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Multiple Perspectives on Problem Solving and Learning in the Digital Age.

By: Ifenthaler, Dirk.
Contributor(s): Spector, J. Michael | Kinshuk.
Material type: TextTextSeries: eBooks on Demand.Publisher: New York, NY : Springer New York, 2014Copyright date: ©2011Description: 1 online resource (396 pages).Content type: text Media type: computer Carrier type: online resourceISBN: 9781441976123.Subject(s): Problem solvingGenre/Form: Electronic books.Additional physical formats: Print version:: Multiple Perspectives on Problem Solving and Learning in the Digital AgeDDC classification: 371.33 LOC classification: L1-991Online resources: Click here to view this ebook.
Contents:
Preface -- Acknowledgements -- Contents -- Contributors -- Reviewers -- 1 Learning to Solve Problems in the Digital Age: Introduction -- 1 Context -- 2 Problem Solving -- 3 Developing Problem Solving Expertise -- 4 Problem Solving in the Digital Age -- 5 Tools and Technologies -- 6 Concluding Remarks -- References -- Part I Instructional Design Perspectives -- 2 Investigating an Online Museums Information System -- 1 Introduction -- 2 Online-Museums -- 2.1 Preparing the Cognitive Space in Online Exhibits -- 2.2 Considering Learners' Differences -- 2.3 Cognitive Style Construct -- 3 Experimental Design -- 4 Discussion and Conclusions -- References -- 3 MAPLET A Framework for Matching Aims, Processes, Learner Expertise and Technologies -- 1 Introduction -- 2 Intellectual Skill Development -- 3 The MAPLET Framework -- 3.1 Alignment Along the Horizontal Axis -- 3.2 Sequencing Down the Vertical Axis -- 4 The MAPLET Framework in Action -- 5 The Case Study -- 5.1 Procedure -- 5.2 Results -- 5.2.1 Aims and Outcomes in Relation to the Phases of Acquisition -- 5.2.2 Learner Characteristics -- 5.2.3 Activities and Resources -- 5.2.4 Discussion and Recommendations -- 6 Conclusion -- References -- 4 Web-Based Learning Objects in School Education -- 1 Introduction -- 2 Literature Review -- 3 Pedagogical Usability Criteria -- 4 WBLO Architecture -- 5 Case Study -- 5.1 Learning Objectives -- 5.1.1 Methods -- 6 Findings -- 7 Discussion -- 8 Conclusion -- References -- 5 KM and WEB 2.0 Methods for Project-Based Learning -- 1 Introduction -- 2 Case Study: A Project Management Training Course -- 2.1 The Course Organisation -- 2.2 The Observed Problems -- 3 Tools to Support Learning Activities -- 3.1 Monitoring Tools -- 3.2 Experience Sharing Tools -- 4 A Platform for Tutors and Students -- 5 Conclusion and Future Directions -- References.
Part II Cognitive Perspectives -- 6 Semandix: Constructing a Knowledge Base According to a Text Comprehension Model -- 1 Introduction -- 2 Semandix Description -- 2.1 Knowledge-Base Administration Module -- 2.1.1 Concept Map Constructing Procedure -- 2.1.2 WordNet Extension Procedure -- 2.2 Semandix Semantic Dictionary -- 2.3 Text Semantic Analysis -- 2.4 Concept Map Assessment -- 3 Discussion Future Plans -- References -- 7 First-Person Education and the Biofunctional Nature of Knowing, Understanding, and Affect -- 1 Introduction -- 1.1 Knowledge Acquisition in 2nd/3rd-Person Education -- 1.2 From 2nd/3rd-Person Prior Knowledge to 1st-Person Prior Understanding -- 1.3 Structural and Biofunctional Schema Theories of Knowledge Acquisition -- 1.4 Understanding as Embodied Form Following Function -- 1.5 Wholetheme, Whole-Body, Biofunctional Activity -- 2 Overall Methodology -- 2.1 Experiment 1 -- 2.1.1 Participants, Design, and Material -- 2.1.2 Procedure -- 2.1.3 Results -- 2.1.4 Discussion -- 2.2 Experiment 2 -- 2.2.1 Participants -- 2.2.2 Materials, Design, and Instrument -- 2.2.3 Procedure -- 2.2.4 Results -- 2.2.5 Discussion -- 2.3 Experiment 3 -- 2.3.1 Participants, Material, and Procedure -- 2.3.2 Results -- 3 Conclusion -- References -- 8 Socio-cognitive Regulation Strategies in Cooperative Learning Tasks in Virtual Contexts -- 1 Introduction -- 2 Method and Procedure -- 2.1 Data -- 2.2 Categorization Unit, Coding System, Inter-judge Reliability -- 2.2.1 Categorization Unit -- 2.2.2 Coding System -- 2.3 Inter-judge Reliability -- 3 Findings and Discusion -- 3.1 Regulation Models During Cooperative Tasks in Virtual Learning Environments (VLE) -- 4 Conclusions -- References -- 9 Collaborative Cognitive Tools for Shared Representations -- 1 Introduction -- 2 Information Strategy Process and Collaborative Cognitive Tools.
