About this book series
This book series focuses on the implications of digital technologies for educators and educational decision makers. Taking an interdisciplinary and visionary perspective on cognition and exploratory learning in the digital age, the series examines how digital technologies can or should be exploited to address the needs and propel the benefits of large-scale teaching, learning and assessment. It includes the newest technical advances and applications, and explicitly addresses digital technologies and educational innovations.
The series incorporates volumes stemming from the Cognition and Exploratory Learning in the Digital Age (CELDA) conference. Since 2004 the CELDA conference has focused on discussing and addressing the challenges pertaining to the evolution of the learning process, the role of pedagogical approaches and the progress of technological innovation, in the context of the digital age. Some of CELDA’s main topics include: assessment of exploratory learning approaches and technologies, educational psychology, learning paradigms in academia and the corporate sector, student-centred learning and lifelong learning. In line with and in addition to these CELDA conference volumes, this series publishes monographs and edited volumes covering the following subject areas:
• K-12, Higher Education, Vocational Education, Business Education, Health Education
• Learning Design, Instructional Design
• Change Management, Technology Adoption, Learning Organization
• Data analytics
• Learning, Teaching, Assessment
The book series represents the most recent work in the area where cognitive psychology, information and communications technology and instructional design intersect.
- Electronic ISSN
- 2662-5636
- Print ISSN
- 2662-5628
- Series Editor
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- Dirk Ifenthaler,
- Demetrios Sampson,
- Pedro Isaías
Abstracted and indexed in
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- ERIC