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Inaugural Editorial for Technology, Knowledge and Learning

Inaugural Editorial for Technology, Knowledge and Learning Tech Know Learn (2014) 19:117–119 DOI 10.1007/s10758-014-9221-9 Inaugural Editorial for Technology, Knowledge and Learning Dirk Ifenthaler Published online: 22 April 2014 Springer Science+Business Media Dordrecht 2014 This issue marks an exciting and challenging point as I begin my term as editor-in-chief of Technology, Knowledge and Learning. The new scope of the journal emphasizes the increased interest on context-aware adaptive and personalized digital learning environ- ments. Rapid technological developments have led to new research challenges focusing on digital learning, game-based learning and gamification, automated assessment, as well as learning analytics (Spector 2012). These emerging systems aim to provide learning experiences delivered via personalized environments as well as mobile devices and are tailored to the educational needs, the personal characteristics, and the particular circum- stances of the individual learner or a (massive) group of interconnected learners (Hannafin 1992; Spector et al. 2010; Huang et al. 2013). Such diverse learning experiences in real- world and virtual situations generate big data that provide rich potential for in-depth intelligent analyses and adaptive feedback as well as scaffolds whenever the learner needs it (Lockyer et al. 2013; Long and Siemens 2011; Ifenthaler in press). Therefore, the aim of Technology, Knowledge and Learning is to advance http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png "Technology, Knowledge and Learning" Springer Journals

Inaugural Editorial for Technology, Knowledge and Learning

"Technology, Knowledge and Learning" , Volume 19 (2) – Apr 22, 2014

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References (9)

Publisher
Springer Journals
Copyright
Copyright © 2014 by Springer Science+Business Media Dordrecht
Subject
Education; Learning & Instruction; Mathematics Education; Educational Technology; Science Education; Arts Education
ISSN
2211-1662
eISSN
2211-1670
DOI
10.1007/s10758-014-9221-9
Publisher site
See Article on Publisher Site

Abstract

Tech Know Learn (2014) 19:117–119 DOI 10.1007/s10758-014-9221-9 Inaugural Editorial for Technology, Knowledge and Learning Dirk Ifenthaler Published online: 22 April 2014 Springer Science+Business Media Dordrecht 2014 This issue marks an exciting and challenging point as I begin my term as editor-in-chief of Technology, Knowledge and Learning. The new scope of the journal emphasizes the increased interest on context-aware adaptive and personalized digital learning environ- ments. Rapid technological developments have led to new research challenges focusing on digital learning, game-based learning and gamification, automated assessment, as well as learning analytics (Spector 2012). These emerging systems aim to provide learning experiences delivered via personalized environments as well as mobile devices and are tailored to the educational needs, the personal characteristics, and the particular circum- stances of the individual learner or a (massive) group of interconnected learners (Hannafin 1992; Spector et al. 2010; Huang et al. 2013). Such diverse learning experiences in real- world and virtual situations generate big data that provide rich potential for in-depth intelligent analyses and adaptive feedback as well as scaffolds whenever the learner needs it (Lockyer et al. 2013; Long and Siemens 2011; Ifenthaler in press). Therefore, the aim of Technology, Knowledge and Learning is to advance

Journal

"Technology, Knowledge and Learning"Springer Journals

Published: Apr 22, 2014

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