3 Cognitive Tools for Collaborative Shared Representations in a Strategy Process -- 3.1 A Tool for Identifying Development Needs -- 3.1.1 Cognitive Functions -- Design Principles Behind the Tool -- 3.2 A Tool for Collaborative Construction of Development Goals -- 3.2.1 Cognitive Functions -- Design Principles Behind the Tool -- 3.3 A Tool for the Practical Alignment of the Development Goals -- 3.3.1 Cognitive Functions -- Design Principles Behind the Tool -- 3.4 A Tool for Mapping Teachers' Combined Pedagogical Skills in the Use of ICT -- 4 Analysis: From the Organizations Presentations to the Collaboratively Created and Shared Representation Meaning and Relevance -- 4.1 Implications for the Implementation of the National Information Strategy and Policies -- 5 Discussion -- References -- Part III Assessment Perspectives -- 10 Automating the Measurement of Critical Thinking for Individuals Participating in Discussion Forums -- 1 Introduction -- 2 Critical Thinking -- 3 Discussion Forums -- 4 Methodology -- 5 Results and Findings -- 6 Discussion -- References -- 11 Alternative Assessment Strategies for Complex Problem Solving in Game-Based Learning Environments -- 1 Introduction -- 2 Game-Based Learning in the Digital Age -- 3 Assessment of Game-Based Learning -- 3.1 External Assessment -- 3.2 Internal Assessment -- 4 Methods for External and Internal Game-Based Assessment -- 4.1 A Study on Surviving in Space -- 4.2 External Assessment Strategies -- 4.2.1 Problem Scenario -- 4.2.2 Think Aloud Protocol -- 4.2.3 Annotated Causal Representation -- 4.3 Internal Assessment Strategies -- 4.4 Coding and Analysis -- 4.4.1 Coding and Analysis of Problem-Solving Protocols -- 4.4.2 Coding and Analysis of Annotated Causal Representations -- 5 Discussion and Future Directions -- References.
12 Concept Map Based Intelligent Knowledge Assessment System: Experience of Development and Practical Use -- 1 Introduction -- 2 Concept Maps as Knowledge Assessment Tools -- 2.1 Representation of Concept Maps -- 2.2 Concept Map Tasks -- 2.3 Response Format and Scoring System -- 3 Overview of the IKAS -- 3.1 Basic Principles of the IKAS -- 3.2 Operation Scenario -- 4 Results of Practical Use of the IKAS -- 4.1 Organization of Practical Testing -- 4.2 Student Opinions About CMs as Knowledge Assessment Tools -- 4.3 Improvements of Functionality of the IKAS -- 4.4 Change of the Degree of Task Difficulty -- 4.5 Feedback Provided to Students -- 5 Conclusions -- References -- 13 Technologies to Support the Assessment of Complex Learning in Capstone Units: Two Case Studies -- 1 Introduction -- 1.1 Capstone Units -- 2 Technologies to Support Assessment -- 3 The Study -- 4 Case Study One: Computing Science -- 4.1 Learning Outcomes -- 4.2 Scaffolding -- 4.3 Assessment -- 4.4 Technologies -- 5 Case Study Two: Child Development -- 5.1 Learning Outcomes -- 5.2 Scaffolding -- 5.3 Assessment -- 5.4 Technologies -- 6 Common Themes -- 7 Concluding Comments -- References -- 14 Text-Guided Automated Self Assessment -- 1 Introduction -- 2 From Coaching to Self-Assessment -- 3 TASA: Text-Guided Automated Self-Assessment -- 3.1 Reflection -- 3.2 Preflection -- 4 Evaluation of Learning Progression Within the TASA Environment -- 4.1 Method -- 4.2 Results -- 4.3 Discussion -- 5 Conclusion -- References -- Part IV Schooling and Teaching Perspectives -- 15 Comparing the Impact of Electronic Performance Support and Web-Based Training -- 1 Introduction -- 2 Purpose -- 3 Method -- 3.1 Participants -- 3.2 Materials -- 3.3 Criterion and Enroute Measures -- 3.4 Procedures -- 4 Results -- 5 Discussion -- References.
16 Moving Beyond Teaching and Learning into a Human Development Paradigm -- 1 Introduction -- 2 The Teaching Centered Model (TCM) of Education -- 3 The Learning Centered Model (LCM) of Education -- 4 Transcending TCM and LCM with DCP -- 4.1 The Development Centered Paradigm (DCP) -- 5 A Demonstration Project Applying the DCP -- 5.1 A Description of the Demonstration Project -- 5.2 Key Insights from the Demonstration Project -- 6 Some Concluding Observations -- References -- 17 Leaders for the Twenty-First Century: Preparation, Experiences, and Roles in Technology Implementation -- 1 Introduction -- 2 Review of Literature -- 2.1 Theoretical Lens -- 2.2 Transformational Leadership -- 3 Methods -- 4 Results -- 4.1 Learning What They Know -- 4.2 Current Use of Technology -- 4.3 Encouraging Others -- 4.4 Future Uses of Technology -- 5 Discussion -- 6 Conclusion -- References -- 18 Pedagogy and Content Knowledge Based Podcasting Project for Preservice Teachers -- 1 Introduction -- 2 Theoretical Framework -- 3 Research -- 3.1 Research Participants -- 3.2 Research Instrument -- 3.3 Instruction Based on TPACK Model -- 3.3.1 Glitches: Teachable Moment -- 3.4 Result -- 3.4.1 Research Question 1 -- 3.4.2 Research Question 2 -- 4 Discussion -- 5 Conclusion -- 5.1 Summary of This Study -- 5.2 Limitations -- 5.3 Directions for Future Studies -- References -- Part V Virtual Environments Perspectives -- 19 Simulation-Games as a Learning Experience: An Analysis of Learning Style and Attitude -- 1 Introduction -- 1.1 Background -- 1.2 Data Collection -- 1.3 Procedure -- 2 Analysis -- 2.1 Learning Style as a Categorical Variable -- 2.2 Learning Style as a Categorical Variable: Analysis of Variance -- 2.3 Learning Style as Continuous Variables: Regression Analyse -- 2.4 Analysis of Statements Made by Participants During Post-simulation Debriefing Teleconferences.
2.4.1 Extroversion and Positive Attitude Toward 'Working with Other Individuals in Teams'.
Summary: 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.
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Item type Current location Call number URL Status Date due Barcode
Electronic Book UT Tyler Online
Online
L1-991 (Browse shelf) http://ebookcentral.proquest.com/lib/uttyler/detail.action?docID=645265 Available EBC645265

