How Long to Read Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (12th, Maynooth, Greater Dublin, Ireland, October 24-26, 2015)

How Long Does it Take to Read Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (12th, Maynooth, Greater Dublin, Ireland, October 24-26, 2015)?

It takes the average reader 7 hours and 3 minutes to read Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (12th, Maynooth, Greater Dublin, Ireland, October 24-26, 2015) by International Association for Development of the Information Society (IADIS)

Assuming a reading speed of 250 words per minute. Learn more

Description

These proceedings contain the papers of the 12th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2015), October 24-26, 2015, which has been organized by the International Association for Development of the Information Society (IADIS), co-organized by Maynooth University, Ireland, and endorsed by the Japanese Society for Information and Systems in Education (JSISE). Full papers in these proceedings include: (1) Towards a Metadata Schema for Characterizing Lesson Plans Supported by Virtual and Remote Labs in School Science Education (Panagiotis Zervas, Eleftheria Tsourlidaki, Sofoklis Sotiriou, and Demetrios G. Sampson); (2) Divulging Personal Information within Learning Analytics Systems (Dirk Ifenthaler and Clara Schumacher); (3) Tagalong: Informal Learning from a Remote Companion with Mobile Perspective Sharing (Scott W. Greenwald, Mina Khan, Christian D. Vazquez and Pattie Maes); (4) Accounting Professor Qualification in Digital Age: A Perception Study on Brazilian Professors (Maria Ivanice Vendruscolo and Patrc̕ia Alejandra Behar); (5) Supervisory and Digital Literacy Practices in Postgraduate Supervision: A Case Study (Sarjit Kaur, Gurnam Kaur Sidhu, Lee Lai Fong and Leele Suzana Jamian); (6) Postgraduate Students' Level of Dependence on Supervisors in Coping with Academic Matters and Using Digital Tools (Gurnam Kaur Sidhu, Sarjit Kaur, Lim Peck Choo and Chan Yuen Fook); (7) Towards Gathering Initial Requirements of Developing a Mobile Service to Support Informal Learning at Cultural Heritage Sites (Alaa Alkhafaji, Sanaz Fallahkhair and Mihaela Cocea); (8) The Development and Empowerment of Mathematical Abilities: The Impact of Pencil and Paper and Computerised Interventions for Preschool Children (Maria Lidia Mascia, Mirian Agus, Maria Chiara Fastame, Maria Pietronilla Penna, Eliana Sale and Eliano Pessa); (9) The Relationship among Self-Regulated Learning, Procrastination, and Learning Behaviors in Blended Learning Environment (Masanori Yamada, Yoshiko Goda, Takeshi Matsuda, Hiroshi Kato and Hiroyuki Miyagawa); (10) Sounds as Affective Design Feature in Multimedia Learning--Benefits and Drawbacks from a Cognitive Load Theory Prospective (Anke Kn̲igschulte); (11) The Will, Skill, Tool Model of Technology Integration: Adding Pedagogy as a New Model Construct (Gerald Knezek and Rhonda Christensen); (12) Challenges of Big Data in Educational Assessment (David C. Gibson, Mary Webb and Dirk Ifenthaler); (13) Evaluating the Interactive Learning Tool SimReal+ for Visualizing and Simulating Mathematical Concepts (Said Hadjerrouit); (14) Predicting the Risk of Attrition for Undergraduate Students with Time Based Modelling (Kevin EK Chai and David Gibson); (15) Inside the Digital Wild West: How School Leaders Both Access and Avoid Social Media (Laurie Corrigan and Lorayne Robertson) (16) More than a Broker: A Case Study of Knowledge Mobilization in a Digital Era (Lorayne Robertson); (17) How Do High School Students Prefer to Learn? (Leila A. Mills and Putthachat Angnakoon); (18) Process Models in e-Learning--Bottom-Up or Top-Down? (Sarah Sahl and Alke Martens); (19) A Model for Ubiquitous Serious Games Development Focused on Problem Based Learning (Sandro Oliveira Dorneles, Cristiano Andr ̌da Costa and Sandro Jos ̌Rigo) (20) Blended Interactions for Augmented Learning--An Assistive Tool for Cognitive Disability (Suman Deb, Subir Saha and Paritosh Bhattacharya); (21) Studies Relating to Computer Use of Spelling and Grammar Checkers and Educational Achievement (Odette Bourjaili Radi); (22) Design Thinking and Metacognitive Reflective Scaffolds: A Graphic Design--Industrial Design Transfer Case Study (Chien-Sing Lee and Kuok-Shoong Daniel Wong); (23) Developing a Disposition for Social Innovations: An Affective-Socio-Cognitive Co-Design Model (Chien-Sing Lee and Kuok-Shoong Daniel Wong); (24) Technology Goes Bush: Using Mobile Technologies to Support Learning in a Bush Kinder Program (Jennifer Masters and Leanne Grogan); (25) Moving in Time to a Digital Tune: A Crisis in Our Identity? (Breda Mc Taggart); (26) Examining the Effects of Field Trips on Science Identity (Leila A. Mills and William Katzman); (27) Education on the Cloud: Researching Student-Centered, Cloud-Based Learning Prospects in the Context of a European Network (Hercules Panoutsopoulos, Karl Donert, Panos Papoutsis and Ioannis Kotsanis); (28) University and Flipped Learning TIC & DIL Project: Framework and Design (Stefania Pinnelli and Andrea Fiorucci); (29) Technology-Enhanced Pedagogical Framework