Learning in the Synergy of Multiple Disciplines: 4th European Conference on Technology Enhanced Learning, EC-TEL 2009 Nice, France, September ... 5794 (Lecture Notes in Computer Science) - Tapa blanda

This book constitutes the refereed proceedings of the 4th European Conference on Technology Enhanced Learning, EC-TEL 2009, held in Nice, France in September/October 2009. The 35 revised full papers, 17 short papers, and 35 posters presented were carefully reviewed and selected from 136 paper submissions and 22 poster submissions. The papers are organized in topical sections on adaptation and personalization, interoperability, semantic Web, Web 2.0., data mining and social networks, collaboration and social knowledge construction, learning communities and communities of practice, learning contexts, problem and project-based learning, inquiry, learning, learning design, motivation, engagement, learning games, and human factors and evaluation.

This conference on technology enhanced learning is the fourth event in a series that started in 2006. It was held from September 29th to October 2nd, 2009 in Nice (France). The EC-TEL conference series provides a forum for presenting andpromotinghigh-qualityresearchintheareaoftechnologyenhancedlearning. The EC-TEL conference was originally launched by the European network of excellence ProLearn and attracted many people from both the ProLearn and Kaleidoscope networks of excellence. In 2009, a new European network, STELLAR, was launched, which continues the work and success of the former networksand takesa broader multi-disciplinary perspective. A key issue is m- ingthe researchcommunitiesawareofthe di?erentprojectsandactivitieswithin Europe and beyond. The aim is to build an integrated research arena in which groupswithdi?erentbackgroundscanbuildoneachotherandwherethesynergy between multiple research approaches and disciplines is fostered. The face of learning is changing substantially. As a result, the topic of te- nology enhanced learning has to take a broader interdisciplinary perspective. Formal learning is surrounded by a variety of opportunities for informal lea- ing, classroom learning is complemented by workplace learning, and even the frontiers between teaching and learning are disappearing. People are learning collaboratively, they engage in knowledge communities and change from kno- edge recipients to knowledge producers. These developments are driven by new technologies: large scale knowledge repositories provide learners with content and support them in an individualized and adaptive way; semantic technologies providecontextualizedandtask-speci?cinformation;the Web2. 0enablespeople toparticipateactivelyinknowledgecommunicationandknowledgeconstruction, mobile and ubiquitous computing technologies enable the integration of inf- mal and formal learning support.