Preface -- Acknowledgements -- Contents -- Contributors -- Reviewers -- 1 Learning to Solve Problems in the Digital Age: Introduction -- 1 Context -- 2 Problem Solving -- 3 Developing Problem Solving Expertise -- 4 Problem Solving in the Digital Age -- 5 Tools and Technologies -- 6 Concluding Remarks -- References -- Part I Instructional Design Perspectives -- 2 Investigating an Online Museums Information System -- 1 Introduction -- 2 Online-Museums -- 2.1 Preparing the Cognitive Space in Online Exhibits -- 2.2 Considering Learners' Differences -- 2.3 Cognitive Style Construct -- 3 Experimental Design -- 4 Discussion and Conclusions -- References -- 3 MAPLET A Framework for Matching Aims, Processes, Learner Expertise and Technologies -- 1 Introduction -- 2 Intellectual Skill Development -- 3 The MAPLET Framework -- 3.1 Alignment Along the Horizontal Axis -- 3.2 Sequencing Down the Vertical Axis -- 4 The MAPLET Framework in Action -- 5 The Case Study -- 5.1 Procedure -- 5.2 Results -- 5.2.1 Aims and Outcomes in Relation to the Phases of Acquisition -- 5.2.2 Learner Characteristics -- 5.2.3 Activities and Resources -- 5.2.4 Discussion and Recommendations -- 6 Conclusion -- References -- 4 Web-Based Learning Objects in School Education -- 1 Introduction -- 2 Literature Review -- 3 Pedagogical Usability Criteria -- 4 WBLO Architecture -- 5 Case Study -- 5.1 Learning Objectives -- 5.1.1 Methods -- 6 Findings -- 7 Discussion -- 8 Conclusion -- References -- 5 KM and WEB 2.0 Methods for Project-Based Learning -- 1 Introduction -- 2 Case Study: A Project Management Training Course -- 2.1 The Course Organisation -- 2.2 The Observed Problems -- 3 Tools to Support Learning Activities -- 3.1 Monitoring Tools -- 3.2 Experience Sharing Tools -- 4 A Platform for Tutors and Students -- 5 Conclusion and Future Directions -- References.

