Undervisningsudstyr og teknologi, e-læring

Få styr på dine e-mails, din kalender og dine kontakter med Outlook. Hæftet byder på en grundig gennemgang af alle basisfunktionerne, og du lærer brugerfladen godt at kende. Vi introducerer dig også for Microsofts cloud-tjeneste OneDrive (tidligere kendt som SkyDrive), hvor du gratis kan lagre op til 15 GB filer. Outlook er Office-pakkens mailklient, som du sikkert allerede kender fra din arbejdsplads, hvor det er en af de mest udbredte mailklienter.Du lærer, hvordan du føjer en mailkonto til Outlook 2016, og vi gennemgår den nye brugergrænseflade, der har fået et mere strømlinet og effektivt udseende uden unødvendige designelementer.Hæftet gennemgår de basale e-mailsfunktioner, samt hvordan du organiserer dine meddelelser og kontakter, hvordan du bruger kalenderen til at styre aftaler og opgaver, og mange andre nyttige funktioner i Outlook. Inklusiv gratis online adgang til hæftet.

Bogen henvender sig til alle, der ønsker at anvende video som arbejdsredskab i pædagogisk praksis. Alle mennesker kommunikerer fra fødslen og til livets ophør. Men for nogle er kommunikationen besværliggjort af funktionsnedsættelser. Omgivelserne kan derfor have svært ved at se deres signaler og udtryk som kommunikation og respondere på dem. Arbejdsmåden videoanalyse i team er en hjælp til at overkomme denne forståelseskløft.Video giver mulighed for, at man – individuelt eller i team – genoplever en hændelse, analyserer samspillet på videoklippet, reflekterer og fremsætter prøvende fortolkninger. Teorier peger ud fra forskellige synsvinkler på menneskers medfødte kompetencer til kontakt, samspil og kommunikation og på omsorgsgivers evne til at ydeomsorg og skabe rum for personlig udvikling.Bogen beskriver, hvordan videoanalyse i team er udviklet i et fagfelt, hvor fysiske og psykiske funktionsnedsættelser komplicerer den gensidige forståelse mellem de implicerede personer. Denne arbejdsmåde har desuden vist sig som et velfungerende og udviklingsstøttende redskab i andre typer af pædagogisk arbejde.Bogens kapitler er på henholdsvis dansk og norsk. Videoanalyse i team henvender sig i Danmark for eksempel til specialpædagoger og -lærere, fysioterapeuter, ergoterapeuter, tale- og hørepædagoger, audiologopæder, sygeplejersker samt studerende på tilsvarende uddannelser. I Norge for eksempel til lærere, førskolelærere, specialpædagoger, fysio- og ergoterapeuter, studerende i pædagogik og specialpædagogik, vernepleie, barnevernspedagogikk, sosionomutdanningen samt de praksisfelter, disse indgår i. Kan inspirere for eksempel ICDP-vejledere og -trænere, hvor videoanalyse er en central del af arbejdet.

Denne bog præsenterer en didaktisk tænkning og praksis, der understøtter differentieret undervisning og elevers egen digitale produktion. Forfatterne tager afsæt i tre didaktiske rammedesign, der har deres force i hver deres undervisningssammenhæng: A. Fagfaglige undervisningsforløb B. Tværfaglige projekter C. Individuelle fordybelsesprojekter Forfatterne introducerer begrebet elever som didaktiske designere og viser med konkrete eksempler fra dansk, matematik og tværfaglige forløb, hvordan læreren med et overordnet rammedesign kan understøtte elevernes design af deres egne læreprocesser og dermed deres kreativitet, innovative kompetencer og digitale dannelse. Med trådløse teknologier, mobile enheder og web 2.0 udfordres relationen mellem elever og lærere, fordi eleverne allerede har digitale kompetencer og uden videre kobler praksisformer fra det fysiske klasserum med dem, de kender fra det virtuelle rum. Eleverne forholder sig fagligt undersøgende, samarbejder og forhandler aktivt med hinanden, hvilket gør deres digitale produktion til en effektiv læringsform. Bogen er henvendt til lærerstuderende og lærere i praksis.

