Investigating an online museum's information system.- A framework for matching aims, processes, learner expertise and technologies.- Web-based learning objects in school education.- A monitoring and experience sharing tool.- Constructing a knowledge base according to a text comprehension model.- First-person education and the nature of knowing, understanding, and affect.- Socio-cognitive regulation strategies in cooperative learning tasks in virtual contexts.- Collaborative cognitive tools for shared representations.- Automating the measurement of critical thinking for individuals particIpating in discussion forums.- Alternative assessment strategies for complex problem solving in game-based learning environments.- Concept map based intelligent knowledge assessment system: experience of development and practical use.- Technologies to support the assessment of complex learning in capstone units: Two case studies.- Text-guided automated self.- Comparing the impact of electronic performance support and web-based training.- Moving beyond teaching and learning into a human development paradigm.- Leaders for the 21st century: Preparation, experiences, and roles in technology implementation.- Pedagogy and content knowledge based podcasting project for preservice teachers.- Simulation game as a learning experience: An analysis of learning style and attitude.- Implementation of an online social annotation tool in a college english course.- Self-direction indicators for evaluating the design-based elearning course with social software.- Employing virtual collaborative exchanges to expand global awareness.- Ideas and concepts of ViCaDiS - A virtual learning environment for digital students.
This edited volume with selected expanded papers from CELDA (Cognition and Exploratory Learning in the Digital Age) 2009 (http://www.celda-conf.org/) addresses the main issues concerned with problem solving, evolving learning processes, innovative pedagogies, and technology-based educational applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This volume aims to cover both technological as well as pedagogical issues related to these developments.
Represents the latest work in the area where problem-solving, information and communications technology, learning psychology and instructional design intersect
Contributions and participation from cognitive psychologists, information technologists and instructional designers - both researchers and practitioners
Volume covers technological as well as pedagogical issues related to developments in the field