Representing the latest work in the field, this volume addresses the fundamentals aspects behind problem solving. Topics include evolving learning processes, innovative pedagogies, and technology-based educational applications in the digital age.

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 Includes supplementary material: sn.pub/extras

Klappentext
Multiple Perspectives on Problem-Solving and Learning in the Digital Age Dirk Ifenthaler, Kinshuk, Pedro Isaias, Demetrios G. Sampson, J. Michael Spector, editors Have computers made problem-solving easier? The answer is a resounding yes and no: while we can access more information and increasingly sophisticated search engines, problems themselves are more complicated, and often more vague. Accordingly, new strategies for teaching problem-solving should be technologically astute, engage learners, and encourage progressive development of skills. The perspectives represented in Multiple Perspectives on Problem-Solving and Learning in the Digital Age include instructional design, cognition, assessment, schooling/teaching, and virtual environments, with emphasis on technologies that not only promote problem-solving, but also address new problems created by rapidly changing technology. Innovative new tools such as MAPLET (a learner-focused framework for integrating technology into curricula), the virtual learning environment ViCaDiS, and interactive online museum exhibits demonstrate the complex nature of problem-solving and the diverse ways in which learnersand instructorsachieve expertise. A sampling of the topics covered: • Pedagogical usability issues in Web-based learning objects. • Collaborative cognitive tools for shared representation. • Automated measurement of critical thinking for discussion forum participants. • Expanding global awareness with virtual collaboration. • Simulation games as learning experience. • Beyond teaching and learning: the human development paradigm. Multiple Perspectives on Problem-Solving and Learning in the Digital Age re-draws the boundaries of curriculum design and distributed knowledge. This volume will be a welcome addition to education libraries, and a forward-looking reference for academics and professionals in the field of technology integration in learning and instruction.

Inhalt
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.