for Collaborative Creativity: Analyses of Students' Perception (Manoli Pifarr,̌ Laura Mart ̕and Andreea Cujba); (30) Collaborative Problem Solving in Share Space (Lin Lin, Leila A. Mills and Dirk Ifenthaler); and (31) A Social Networks in Education (Blanka Klimova and Petra Poulova). Short papers in these proceedings include: (1) The Work of Children: Seeking Patterns in the Design of Educational Technology (Michael Eisenberg and Zack Jacobson-Weaver); (2) Towards Supporting Communication in Relationship and Sexuality Education through a VLE (Marion McGinn and Inmaculada Arnedillo-Sǹchez); (3) The Development of Computational Thinking in the Context of Science and Engineering Practices: A Self-Regulated Learning Approach (Erin E. Peters-Burton, Timothy J. Cleary and Anastasia Kitsantas); (4) A Program Complexity Metric Based on Variable Usage for Algorithmic Thinking Education of Novice Learners (Minori Fuwa, Mizue Kayama, Hisayoshi Kunimune, Masami Hashimoto and David K. Asano); (5) Apps. Accessibility and Usability by People with Visual Disabilities (Eva Mara̕ Olmedo-Moreno and Adrian Lp̤ez-Delgado); (6) Comparing Learner Community Behavior in Multiple Presentations of a Massive Open Online Course (Silvia Elena Gallagher and Timothy Savage); (7) Developing Adolescents' Resistance to Sexual Coercion through Role-Playing Activities in a Virtual World (Marion McGinn and Inmaculada Arnedillo-Sǹchez); (8) How Can One Learn Mathematical Word Problems in a Second Language? A Cognitive Load Perspective (Jase Moussa-Inaty, Mark Causapin and Timothy Groombridge); (9) Ontological Relations and the Capability Maturity Model Applied in Academia (Jern̥imo Moreira de Oliveira, Laura Gm̤ez Campoy and Lilian Vilarino); (10) Cognitive Curations of Collaborative Curricula (Amy S. Ackerman); (11) How Older Adults Use Virtual Personal Learning Networks to Support Informal, Self-Directed Lifelong Learning Goals: A Research Program Description (Dirk Morrison); (12) Significant Changes in the Environment and in Teaching Methodology of a e-Learning Discipline to Avoid Dropouts in a Course at the Federal (Gustavo Prado Oliveira, Pĩvi Aarreniemi-Jokipelto and Ricardo Soares Boaventura); (13) E-Fundi as a Viable Way to Do e-Mentoring (George A. Lotter); (14) Health Care: Role of ICT in Autism (Hafiza Maimoona Shahid, Sohaib Tariq, Imran Saleem, Muhammad Adil Butt, Arslan Tariq and Iqra Tariq); (15) Investigation into Undergraduate International Students' Use of Digital Technology and Their Application in Formal and Informal Settings (Rebecca Strachan and Sanaa Aljabali); (16) E-Learning System for Learning Virtual Circuit Making with a Microcontroller and Programming to Control a Robot (Atsushi Takemura); (17) A Study on the Effects of the Rubric on Concurrent Discussion in Web-Based Environment (Jaewon Jung); (18) Brain 3M--A New Approach to Learning about the Brain, Behavior, and Cognition (Ping Li, Lauren E. Chaby, Jennifer Legault and Victoria A. Braithwaite); (19) Learner-Content-Interface as an Approach for Self-Reliant and Student-Centered Learning (Robin Nicolay, Bastian Schwennigcke, Sarah Sahl and Alke Martens); (20) Cache-Cache Comparison for Supporting Meaningful Learning (Jingyun Wang and Seiji Fujino); (21) Creating Innovative, Student-Centered Projects with App Smashing (Aimee M. Brenner and Janel S. Hauser); (22) Smart Learning: Are We Ready for It? (Petra Poulova and Blanka Klimova); (23) A Fundamental Study for Efficient Implementation of Online Collaborative Activities in Large-Scale Classes (Ryuichi Matsuba, Yusei Suzuki, Shin-Ichiro Kubota and Makoto Miyazaki); (24) Encouraging User Participation in Blended Learning: Course Reorientation (Alea M. Fairchild); (25) Assessing Problem Solving Competence through Inquiry-Based Teaching in School Science Education (Panagiotis Zervas, Sofoklis Sotiriou, Rdiger Tiemann and Demetrios G. Sampson); (26) Music as Active Information Resource for Players in Video Games (Marian Nagorsnick and Alke Martens); (27) Making Construals as a New Digital Skill for Learning (Meurig Beynon, Russell Boyatt, Jonathan Foss, Chris Hall, Elizabeth Hudnott, Steve Russ, Erkki Sutinen, Hamish Macleod and Piet Kommers); and (28) A Semantic Basis for Meaning Construction in Constructivist Interactions (Farshad Badie). Reflection papers in these proceedings include: (1) Exploring Technology Supported Collaborative and Cooperative Group Formation Mechanisms (Mia Carapina and Ivica Boticki); (2) Developing Self-Regulated Learners through Collaborative Online Case Discussion in Educational Psychology (Patricia P. Willems and Alyssa Gonzalez-DeHass); (3) Students' Perspectives on Taking Courses Online, Blended, or a Combination (Catherine C. Schifter, Dirk Ifenthaler and Daniel White); (4) An Innovative Interdisciplinary Approach to Providing Internships for College Seniors (Kathy Fuller); (5) Fostering 21st Century Skills through Game Design and Development (Gregory P. Garvey); and (6) Development of Critical Thinking Self-Assessment System Using Wearable Device (Yasushi Gotoh). An author index is included. (Individual papers contain references.).