Denne bog udfordrer klassiske dannelsesidealer og forestillinger om, hvad skole, undervisning og læring er. Fra hver deres position i skoleverdenen beskriver forfatterne, hvordan politikere, skoleledere, læringsvejledere og lærere i fællesskab kan udvikle skolen, så den bringes ud af den traditionelle organisering i fag og klokketimer. Eleverne skal bruge deres egne ressourcer og netværk, og lærernes ressourcer skal primært bruges på de relationelle forhold, der skaber optimale vilkår for læring. Netværksskolen rummer konkrete bud og eksempler på: - projektorienteret didaktisk design - mediepatruljer - læringscentre - internationalt udsyn - fysiske rammer, der inviterer til tæt kontakt til det omgivende samfund. Med it-understøttelse og netværksbaseret kompetence- og skoleudvikling er netværksskolen et tidssvarende og udgiftsneutralt alternativ til den traditionelle folkeskole. Bogen er både et input til debatten om en bedre folkeskole og en konkret didaktisk lærebog til læreruddannelsen. Til bogen hører en Facebookside med supplerende digitale ressourcer. Her kan læserne debattere med hinanden og bogens redaktører og forfattere.

"Bogens klarhed og struktur gør den til et super redskab, hvis man skal arbejde med elevproduktioner - lige fra den professionelle klang til den daglige brug i klassen. Det er en super guide, som bør være tilgængelig på alle skoler"- FolkeskolenPodcast i skolen er en håndbog, der trin for trin introducerer undervisere i grundskolen til podcasten som medieform og dens særlige virkemidler og potentialer i en didaktisk kontekst. Arbejdet med mundtlighed og kommunikation er centralt i alle skolens fag, og podcasts er en oplagt mulighed for at give eleverne stemme og indflydelse.Podcastproduktion er en kreativ proces med en bred spændvidde - alle elever kan bidrage, og der er rig mulighed for differentiering af opgaverne.Bogen har fokus på, at det at arbejde med podcasts i undervisningen ikke behøver at være vanskeligt eller stille særlige krav til udstyr eller rammer. Bogens eksempler og opgaver er primært rettet mod elever fra grundskolens mellemtrin og op, men principperne kan bruges på både ungdomsuddannelser og i voksenundervisningen.Til bogen er der en tilhørende hjemmeside med vejledninger og materialer til download på podcastiskolen.dk og en podcastserie til både lærere og elever.

Siden årtusindskiftet har der hersket en forventning om, at de såkaldt digitalt indfødte automatisk vil lære at omgås teknologien på en hensigtsmæssig måde. Det har imidlertid vist sig ikke at være tilfældet. Forståelse af teknologien indebærer, at børn og unge ikke bare lærer at være forbrugere, men også bliver skabere og kritikere af den. Bogen her er en samling af undervisningsforløb til de lærere, der vil give deres elever en introduktion til de digitale platformes mange problemstillinger. Det handler om digital dannelse, og bogen giver en lang række konkrete værktøjer til at undervise skolebørn fra 1. til 9. klasse i teknologiforståelsens basale, komplekse, etiske og tekniske dimensioner. Du finder forløb, der lærer eleverne i indskolingen basal forståelse for computere og styre­systemer, og som med lege og lettilgængelige programmer illustrerer, hvordan vi mennesker sender beskeder til og imellem computere. Til mellem­trinnet og ud­skolingen er der desuden forløb om at kode og programmere, og forløb, der præsenterer eleverne for relevante overvejelser om, hvordan de lærer at tage vare på deres privatliv på inter­nettet.Teknologiforståelse i skolen er en undervisningsbog til lærere i faget Teknologiforståelse på alle klassetrin, men rummer også forløb, der kan bruges i matematik, samfundsfag eller dansk. Hvert forløb er sat op i overskuelige trin med illustrationer og links til gratis programmer og videoer undervejs.

