Positioning in learning networks is the process of establishing a starting point and an efficient route along which a learner may build competences. We investigate computational approaches to services such as positioning that avoid or reduce labor-intense procedures and that are based on the contents of the learning network and the behavior of those participating in it, rather than in predefine...

Reflection and reflexivity are key concepts in geomedia education. Reflexive competences (such as reflection on basic technical spatial constructions, appropriation of space towards one’s own learning processes, well general reflexive competences) enable learners to gain deeper insights into geographical issues more mature participation everyday decision making. The pedagogical target teachin...

Modeling competences is an integral part of many Human Resource (HR) and e-Learning related activities. HR departments use competence descriptions to define requirements needed for performing specific tasks or jobs. The same competences are acquired by employees and applicants by e.g. experience or certifications. Typically, HR departments need to match such required and acquired competences in...

As a growing number of educational institutions are offering online programs, teachers need to be competent in this new way teaching. This is especially the case for synchronous learning through videoconferencing technology, an emergent and so far understudied form education. Based on systematic literature review 30 studies, study identifies 24 competence clusters, which can grouped into 5 teac...

TeleTeach is an electronic hypermedia database of English as a second language (ESL) teaching materials which can be accessed through TeleNex, a computer network for ESL teachers in Hong Kong. This article discusses the theoretical framework for the knowledge structure of TeleTeach, and how the electronic medium was exploited to help ESL teachers with their daily teaching as well as to enrich t...

This study was conducted to explore teachers’ skills, perceptions, and practices about ICT in second-cycle institutions in Ghana. Questionnaires were distributed to 273 teachers in different departments, 241 were returned, and 231 were valid for data analysis, representing a response rate of 85%. The validity of the questionnaire was approved by a panel of experts in the field. The Cronbach’s a...

This article presents an investigation to define the parameters that guide construction of pedagogical models (PM) based on transversal digital competences (DC) for distance learning (DL). A qualitative research approach was implemented in three stages: 1. a theoretical survey build initial parameters; 2. case study course with teachers apply and 3. definition final data comparison analysis. re...

When merged with new pedagogical practices the use of open social web tools as a means to mediate and support teacher training triggers a whole new set of implications for education and individuals. It is important for teachers, learners and other educational agents to think of themselves as co-learners in a social collective aware of their role in developing the skills and knowledge they need ...

ePortfolios are recognized as effective tools for formative assessment. Learning outcomes are demonstrated by a number of work samples, which provide a good overview, not only of the acquired competences, but also of the path followed to get there. However, ePortfolios do no provide means for their automatic integration in Distributed Learning Environments, where the work samples (learning evid...