Springer Digital Systems for Open Access to Formal and Informal Learning

Presenting cutting-edge research papers from the CELDA 2012 conference, this collection offers multi-disciplinary, peer-reviewed coverage of the latest innovations in the use of digital systems and technologies to enhance both formal and informal learning. From the Back Cover Today, Digital Systems and Services for Technology Supported Learning and Education are recognized as the key drivers to transform the way that individuals, groups and organizations “learn” and the way to “assess learning” in 21st Century. These transformations influence: Objectives - moving from acquiring new “knowledge” to developing new and relevant “competences”; Methods – moving from “classroom” based teaching to “context-aware” personalized learning; and Assessment – moving from “life-long” degrees and certifications to “on-demand” and “in-context” accreditation of qualifications.  Within this context, promoting Open Access to Formal and Informal Learning, is currently a key issue in the public discourse and the global dialogue on Education, including Massive Open Online Courses (MOOCs) and Flipped School Classrooms.     This volume on Digital Systems for Open Access to Formal and Informal Learning contributes to the international dialogue between researchers, technologists, practitioners and policy makers in Technology Supported Education and Learning.  It addresses emerging issues related with both theory and practice, as well as, methods and technologies that can support Open Access to Formal and Informal Learning.  In the twenty chapters contributed by international experts who are actively shaping the future of Educational Technology around the world, topics such as: -          The evolution of University Open Courses in Transforming Learning -          Supporting Open Access to Teaching and Learning of People with Disabilities-          Assessing Student Learning in Online Courses -          Digital Game-based Learning for School Education -          Open Access to Virtual and Remote Labs for STEM Education -          Teachers’ and Schools’ ICT Competence Profiling -          Web-Based Education and Innovative Leadership in a K-12 International School Setting are presented.   An in-depth blueprint of the promise, potential, and imminent future of the field, Digital Systems for Open Access to Formal and Informal Learning is necessary reading for researchers and practitioners, as well as, undergraduate and postgraduate students, in educational technology. About the Author Demetrios G. Sampson (Department of Digital Systems, University of Piraeus & Informatics and Telematics Institute, Centre for Research and Technology - Hellas, Greece, sampson@iti.gr) has received a Diploma in Electrical Engineering from the Democritus University of Thrace, Greece in 1989 and a Ph.D. in Electronic Systems Engineering from the University of Essex, UK in 1995. He is a Full Professor of Digital Systems for Learning and Education at the Department of Digital Systems, University of Piraeus, Greece and a Research Fellow at the Information Technologies Institute (ITI), Centre of Research and Technology Hellas (CERTH). He is the Founder and Director of the Advanced Digital Systems and Services for Education and Learning (ASK) since 1999. He is the co-author of more than 312 publications in scientific books, journals and conferences with at least 1400 known citations (h-index: 20). He has received 6 times Best Paper Award in International Conferences on Advanced Learning Technologies. He is a Senior and Golden Core Member of IEEE and he was the elected Chair of the IEEE Computer Society Technical Committee on Learning Technologies (2008-2011). He is Co-Editor-in-Chief of the Educational Technology and Society Journal (impact factor 1.171, 2012). He is also a Member of the Steering Committee of the IEEE Transactions on Learning Technologies, Member of the Editorial Board of 22 International/National Journals and a Guest