Sidder du begejstret med svedige håndflader og styrer dinavatar gennem kugleregnen? Eller er du inderligt ligeglad med, om du levereller dør i et virtuelt splitsekund? Uanset hvad så navigerer du som lærer ogpædagog hver dag i børne- og ungefælleskaber, hvor computerspil for længst erblevet en betydelig og betydningsfuld kulturbærer. Denne bog er en introduktion til computerspillene. Men ogsåen bog om de døre, som computerspil åbner ind til de andre medier omkring dem.Medieforsker Bo Kampmann Walther tegner et kort i ægte 3D over udviklingen idet virtuelle landskab – fra de første grove pixels til nutidenshyperrealistiske grafik. Samtidig dykkes ned under overfladen. Ned tilanarkiet, til dilemmaerne, til selvopholdelsesdriften og den ofte temmeligsubtile morale i de forskellige kategorier af computerspil. Ludologi 3.0 betegner en modning fra et tidligere fokus påspillenes formalismer til spillenes forankring i en spillerkultur. Med dennemodning åbnes muligheden for en dannelsesdiskussion og for en facetteret,pædagogisk praksis. Forfatteren rejser samtidig spørgsmålet om – og ikke mindsthvordan – man som professionel kan bringe et analytisk, refleksivt niveau ispil uden dermed også at hælde en velment, men kvælende pædagogik ned overcomputerspillenes egne præmisser. 'COMPUTERSPIL - dannelse, pædagogik og svedige håndflader’henvender sig til praktikere og studerende ved læreruddannelsen og områdetskole– og fritidspædagogik på pædagoguddannelsen. Og selvfølgelig til alleandre med interesse for nye medier, børnefællesskaber, ungekultur ogcomputerspil. Glem sikkerhedsselen. Game on! Engage! Om forfatterenBo Kampmann Walther, født 1967, er lektor ved Institut forKulturvidenskaber på Syddansk Universitet. Forfatter til mange bøger omcomputerspil og nye medier (og fodbold). Skribent ved Information,Weekendavisen, Føljeton og flere andre. Konsulent i reklame- ogadfærdsbranchen, foredragsholder og samfundsdebattør.

Så kom den første forskningsrapport, der tematiserer den konkret udfordring, det er at etablere en god IT-kultur i en gymnasieklasse. Pba nationale og internationale forskningsresultater defineres og diskuteres de vanskeligheder og muligheder, de nye medier bringer med sig i forhold til undervisningen.Bogen kan inspirere alle i uddannelsessystemet lige fra folkeskole til universitet.

This book constitutes the refereed proceedings of the 13th International ICT Innovations Conference, ICT Innovations 2021, held as virtual event in September 2021.The 15 full papers presented were carefully reviewed and selected from 58 submissions. The papers are organized in topical sections on deep learning and AI; NLP and social network analysis; theoretical foundations and information security; e-services; sensor systems, IoT.

This proceedings, LCT 2022, constitutes the refereed proceedings of the 9th International Conference on Learning and Collaboration Technologies, LCT 2022, held as Part of the 24th International Conference, HCI International 2022, which took place in June/July 2022. Due to COVID-19 pandemic the conference was held virtually.The total of 1271 papers and 275 poster papers included in the 39 HCII 2022 proceedings volumes was carefully reviewed and selected from 5487 submissions. The papers of LCT 2022 are organized in topical sections named: Designing and Developing Learning Technologies; Learning and Teaching Online; Diversity in Learning; Technology in Education: Practices and Experiences.

This two-volume set LNCS 13315 and 13316 constitutes the refereed proceedings of the 14th International Conference on Social Computing and Social Media, SCSM 2022, held as part of the 24rd International Conference, HCI International 2022, which took place in June-July 2022. Due to COVID-19 pandemic the conference was held virtually.The total of 1276 papers and 275 posters included in the 40 HCII 2022 proceedings volumes was carefully reviewed and selected from 5583 submissions. The papers of SCSM 2022, Part II, are organized in topical sections named: social media in education; customer experience and consumer behavior.

