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This book describes how a support structure can be built to enhance peer-to-peer (and also students-to-lecturers) communication and support. It informs lecturers on how they can decide if they should adopt one or more social media tools to facilitate students’ learning, communication, and support for an internship program. This book introduces a participatory design approach that can help develop a pedagogy that will make good use of social media tools on internship learning. It presents a framework for experiential internship learning, integrating helpful educational practices such as participatory design approach and the use of social media.

Computer assisted instruction --- Audiovisual methods --- Didactics --- Teaching --- Technical, artistic and vocational education --- Higher education --- Personnel management --- aansluiting onderwijs-arbeidsmarkt --- bedrijfsopleidingen --- onderwijstechnologie --- didactiek --- beroepsopleiding --- computerondersteund onderwijs --- HRM (human resource management) --- professionaliteit --- leren --- levenslang leren --- hoger beroepsonderwijs

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This two-volume set LNCS 12645-12646 constitutes the refereed proceedings of the 16th International Conference on Diversity, Divergence, Dialogue, iConference 2021, held in Beijing, China, in March 2021. The 32 full papers and the 59 short papers presented in this two-volume set were carefully reviewed and selected from 225 submissions. They cover topics such as: AI and machine learning; data science; human-computer interaction; social media; digital humanities; education and information literacy; information behavior; information governance and ethics; archives and records; research methods; and institutional management.

Information retrieval --- Social sciences (general) --- Programming --- Information systems --- Artificial intelligence. Robotics. Simulation. Graphics --- Computer. Automation --- datamining --- informatica --- sociale wetenschappen --- informatiesystemen --- database management --- KI (kunstmatige intelligentie) --- data acquisition --- interfaces --- AI (artificiële intelligentie)

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This book introduces to researchers and teaching practitioners the concept of gamification within a flipped classroom setting, which resonates with the best practices of flipped learning, gamified learning, and gamified flipped learning. The gamified flipped learning (flipped learning plus gamification) approach combines two emerging pedagogies into a single pedagogical form of instruction and serves as an alternative resolution to counter the challenges that arise from flipped learning and gamified learning as separate pedagogies. This book also examines assessment systems for flipped classrooms, showcases various examples of gamification in flipped classroom designs, and reviews educational applications containing game elements for a flipped classroom setting.

Educational technology. --- Teaching. --- Digital Education and Educational Technology. --- Didactics and Teaching Methodology. --- Pedagogy.

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This book presents innovative instructional interventions designed to support inquiry project-based learning as an approach to equip students with 21st century skills. Instructional techniques include collaborative team-based teaching, social constructivist game design and game play, and productive uses of social media such as wikis and other online communication affordances. The book will be of interest to researchers seeking a summary of recent empirical studies in the inquiry project-based learning domain that employ new technologies as constructive media for student synthesis and creation. The book also bridges the gap between empirical works and a range of national- and international-level educational standards frameworks such as the P21, the OECD framework, AASL Standards for the 21st Century Learner, and the Common Core State Standards in the US. Of particular interest to education practitioners, the book offers detailed descriptions of inquiry project-based learning interventions that can be directly reproduced in today’s schools. Further, the book provides research-driven guidelines for the evaluation of student inquiry project-based learning. Lastly, it offers education policymakers insight into establishing anchors and spaces for applying inquiry project-based learning opportunities for youth today in the context of existing and current education reform efforts. The aim of this book is to support education leaders’, practitioners’ and researchers’ efforts in advancing inspiring and motivating student learning through transformative social constructivist inquiry-based knowledge-building with information technologies. We propose that preparing students with inquiry mindsets and dispositions can promote greater agency, critical thinking and resourcefulness, qualities needed for addressing the complex societal challenges they may face.

Learning. --- Instruction. --- Educational technology. --- Teaching. --- Learning & Instruction. --- Educational Technology. --- Teaching and Teacher Education. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Teaching --- Learning process --- Comprehension --- Aids and devices

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Information retrieval --- Information systems --- informatiesystemen