Multiple Perspectives on Problem Solving and Learning in the Digital Age

1. Front Matter

   Pages i-xix

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2. Learning to Solve Problems in the Digital Age: Introduction

   • J. Michael Spector, Kinshuk

   Pages 1-8

3. Instructional Design Perspectives

   1. Front Matter

      Pages 9-9

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   2. Investigating an Online Museum’s Information System

      • Asmidah Alwi, Elspeth McKay

      Pages 11-22

   3. MAPLET – A Framework for Matching Aims, Processes, Learner Expertise and Technologies

      • Maree Gosper

      Pages 23-36

   4. Web-Based Learning Objects in School Education

      • Said Hadjerrouit

      Pages 37-48

   5. KM and WEB 2.0 Methods for Project-Based Learning

      • Christine Michel, Élise Lavoué

      Pages 49-63

4. Cognitive Perspectives

   1. Front Matter

      Pages 65-65

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   2. Semandix: Constructing a Knowledge Base According to a Text Comprehension Model

      • Panagiotis Blitsas, Maria Grigoriadou, Christos Mitsis

      Pages 67-88

   3. First-Person Education and the Biofunctional Nature of Knowing, Understanding, and Affect

      • Asghar Iran-Nejad, William Stewart

      Pages 89-109

   4. Socio-cognitive Regulation Strategies in Cooperative Learning Tasks in Virtual Contexts

      • Denisse Margoth López-Benavides, Ibis Marlene Alvarez-Valdivia

      Pages 111-126

   5. Collaborative Cognitive Tools for Shared Representations

      • Jukka Orava, Pasi Silander

      Pages 127-139

5. Assessment Perspectives

   1. Front Matter

      Pages 141-141

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   2. Automating the Measurement of Critical Thinking for Individuals Participating in Discussion Forums

      • Stephen Corich, Kinshuk, Lynn Jeffrey

      Pages 143-157

   3. Alternative Assessment Strategies for Complex Problem Solving in Game-Based Learning Environments

      • Deniz Eseryel, Dirk Ifenthaler, Xun Ge

      Pages 159-178

   4. Concept Map Based Intelligent Knowledge Assessment System: Experience of Development and Practical Use

      • Janis Grundspenkis

      Pages 179-197

   5. Technologies to Support the Assessment of Complex Learning in Capstone Units: Two Case Studies

      • Margot McNeill

      Pages 199-216

   6. Text-Guided Automated Self Assessment

      • Pablo Pirnay-Dummer, Dirk Ifenthaler

      Pages 217-225

6. Schooling and Teaching Perspectives

   1. Front Matter

      Pages 227-227

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   2. Comparing the Impact of Electronic Performance Support and Web-Based Training

      • James D. Klein, Frank Nguyen

      Pages 229-241

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.

• learning and instruction

• Abt. Lernforschung, Universität Freiburg, Freiburg, Germany

  Dirk Ifenthaler

• Learning & Performance Support Lab., University of Georgia, Athens, USA

  J. Michael Spector

• Centre for Science, Athabasca University, Athabasca, Canada

  Kinshuk

• Universidade Aberta, Lisboa, Portugal

  Pedro Isaias

• Dept. Technology in Education &, Digital Systems, University of Piraeus, Piraeus, Greece

  Demetrios Sampson

Policies and ethics