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- Page 12 and 13: Introduction Owing to the exponenti
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- Page 27 and 28: The Educational Paradigm Shifts Eve
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- Page 33 and 34: The Educational Paradigm Shifts eng
- Page 35 and 36: Perspectives The Educational Paradi
- Page 38 and 39: 3 Concepts and Models Introduction
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Online Learning: Visions, Hopes, Ex
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Online Learning: Visions, Hopes, Ex
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5 Digitised Learning Environments:
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Digitised Learning Environments: Ne
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Digitised Learning Environments: Ne
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Digitised Learning Environments: Ne
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Digitised Learning Environments: Ne
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Digitised Learning Environments: Ne
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Digitised Learning Environments: Ne
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6 New Learning Spaces Introduction
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New Learning Spaces characteristic
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New Learning Spaces � There is a
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New Learning Spaces Uncertainties T
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New Learning Spaces Opaqueness If t
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New Learning Spaces This interactio
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New Learning Spaces scenes from fai
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7 A Pedagogical Model for Using Vir
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A Pedagogical Model for Using Virtu
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A Pedagogical Model for Using Virtu
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A Pedagogical Model for Using Virtu
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A Pedagogical Model for Using Virtu
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A Pedagogical Model for Using Virtu
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A Pedagogical Model for Using Virtu
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A Pedagogical Model for Using Virtu
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A Pedagogical Model for Using Virtu
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A Pedagogical Model for Using Virtu
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A Pedagogical Model for Using Virtu
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Moderating a Virtual Seminar new le
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Moderating a Virtual Seminar other
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Moderating a Virtual Seminar Advant
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Moderating a Virtual Seminar Learni
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Moderating a Virtual Seminar formul
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Moderating a Virtual Seminar judged
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Moderating a Virtual Seminar We may
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Moderating a Virtual Seminar observ
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Moderating a Virtual Seminar the pr
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Moderating a Virtual Seminar 3. How
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Moderating a Virtual Seminar � I
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"Information" and "Knowledge" - On
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"Information" and "Knowledge" - On
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Knowledge "Information" and "Knowle
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"Information" and "Knowledge" - On
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"Information" and "Knowledge" - On
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"Information" and "Knowledge" - On
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"Information" and "Knowledge" - On
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"Information" and "Knowledge" - On
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"Information" and "Knowledge" - On
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"Information" and "Knowledge" - On
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"Information" and "Knowledge" - On
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"Information" and "Knowledge" - On
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"Information" and "Knowledge" - On
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"Information" and "Knowledge" - On
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Pedagogical Consequences of the Tra
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Pedagogical Consequences of the Tra
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Pedagogical Consequences of the Tra
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Pedagogical Consequences of the Tra
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Pedagogical Consequences of the Tra
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Pedagogical Consequences of the Tra
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Pedagogical Consequences of the Tra
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Pedagogical Consequences of the Tra
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Pedagogical Consequences of the Tra
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11 The Pedagogical Flexibility of t
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The Pedagogical Flexibility of the
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The Pedagogical Flexibility of the
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The Pedagogical Flexibility of the
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The Pedagogical Flexibility of the
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The Pedagogical Flexibility of the
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The Pedagogical Flexibility of the
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The Pedagogical Flexibility of the
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The Pedagogical Flexibility of the
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The Pedagogical Flexibility of the
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The Pedagogical Flexibility of the
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The Pedagogical Flexibility of the
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The Pedagogical Flexibility of the
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The Transformation of the Universit
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The Transformation of the Universit
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The Transformation of the Universit
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The Transformation of the Universit
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The Transformation of the Universit
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The Transformation of the Universit
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Visions of Autonomous Learning 1.3.
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Visions of Autonomous Learning Soci
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Visions of Autonomous Learning 4.3.
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Visions of Autonomous Learning abou
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Visions of Autonomous Learning expl
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Visions of Autonomous Learning Thes
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Visions of Autonomous Learning �
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Visions of Autonomous Learning �
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Visions of Autonomous Learning �
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References Aebli, H. (1983). Die Wi
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References Bell, D. (1975). Die nac
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References Dale, E. (1967). Histori
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References Faulstich, W. (1997). "J
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References Hauck, M. (2004). Explor
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References Jakupec, V. (1993). Das
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References Kuhlen, R. (1991). Hyper
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References Nolda, S. (2001). Vom Ve
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References Reinmann-Rothmeier, G. (
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References Schulmeister, R. (n. y.)
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References Weinberger, A., & Mandl,
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Giesecke, Michael: 136 Giovis, Chri
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Spada, Hans: 135, 136, 138 Spencer,
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computer-mediated: 32, 98; digital:
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emergence: 13, 17, 84, 86, 159, 162
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isolation: 47, 102, 103, 111, 119 I
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structuring: 79, 80-1, 86, 94; summ
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patchwork identity: 104 pattern rec
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self-regulated: 9, 29, 115, 126; se
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ASF Series Studien und Berichte der