How long is Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (12th, Maynooth, Greater Dublin, Ireland, October 24-26, 2015)?

Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (12th, Maynooth, Greater Dublin, Ireland, October 24-26, 2015) by International Association for Development of the Information Society (IADIS) is 409 pages long, and a total of 105,931 words.

This makes it 138% the length of the average book. It also has 129% more words than the average book.

How Long Does it Take to Read Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (12th, Maynooth, Greater Dublin, Ireland, October 24-26, 2015) Aloud?

The average oral reading speed is 183 words per minute. This means it takes 9 hours and 38 minutes to read Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (12th, Maynooth, Greater Dublin, Ireland, October 24-26, 2015) aloud.

What Reading Level is Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (12th, Maynooth, Greater Dublin, Ireland, October 24-26, 2015)?

Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (12th, Maynooth, Greater Dublin, Ireland, October 24-26, 2015) is suitable for students ages 12 and up.

Note that there may be other factors that effect this rating besides length that are not factored in on this page. This may include things like complex language or sensitive topics not suitable for students of certain ages.

When deciding what to show young students always use your best judgement and consult a professional.

Where Can I Buy Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (12th, Maynooth, Greater Dublin, Ireland, October 24-26, 2015)?

Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (12th, Maynooth, Greater Dublin, Ireland, October 24-26, 2015) by International Association for Development of the Information Society (IADIS) is sold by several retailers and bookshops. However, Read Time works with Amazon to provide an easier way to purchase books.

To buy Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (12th, Maynooth, Greater Dublin, Ireland, October 24-26, 2015) by International Association for Development of the Information Society (IADIS) on Amazon click the button below.