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130626 ||| eng |
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|a 9781441976123
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|a Ifenthaler, Dirk
|e [editor]
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|a Multiple Perspectives on Problem Solving and Learning in the Digital Age
|h Elektronische Ressource
|c edited by Dirk Ifenthaler, J. Michael Spector, Kinshuk, Pedro Isaias, Demetrios G. Sampson
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|a 1st ed. 2011
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|a New York, NY
|b Springer New York
|c 2011, 2011
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|a XIX, 398 p
|b online resource
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|a 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
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|a Educational Psychology
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|a Digital Education and Educational Technology
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|a Instructional Psychology
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|a Educational psychology
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|a Learning, Psychology of
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|a Educational technology
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|a Spector, J. Michael
|e [editor]
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|a Kinshuk
|e [editor]
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|a Isaias, Pedro
|e [editor]
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|a eng
|2 ISO 639-2
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|b Springer
|a Springer eBooks 2005-
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|a 10.1007/978-1-4419-7612-3
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|u https://doi.org/10.1007/978-1-4419-7612-3?nosfx=y
|x Verlag
|3 Volltext
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|a 371.33
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|a 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 learners—and instructors—achieve 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
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