Learning and Instruction in the Digital Age

• Συγγραφή απο Οργανισμό/Αρχή: SpringerLink (Online service)
• Άλλοι συγγραφείς: Spector, J. Michael (Επιμελητής έκδοσης), Ifenthaler, Dirk (Επιμελητής έκδοσης), Isaias, Pedro (Επιμελητής έκδοσης), Kinshuk (Επιμελητής έκδοσης), Sampson, Demetrios (Επιμελητής έκδοσης)
• Μορφή: Ηλεκτρονική πηγή Ηλ. βιβλίο
• Γλώσσα: English
• Έκδοση: Boston, MA : Springer US : Imprint: Springer, 2010.
• Θέματα: Education.; Education > Data processing.; Educational psychology.; Education > Psychology.; Learning & Instruction.; Computers and Education.; Educational Psychology.

 Instruction tailored to the individual student, learning and teaching outside the limits of time and space—ideas that were once considered science fiction are now educational reality, with the prospect of an intelligent Web 3.0 not far distant. Alongside these innovations exists an emerging set of critical-thinking challenges, as Internet users create content and learners (and teachers) take increased responsibility in their work. Learning and Instruction in the Digital Age nimbly balances the technological and pedagogical aspects of these rapid changes, gathering papers from noted researchers on a wealth of topics relating to cognitive approaches to learning and teaching, mental models, online learning, communications, and innovative educational technologies, among them: Cognition and student-centered, Web-based learning The progression of mental models throughout a course of instruction Experiencing education with 3D virtual worlds Expanding educational boundaries through multi-school collaboration Adapting e-learning to different learning styles The student blog as reflective diary With its blend of timely ideas and forward thinking, Learning and Instruction in the Digital Age will enrich the work of researchers in educational psychology, educational technology, and cognitive science. 

 Cognitive Approaches to Learning and Instruction (Spector) -- Learning and Instruction in the Digital Age -- Cognition and Student-Centered, Web-Based Learning: Issues and Implications for Research and Theory -- Testing as Feedback to Inform Teaching -- Enhancing Learning from Informatics Texts -- Knowledge Representation and Mental Models (Ifenthaler) -- Model-Based Knowledge Mapping -- Prototype for the Knowledge Representation Supporting Inter-institutional Knowledge Flow Analysis -- The Role of Supportive Information in the Development and Progression of Mental Models -- The Qualitative Study on Contents Analysis/Construction Method for e-Learning -- Technology–Facilitated Tools and Techniques (Isaías) -- VideoClipQuests as a New Setup for Learning -- Research on Computer-Supported Collaborative Learning in Transdisciplinary Groups -- Improving Teacher Performance Using an Enhanced Digital Video Reflection Technique -- Experiencing and Learning with 3D Virtual Worlds -- Communications and Methods (Kinshuk) -- CARTE: An Observation Station to Regulate Activity in a Learning Context -- Acceptance of Model-Based Instruction Among Students in Spanish and Mathematics -- Communities of Learners -- Supporting the Implementation of Case Activities Using e-Learning Technologies -- Practices in Old Age ICT Education -- Integrative Methods and Online Learning (Sampson) -- Cultural Features of e-Learning -- Case Study on Student Blogs in a Blended Learning Course -- Self-Assessment: An Important Process in e-Training -- A Design Framework for an Online English Writing Course -- Catering for Different Learning Styles in e-Learning -- Learning and Instruction in the Digital Age.