Concepts and Cases
Edited By Norbert Pachler, Christoph Pimmer and Judith Seipold
List of Figures ix
List of Figures Figure 2.1 Theoretical domains of work-based learning Figure 3.1 A dialogue between student and tutor within the e-portfolio Figure 5.1 Visual representation of CPIT mobile learning e-portfolio pilot project Figure 5.2 Structure of human activity system in the mobile portfolio project Figure 5.3 Model of belonging, becoming and being Figure 7.1 Elements of a didactical-methodological design Figure 7.2 Phases of the three-year evaluation process of the mobile learning project Figure 7.3 Frequency of using dif ferent technological devices Figure 7.4 Learning strategies and needs Figure 7.5 Problems encountered during learning Figure 7.6 ‘I learn best …’ Figure 8.1 Sample contents Figure 8.2 Current training actually delivered into PTL sector in each country Figure 8.3 Training that employees / learners themselves felt they needed Figure 9.1 eColleagues approach: Top-down and bottom-up Figure 9.2 Fast on-demand support for internal and external service staf f Figure 9.3 Training on recurrent problems and solutions Figure 10.1 Classification of online laboratories Figure 10.2 PCB with the ASIC Figure 10.3 Network topology of the online experiments Figure 10.4 Example of a VI deployed to a WM5 emulator Figure 10.5 User-interface for PC clients Figure 11.1 The branching tree framework for the SMS f lood scenario Figure 11.2 Web-based form for entering and editing information for the nodes Figure 13.1 Key ethical issues in workplace-based mobile learning Figure 14.1 A framework for classifying corporate mobile learning scenarios Figure 14.2 Expected mobile learning scenarios in companies in the near future Figure 15.1 Using trends or...
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