Part II Cognitive Perspectives -- 6 Semandix: Constructing a Knowledge Base According to a Text Comprehension Model -- 1 Introduction -- 2 Semandix Description -- 2.1 Knowledge-Base Administration Module -- 2.1.1 Concept Map Constructing Procedure -- 2.1.2 WordNet Extension Procedure -- 2.2 Semandix Semantic Dictionary -- 2.3 Text Semantic Analysis -- 2.4 Concept Map Assessment -- 3 Discussion Future Plans -- References -- 7 First-Person Education and the Biofunctional Nature of Knowing, Understanding, and Affect -- 1 Introduction -- 1.1 Knowledge Acquisition in 2nd/3rd-Person Education -- 1.2 From 2nd/3rd-Person Prior Knowledge to 1st-Person Prior Understanding -- 1.3 Structural and Biofunctional Schema Theories of Knowledge Acquisition -- 1.4 Understanding as Embodied Form Following Function -- 1.5 Wholetheme, Whole-Body, Biofunctional Activity -- 2 Overall Methodology -- 2.1 Experiment 1 -- 2.1.1 Participants, Design, and Material -- 2.1.2 Procedure -- 2.1.3 Results -- 2.1.4 Discussion -- 2.2 Experiment 2 -- 2.2.1 Participants -- 2.2.2 Materials, Design, and Instrument -- 2.2.3 Procedure -- 2.2.4 Results -- 2.2.5 Discussion -- 2.3 Experiment 3 -- 2.3.1 Participants, Material, and Procedure -- 2.3.2 Results -- 3 Conclusion -- References -- 8 Socio-cognitive Regulation Strategies in Cooperative Learning Tasks in Virtual Contexts -- 1 Introduction -- 2 Method and Procedure -- 2.1 Data -- 2.2 Categorization Unit, Coding System, Inter-judge Reliability -- 2.2.1 Categorization Unit -- 2.2.2 Coding System -- 2.3 Inter-judge Reliability -- 3 Findings and Discusion -- 3.1 Regulation Models During Cooperative Tasks in Virtual Learning Environments (VLE) -- 4 Conclusions -- References -- 9 Collaborative Cognitive Tools for Shared Representations -- 1 Introduction -- 2 Information Strategy Process and Collaborative Cognitive Tools.

3 Cognitive Tools for Collaborative Shared Representations in a Strategy Process -- 3.1 A Tool for Identifying Development Needs -- 3.1.1 Cognitive Functions -- Design Principles Behind the Tool -- 3.2 A Tool for Collaborative Construction of Development Goals -- 3.2.1 Cognitive Functions -- Design Principles Behind the Tool -- 3.3 A Tool for the Practical Alignment of the Development Goals -- 3.3.1 Cognitive Functions -- Design Principles Behind the Tool -- 3.4 A Tool for Mapping Teachers' Combined Pedagogical Skills in the Use of ICT -- 4 Analysis: From the Organizations Presentations to the Collaboratively Created and Shared Representation Meaning and Relevance -- 4.1 Implications for the Implementation of the National Information Strategy and Policies -- 5 Discussion -- References -- Part III Assessment Perspectives -- 10 Automating the Measurement of Critical Thinking for Individuals Participating in Discussion Forums -- 1 Introduction -- 2 Critical Thinking -- 3 Discussion Forums -- 4 Methodology -- 5 Results and Findings -- 6 Discussion -- References -- 11 Alternative Assessment Strategies for Complex Problem Solving in Game-Based Learning Environments -- 1 Introduction -- 2 Game-Based Learning in the Digital Age -- 3 Assessment of Game-Based Learning -- 3.1 External Assessment -- 3.2 Internal Assessment -- 4 Methods for External and Internal Game-Based Assessment -- 4.1 A Study on Surviving in Space -- 4.2 External Assessment Strategies -- 4.2.1 Problem Scenario -- 4.2.2 Think Aloud Protocol -- 4.2.3 Annotated Causal Representation -- 4.3 Internal Assessment Strategies -- 4.4 Coding and Analysis -- 4.4.1 Coding and Analysis of Problem-Solving Protocols -- 4.4.2 Coding and Analysis of Annotated Causal Representations -- 5 Discussion and Future Directions -- References.

