Comprehension --- Learning ability --- Learning process --- Education --- CAI (Computer-assisted instruction) --- Computer-aided instruction --- Computer-assisted learning --- Computer based instruction --- Computer-enhanced learning --- Electronic data processing in programmed instruction --- ILSs (Integrated learning systems) --- Integrated learning systems --- Microcomputer-aided instruction --- Microcomputer-assisted instruction --- Microcomputer-assisted learning --- Microcomputer-based instruction --- Teaching --- Educational technology --- Programmed instruction --- Telematics --- Classroom climate --- Climate, Classroom --- Environment, Classroom --- Classroom management --- Educational sociology --- School environment --- Teacher-student relationships --- Study and teaching --- Psychological aspects --- Data processing

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Security in E-Learning is organized in three parts. First, the author raises awareness that security is an important issue in the context of education. The second part of the book emphasizes that security is mainly an organizational and management issue. The third goal highlights improving security as an ongoing process. Security in E-Learning includes technical fundamentals (buzz words), examples and case studies covering each of these three topics. Considering the enormous costs of creating and maintaining courses, it is surprising that security is not yet considered an important issue by professionals, professors and students. Traditional security research has been largely driven by military requirements to enforce secrecy in the realm of e-learning. In most cases, the knowledge contained in e-learning programs is widely available. Therefore, the asset is not the information itself, but the hypermedia presentation used to convey the information. Security in E-Learning is designed for a professional audience composed of researchers and practitioners in industry and IT professionals. This volume is also suitable for upper undergraduate-level and graduate-level students in computer science.

Information technology --- Computer security --- Computer-assisted instruction --- Management. --- Security measures. --- Computer science. --- Software engineering. --- Computer programming. --- Data structures (Computer science). --- Data encryption (Computer science). --- Computer Science. --- Data Structures, Cryptology and Information Theory. --- Information Systems Applications (incl. Internet). --- Data Encryption. --- Software Engineering/Programming and Operating Systems. --- Programming Techniques. --- Software Engineering. --- Data encoding (Computer science) --- Encryption of data (Computer science) --- Cryptography --- Information structures (Computer science) --- Structures, Data (Computer science) --- Structures, Information (Computer science) --- Electronic data processing --- File organization (Computer science) --- Abstract data types (Computer science) --- Computers --- Electronic computer programming --- Electronic digital computers --- Programming (Electronic computers) --- Coding theory --- Computer software engineering --- Engineering --- Informatics --- Science --- Programming --- CAI (Computer-assisted instruction) --- Computer-aided instruction --- Computer-assisted learning --- Computer based instruction --- Computer-enhanced learning --- Electronic data processing in programmed instruction --- ILSs (Integrated learning systems) --- Integrated learning systems --- Microcomputer-aided instruction --- Microcomputer-assisted instruction --- Microcomputer-assisted learning --- Microcomputer-based instruction --- Teaching --- Education --- Educational technology --- Programmed instruction --- Telematics --- Data processing --- Data structures (Computer scienc. --- Data Structures and Information Theory. --- Cryptology. --- Application software. --- Application computer programs --- Application computer software --- Applications software --- Apps (Computer software) --- Computer software

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This books deals with computer-mediated cooperation and communication scenarios in teaching and learning situations, leisure activities (e.g. laypersons looking for expert information on the internet), and net-based communication at work. Such scenarios will become increasingly important. But the successful use of such computer-mediated settings is not trivial. Cooperative learning and work itself requires special skills and strategies. And the technical settings with sometimes restricted, sometimes new possibilities for communication add problems on top of the cooperation itself. What are the barriers in computer-mediated communication for cooperative learning and work? Which are the most relevant biases in computer-mediated information processing? Based on empirical research the contributors from psychology, education and computer sciences offer different perspectives on the nature and causes of such barriers. The chapters also give an answer to the question how it might be possible to overcome these barriers and biases to fully gain advantage from the new technical opportunities. These results and answers are of interest for students as well as for researchers in all fields related to the use and evaluation of computer software in communication settings.

Computer-assisted instruction. --- Knowledge acquisition (Expert systems) --- Enseignement assisté par ordinateur --- Acquisition des connaissances (Systèmes experts) --- Computer-assisted instruction --- Education --- Social Sciences --- Education, Special Topics --- Theory & Practice of Education --- Enseignement assisté par ordinateur --- Acquisition des connaissances (Systèmes experts) --- EPUB-LIV-FT LIVEDUCA SPRINGER-B --- Acquisition, Knowledge (Expert systems) --- Expertise acquisition (Expert systems) --- CAI (Computer-assisted instruction) --- Computer-aided instruction --- Computer-assisted learning --- Computer based instruction --- Computer-enhanced learning --- Electronic data processing in programmed instruction --- ILSs (Integrated learning systems) --- Integrated learning systems --- Microcomputer-aided instruction --- Microcomputer-assisted instruction --- Microcomputer-assisted learning --- Microcomputer-based instruction --- Teaching --- Data processing --- Education. --- User interfaces (Computer systems). --- Educational technology. --- Personality. --- Social psychology. --- Educational Technology. --- User Interfaces and Human Computer Interaction. --- Education, general. --- Learning & Instruction. --- Personality and Social Psychology. --- Expert systems (Computer science) --- Educational technology --- Programmed instruction --- Telematics --- Computer science. --- Consciousness. --- Apperception --- Mind and body --- Perception --- Philosophy --- Psychology --- Spirit --- Self --- Informatics --- Science --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Training --- Learning. --- Instruction. --- Mass psychology --- Psychology, Social --- Human ecology --- Social groups --- Sociology --- Personal identity --- Personality psychology --- Personality theory --- Personality traits --- Personology --- Traits, Personality --- Individuality --- Persons --- Temperament --- Learning process --- Comprehension --- Interfaces, User (Computer systems) --- Human-machine systems --- Human-computer interaction --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Aids and devices