This two-volume set constitutes the refereed proceedings of the 16th International Conference on Universal Access in Human-Computer Interaction, UAHCI 2022, held as part of the 24th International Conference, HCI International 2022, held as a virtual event, in June-July 2022. A total of 1271 papers and 275 posters included in the 39 HCII 2022 proceedings volumes. UAHCI 2022 includes a total of 73 papers; they focus on topics related to universal access methods, techniques and practices, studies on accessibility, design for all, usability, UX and technology acceptance, emotion and behavior recognition for universal access, accessible media, access to learning and education, as well universal access to virtual and intelligent assistive environments.

How ed tech was born: Twentieth-century teaching machines--from Sidney Pressey's mechanized test-giver to B. F. Skinner's behaviorist bell-ringing box.Contrary to popular belief, ed tech did not begin with videos on the internet. The idea of technology that would allow students to "go at their own pace" did not originate in Silicon Valley. In Teaching Machines, education writer Audrey Watters offers a lively history of predigital educational technology, from Sidney Pressey's mechanized positive-reinforcement provider to B. F. Skinner's behaviorist bell-ringing box. Watters shows that these machines and the pedagogy that accompanied them sprang from ideas--bite-sized content, individualized instruction--that had legs and were later picked up by textbook publishers and early advocates for computerized learning. Watters pays particular attention to the role of the media--newspapers, magazines, television, and film--in shaping people's perceptions of teaching machines as well as the psychological theories underpinning them. She considers these machines in the context of education reform, the political reverberations of Sputnik, and the rise of the testing and textbook industries. She chronicles Skinner's attempts to bring his teaching machines to market, culminating in the famous behaviorist's efforts to launch Didak 101, the "pre-verbal" machine that taught spelling. (Alternate names proposed by Skinner include "Autodidak," "Instructomat," and "Autostructor.") Telling these somewhat cautionary tales, Watters challenges what she calls "the teleology of ed tech"--the idea that not only is computerized education inevitable, but technological progress is the sole driver of events.

This book provides an archival forum for researchers, academics, practitioners, and industry professionals interested and/or engaged in the reform of the ways of teaching and learning through advancing current learning environments towards smart learning environments. It facilitates opportunities for discussions and constructive dialogue among various stakeholders on the limitations of existing learning environments, need for reform, innovative uses of emerging pedagogical approaches and technologies, and sharing and promotion of best practices, leading to the evolution, design and implementation of smart learning environments. This book also focus on the interplay of pedagogy, technology and their fusion towards the advancement of smart learning environments.  

This book presents an overview on ten years of rich experience and innovative development of scientific research around pedagogy, didactics and educative technologies at Cadi Ayyad University. From active learning in traditional teaching to technology enhanced learning, many efforts have been done so far by both researchers and PhD students making from Science Education an essential pillar that should bring innovative solutions and improve quality in teaching and learning in classes. 13 different topics have been selected and converted to chapters summarizing a decennia of active and open research works at the university. The selected chapters are a compilation of initiatives of research that Cadi Ayyad University team's are developing and experimenting among students. This compilation is unique in the field and country, so that it provides a innovative view on how some key topics are addressed in Higher Education.

This book relates to the experiences and initiatives of teacher education institutions in the Southern Africa region to empower teachers to cope with teaching and learning in the digital age. The book covers the impacts of digital technologies on the teaching and learning process. Online and blended learning, digital pedagogies, the design of curricula and learning experiences to address the learning needs and profile of learners are considered in this book. Furthermore, the way in which pre- and in-service teachers learn about alternative modes of assessment will also be considered. In this regard, innovative concepts such as renewable and situated assessments, multimodal assessments, digital storytelling and e-portfolios, amongst others, were explored. 

This book provides a single source of reference for educators interested in understanding how industry-based ideas have been adapted into different educational contexts, and supports their utilisation in practice. The link between industry-based ideas and their application in education has enabled educators to develop engaging, collaborative, and creative learning environments, as well as better preparing their students for an increasingly complex and dynamic global environment. This book includes contributions from educators, researchers, and practitioners, who have integrated industry-based ideas into their teaching, and explores how these concepts and practices support the creation of effective learning environments. Through these diverse, international contributions, this book enables wider engagement with, and critical analysis of, the application of industry practices, processes and techniques in the development of collaborative and creative learning environments.