12 Concept Map Based Intelligent Knowledge Assessment System: Experience of Development and Practical Use -- 1 Introduction -- 2 Concept Maps as Knowledge Assessment Tools -- 2.1 Representation of Concept Maps -- 2.2 Concept Map Tasks -- 2.3 Response Format and Scoring System -- 3 Overview of the IKAS -- 3.1 Basic Principles of the IKAS -- 3.2 Operation Scenario -- 4 Results of Practical Use of the IKAS -- 4.1 Organization of Practical Testing -- 4.2 Student Opinions About CMs as Knowledge Assessment Tools -- 4.3 Improvements of Functionality of the IKAS -- 4.4 Change of the Degree of Task Difficulty -- 4.5 Feedback Provided to Students -- 5 Conclusions -- References -- 13 Technologies to Support the Assessment of Complex Learning in Capstone Units: Two Case Studies -- 1 Introduction -- 1.1 Capstone Units -- 2 Technologies to Support Assessment -- 3 The Study -- 4 Case Study One: Computing Science -- 4.1 Learning Outcomes -- 4.2 Scaffolding -- 4.3 Assessment -- 4.4 Technologies -- 5 Case Study Two: Child Development -- 5.1 Learning Outcomes -- 5.2 Scaffolding -- 5.3 Assessment -- 5.4 Technologies -- 6 Common Themes -- 7 Concluding Comments -- References -- 14 Text-Guided Automated Self Assessment -- 1 Introduction -- 2 From Coaching to Self-Assessment -- 3 TASA: Text-Guided Automated Self-Assessment -- 3.1 Reflection -- 3.2 Preflection -- 4 Evaluation of Learning Progression Within the TASA Environment -- 4.1 Method -- 4.2 Results -- 4.3 Discussion -- 5 Conclusion -- References -- Part IV Schooling and Teaching Perspectives -- 15 Comparing the Impact of Electronic Performance Support and Web-Based Training -- 1 Introduction -- 2 Purpose -- 3 Method -- 3.1 Participants -- 3.2 Materials -- 3.3 Criterion and Enroute Measures -- 3.4 Procedures -- 4 Results -- 5 Discussion -- References.

16 Moving Beyond Teaching and Learning into a Human Development Paradigm -- 1 Introduction -- 2 The Teaching Centered Model (TCM) of Education -- 3 The Learning Centered Model (LCM) of Education -- 4 Transcending TCM and LCM with DCP -- 4.1 The Development Centered Paradigm (DCP) -- 5 A Demonstration Project Applying the DCP -- 5.1 A Description of the Demonstration Project -- 5.2 Key Insights from the Demonstration Project -- 6 Some Concluding Observations -- References -- 17 Leaders for the Twenty-First Century: Preparation, Experiences, and Roles in Technology Implementation -- 1 Introduction -- 2 Review of Literature -- 2.1 Theoretical Lens -- 2.2 Transformational Leadership -- 3 Methods -- 4 Results -- 4.1 Learning What They Know -- 4.2 Current Use of Technology -- 4.3 Encouraging Others -- 4.4 Future Uses of Technology -- 5 Discussion -- 6 Conclusion -- References -- 18 Pedagogy and Content Knowledge Based Podcasting Project for Preservice Teachers -- 1 Introduction -- 2 Theoretical Framework -- 3 Research -- 3.1 Research Participants -- 3.2 Research Instrument -- 3.3 Instruction Based on TPACK Model -- 3.3.1 Glitches: Teachable Moment -- 3.4 Result -- 3.4.1 Research Question 1 -- 3.4.2 Research Question 2 -- 4 Discussion -- 5 Conclusion -- 5.1 Summary of This Study -- 5.2 Limitations -- 5.3 Directions for Future Studies -- References -- Part V Virtual Environments Perspectives -- 19 Simulation-Games as a Learning Experience: An Analysis of Learning Style and Attitude -- 1 Introduction -- 1.1 Background -- 1.2 Data Collection -- 1.3 Procedure -- 2 Analysis -- 2.1 Learning Style as a Categorical Variable -- 2.2 Learning Style as a Categorical Variable: Analysis of Variance -- 2.3 Learning Style as Continuous Variables: Regression Analyse -- 2.4 Analysis of Statements Made by Participants During Post-simulation Debriefing Teleconferences.

2.4.1 Extroversion and Positive Attitude Toward 'Working with Other Individuals in Teams'.

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.

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