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020 _a9783031519796
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024 7 _a10.1007/978-3-031-51979-6
_2doi
050 4 _aQ342
072 7 _aUYQ
_2bicssc
072 7 _aCOM004000
_2bisacsh
072 7 _aUYQ
_2thema
245 1 0 _aTowards a Hybrid, Flexible and Socially Engaged Higher Education
_h[electronic resource] :
_bProceedings of the 26th International Conference on Interactive Collaborative Learning (ICL2023), Volume 1 /
_cedited by Michael E. Auer, Uriel R. Cukierman, Eduardo Vendrell Vidal, Edmundo Tovar Caro.
250 _a1st ed. 2024.
264 1 _aCham :
_bSpringer Nature Switzerland :
_bImprint: Springer,
_c2024.
300 _aXVIII, 553 p. 145 illus., 122 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aLecture Notes in Networks and Systems,
_x2367-3389 ;
_v899
520 _aThis book contains papers in the fields of collaborative learning, digital transition in education, and AI and learning analytics in engineering education. The authors are currently witnessing a significant transformation in the development of education on all levels and especially in post-secondary education. To face these challenges, higher education must find innovative and effective ways to respond in a proper way. The pandemic period left us with profound changes in the way we teach and learn, including the massive use of new means of communication, such as videoconferencing and other technological tools. Moreover, the current explosion of artificial intelligence tools, mainly used by students, is challenging teaching practices maintained for centuries. Scientifically based statements as well as excellent best practice examples are absolutely necessary. The 26th International Conference on Interactive Collaborative Learning (ICL2023), which took place in Madrid, Spain, between September 26 and 30, 2023, was the perfect place where current trends in higher education were presented and discussed. Since its beginning in 1998, this conference has been devoted to new approaches in learning with a focus on collaborative learning in higher education. Nowadays, the ICL conferences are a forum of the exchange of relevant trends and research results as well as the presentation of practical experiences in learning and engineering pedagogy. In this way, the authors try to bridge the gap between ‘pure’ scientific research and the everyday work of educators. Interested readership includes policy makers, academics, educators, researchers in pedagogy and learning theory, schoolteachers, learning industry, further and continuing education lecturers, etc.
650 0 _aComputational intelligence.
_964052
650 0 _aEducation
_xData processing.
650 1 4 _aComputational Intelligence.
_964052
650 2 4 _aComputers and Education.
700 1 _aAuer, Michael E.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
_969920
700 1 _aCukierman, Uriel R.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
_969921
700 1 _aVendrell Vidal, Eduardo.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
_969922
700 1 _aTovar Caro, Edmundo.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
_969923
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783031519789
776 0 8 _iPrinted edition:
_z9783031519802
830 0 _aLecture Notes in Networks and Systems,
_x2367-3389 ;
_v899
856 4 0 _uhttps://doi.org/10.1007/978-3-031-51979-6
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