This book draws on the responses to learning and teaching and applied education futures thinking, that provide insights into the future of learning. It brings together more than 30 novel and important applied research and scholarly contributions from around the world, including Australia, Canada, Finland, Germany, Hong Kong, Japan, Macau, Mainland China, Malaysia, Morocco, Pakistan, and the UK. The chapters, including reflective essays and practice-based case examples, are divided into five major themes:* Future ready values and competencies for the future of work* Innovative pedagogies in applied degree learning and training* Driving student access, engagement, and success through digital technologies* Intelligent technologies: Embedding the new world of work into applied degrees* Lifelong learning, partnering, and the future of workThis book is important for readers interested in international perspectives on the future of work and professional education.

This book brings together education research and practice carried out by An-Najah National University, a lead Higher Institution in Palestine that managed to move from a face-to-face setting to a fully online learning and teaching environment during the initial COVID-19 outbreak, within a month, seamlessly, which makes a success cases study of virtualization. This book concentrates on approaches to ensure the continuous improvement and quality of higher education provision across the country, with particular focus on: a) learning and teaching methodologies in online settings; b) use of open education as a key resource; and c) development of academic capability building, along with academic and knowledge exchange with other higher education partners. Innovative ideas, best practices, and comparative case studies are presented, discussed, and compared with international ones to make specific recommendations for a successful and sustainable implementation.

This book is a collection of the leading scientific studies, which elaborate on the unique specifics of Central Asia and Russia and dwell on the potential and current contribution of digital higher education to the preservation of these specifics and adaptation of universities to them. In the four parts of this book, the authors determine the contribution of digital education to cultural inclusivity and the development of international education in Central Asia and Russia. The role of digital higher education in the sustainable development of regions in Central Asia and Russia is described. The advantages of digital higher education for the optimization of the labor market and employment of youth in Central Asia and Russia are determined. The current directions of digitalization (EdTech) and their contribution to the increase of quality and effectiveness of higher education in Central Asia and Russia are established.This multidisciplinary book is aimed at scholars from various spheres of science (pedagogics, cultural sciences, law, management, economics, and ICT), for whom the book offers the leading scientific and methodological inventions and developments on the digitalization of higher education in Central Asia and Russia.

This two-volume set LNAI 13355 and 13356 constitutes the refereed proceedings of the 23rd International Conference on Artificial Intelligence in Education, AIED 2022, held in Durham, UK, in July 2022.The 40 full papers and  40 short papers presented together with 2 keynotes, 6 industry papers, 12 DC papers, 6 Workshop papers, 10 Practitioner papers, 97 Posters and Late-Breaking Results were carefully reviewed and selected from 243 submissions. The conference presents topics such as intelligent systems and the cognitive sciences for the improvement and advancement of education, the science and engineering of intelligent interactive learning systems. The theme for the AIED 2022 conference was AI in Education: Bridging the gap between academia, business, and non-pro t in preparing future-proof generations towards ubiquitous AI."e;

This book constitutes the refereed proceedings of the 10th International Workshop on Biomedical Image Registration, WBIR 2020, which was supposed to be held in Munich, Germany, in July 2022.The 11 full and poster papers together with 17 short papers included in this volume were carefully reviewed and selected from 32 submitted papers. The papers are organized in the following topical sections: optimization, deep learning architectures, neuroimaging, diffeomorphisms, uncertainty, topology and metrics.

This book is about makers and makerspaces in education. It furnishes and analyzes case studies from sixty teachers working in twenty different school districts in Ontario, Canada. Each author provides research and analyzes data about the process of establishing makerspaces and implementing maker pedagogies with students in grades K-8.The first chapter sets the stage for the book, describing the theoretical framework and methodology used and offering information on the schools in which the research occurred. Subsequent chapters focus on specific topics and individual case studies, including assessment, pedagogic techniques, equity, inclusivity, and methods of making. The book will prove valuable to both researchers and practitioners, any educator interested in this developing topic, including school leaders, school district leaders, educational researchers, and teacher educators. It will also be useful for initial teacher education programs.

This volume constitutes selected and revised papers of the 5th International Conference on Advanced Informatics for Computing Research, ICAICR 2021, held in Gurugram, India, in December 2021. The 17 revised full papers and 6 short papers presented were carefully reviewed and selected from 306 submissions. The papers targeted state-of-the-art as well as emerging topics pertaining to advanced informatics for computing research and its implementation for engineering applications.

This book is about the relationships between technologies and the content of religious belief and practice. A number of models are now starting to emerge, but each of these depends on the theological or philosophical framework within which the debate is set. At at the same time, there are dilemmas operating at different ends of the spectrum.For example, at one end there is a tendency towards subsuming the digital within the divine, and at the other an instrumental stance relating to how technology is deployed. Either of these stances could be said to ignore rather than acknowledge that the human itself is being changed as a result of the interactions with the digital. The book explores the following areas: * Where is God to be found or present in the postdigital condition? * What are the implications of the postdigital condition for spirituality and indeed for the activity of God through the Holy Spirit? * How do concepts of transhumanism or posthumanism effect understandings of the incarnation? * Does the doctrine of the Trinity need revisiting in the light of the digital as medium of relationship? * Does Creation now include the postdigital? * What of the Kingdom of God now that the kingdom of the Tech giants is so powerful all-consuming? 

This book constitutes the refereed proceedings of the 15th International Conference on Blended Learning, ICBL 2022, held in Hong Kong, China, in August 2022. The 31 papers presented in this volume were carefully reviewed and selected from 80 submissions. The conference theme of ICBL 2022 is Blended Learning: Engaging Students in the New Era. The papers are organized in topical sections named: Game-based Learning and Augmented Learning Environment; Computer Supported Collaborative Learning; Enriching Learning Experience with Blended and Online Learning; Content Development and Practice for Blended Learning and Beyond.

This volume constitutes selected papers presented during the Second International Conference on Intelligent Systems and Pattern Recognition, ISPR 2022, held in Hammamet, Tunisia, in March 2022. Due to the COVID-19 pandemic the conference was held online. The 22 full papers and 10 short papers presented were thoroughly reviewed and selected from the 91 submissions. The papers are organized in the following topical sections: computer vision; data mining; pattern recognition; machine and deep learning.

This book constitutes the refereed proceedings of the 15th IFIP WG 11.8 World Conference on Information Security Education, WISE 2022, held in Copenhagen, Denmark, in June 2021. The 8 papers presented were carefully reviewed and selected from 17 submissions. The papers are categorized into the following topical sub-headings: Securing the Fourth Industrial Revolution through Programming; Cybersecurity in the Fourth Industrial Revolution: Charting the Way Forward in Education; and Real-World Cybersecurity-Inspired Capacity Building.

This book constitutes the proceedings of the 17th European Conference on Technology Enhanced Learning, EC-TEL 2022, held in Toulouse, France, in September 2022.The 30 research papers and 31 demo and poster papers presented in this volume were carefully reviewed and selected from 109 submissions. Chapter "e;Learners' Strategies in Interactive Sorting Tasks"e; is available open access under a CC BY 4.0 license.

This book constitutes the proceedings of the 14th International Conference on Informatics in Schools: Situation, Evolution and Perspectives, ISSEP 2021, held in Nijmegen, The Netherlands, in November 2020. Due to COVID-19 related travelling restrictions the conference had to be switched to online format. The 12 full papers presented together with 4 short papers were carefully reviewed and selected from 57 submissions. They are organized in 2 topical sections named: state of research and best practice, country, and experience reports.As in our school education subjects like "e;digital literacy"e; or "e;media literacy"e; are making their way in, complementing or partially replacing computer science education. The current ISSEP conference reacted to this trend and therefore invited computer scientists, media didactics, and representatives of politics, media and industry to a discussion round on the topic "e;Media Education or Computer Science? Quo Vadis, School Teaching?"e;.