Preface	5
	Acknowledgements	8
	Contents	9
	Contributors	12
	Reviewers	15
	1 Learning to Solve Problems in the Digital Age: Introduction	16
	1 Context	16
	2 Problem Solving	17
	3 Developing Problem Solving Expertise	18
	4 Problem Solving in the Digital Age	19
	5 Tools and Technologies	20
	6 Concluding Remarks	21
	References	21
	Part I Instructional Design Perspectives	24
	2 Investigating an Online Museums Information System	25
	1 Introduction	25
	2 Online-Museums	28
	2.1 Preparing the Cognitive Space in Online Exhibits	29
	2.2 Considering Learners' Differences	29
	2.3 Cognitive Style Construct	30
	3 Experimental Design	31
	4 Discussion and Conclusions	33
	References	34
	3 MAPLET A Framework for Matching Aims, Processes, Learner Expertise and Technologies	37
	1 Introduction	37
	2 Intellectual Skill Development	39
	3 The MAPLET Framework	40
	3.1 Alignment Along the Horizontal Axis	40
	3.2 Sequencing Down the Vertical Axis	43
	4 The MAPLET Framework in Action	43
	5 The Case Study	44
	5.1 Procedure	44
	5.2 Results	44
	5.2.1 Aims and Outcomes in Relation to the Phases of Acquisition	45
	5.2.2 Learner Characteristics	46
	5.2.3 Activities and Resources	46
	5.2.4 Discussion and Recommendations	46
	6 Conclusion	48
	References	48
	4 Web-Based Learning Objects in School Education	51
	1 Introduction	51
	2 Literature Review	52
	3 Pedagogical Usability Criteria	53
	4 WBLO Architecture	55
	5 Case Study	56
	5.1 Learning Objectives	56
	5.1.1 Methods	56
	6 Findings	57
	7 Discussion	59
	8 Conclusion	60
	References	61
	5 KM and WEB 2.0 Methods for Project-Based Learning	63
	1 Introduction	63
	2 Case Study: A Project Management Training Course	64
	2.1 The Course Organisation	64
	2.2 The Observed Problems	67
	3 Tools to Support Learning Activities	69
	3.1 Monitoring Tools	69
	3.2 Experience Sharing Tools	71
	4 A Platform for Tutors and Students	72
	5 Conclusion and Future Directions	75
	References	76
	Part II Cognitive Perspectives	78
	6 Semandix: Constructing a Knowledge Base According to a Text Comprehension Model	79
	1 Introduction	79
	2 Semandix Description	81
	2.1 Knowledge-Base Administration Module	82
	2.1.1 Concept Map Constructing Procedure	83
	2.1.2 WordNet Extension Procedure	89
	2.2 Semandix Semantic Dictionary	94
	2.3 Text Semantic Analysis	95
	2.4 Concept Map Assessment	95
	3 Discussion Future Plans	97
	References	99
	7 First-Person Education and the Biofunctional Nature of Knowing, Understanding, and Affect	101
	1 Introduction	101
	1.1 Knowledge Acquisition in 2nd/3rd-Person Education	104
	1.2 From 2nd/3rd-Person Prior Knowledge to 1st-Person Prior Understanding	105
	1.3 Structural and Biofunctional Schema Theories of Knowledge Acquisition	106
	1.4 Understanding as Embodied Form Following Function	107
	1.5 Wholetheme, Whole-Body, Biofunctional Activity	108
	2 Overall Methodology	109
	2.1 Experiment 1	110
	2.1.1 Participants, Design, and Material	110
	2.1.2 Procedure	110
	2.1.3 Results	111
	2.1.4 Discussion	111
	2.2 Experiment 2	112
	2.2.1 Participants	113
	2.2.2 Materials, Design, and Instrument	113
	2.2.3 Procedure	113
	2.2.4 Results	114
	2.2.5 Discussion	114
	2.3 Experiment 3	115
	2.3.1 Participants, Material, and Procedure	115
	2.3.2 Results	115
	3 Conclusion	116
	References	119
	8 Socio-cognitive Regulation Strategies in Cooperative Learning Tasks in Virtual Contexts	122
	1 Introduction	122
	2 Method and Procedure	126
	2.1 Data	126
	2.2 Categorization Unit, Coding System, Inter-judge Reliability	126
	2.2.1 Categorization Unit	126
	2.2.2 Coding System	127
	2.3 Inter-judge Reliability	127
	3 Findings and Discusion	129
	3.1 Regulation Models During Cooperative Tasks in Virtual Learning Environments (VLE)	129
	4 Conclusions	134
	References	135
	9 Collaborative Cognitive Tools for Shared Representations	138
	1 Introduction	138
	2 Information Strategy Process and Collaborative Cognitive Tools	140
	3 Cognitive Tools for Collaborative Shared Representations in a Strategy Process	141
	3.1 A Tool for Identifying Development Needs	142
	3.1.1 Cognitive Functions -- Design Principles Behind the Tool	143
	3.2 A Tool for Collaborative Construction of Development Goals	143
	3.2.1 Cognitive Functions -- Design Principles Behind the Tool	143
	3.3 A Tool for the Practical Alignment of the Development Goals	144
	3.3.1 Cognitive Functions -- Design Principles Behind the Tool	144
	3.4 A Tool for Mapping Teachers' Combined Pedagogical Skills in the Use of ICT	145
	4 Analysis: From the Organizations Presentations to the Collaboratively Created and Shared Representation Meaning and Relevance	146
	4.1 Implications for the Implementation of the National Information Strategy and Policies	147
	5 Discussion	148
	References	149
	Part III Assessment Perspectives	151
	10 Automating the Measurement of Critical Thinking for Individuals Participating in Discussion Forums	152
	1 Introduction	152
	2 Critical Thinking	153
	3 Discussion Forums	155
	4 Methodology	158
	5 Results and Findings	159
	6 Discussion	162
	References	164
	11 Alternative Assessment Strategies for Complex Problem Solving in Game-Based Learning Environments	167
	1 Introduction	167
	2 Game-Based Learning in the Digital Age	168
	3 Assessment of Game-Based Learning	171
	3.1 External Assessment	173
	3.2 Internal Assessment	174
	4 Methods for External and Internal Game-Based Assessment	175
	4.1 A Study on Surviving in Space	175
	4.2 External Assessment Strategies	176
	4.2.1 Problem Scenario	177
	4.2.2 Think Aloud Protocol	177
	4.2.3 Annotated Causal Representation	178
	4.3 Internal Assessment Strategies	178
	4.4 Coding and Analysis	179
	4.4.1 Coding and Analysis of Problem-Solving Protocols	179
	4.4.2 Coding and Analysis of Annotated Causal Representations	180
	5 Discussion and Future Directions	180
	References	182
	12 Concept Map Based Intelligent Knowledge Assessment System: Experience of Development and Practical Use	187
	1 Introduction	187
	2 Concept Maps as Knowledge Assessment Tools	189
	2.1 Representation of Concept Maps	190
	2.2 Concept Map Tasks	191
	2.3 Response Format and Scoring System	192
	3 Overview of the IKAS	193
	3.1 Basic Principles of the IKAS	193
	3.2 Operation Scenario	195
	4 Results of Practical Use of the IKAS	198
	4.1 Organization of Practical Testing	198
	4.2 Student Opinions About CMs as Knowledge Assessment Tools	198
	4.3 Improvements of Functionality of the IKAS	200
	4.4 Change of the Degree of Task Difficulty	200
	4.5 Feedback Provided to Students	201
	5 Conclusions	202
	References	203
	13 Technologies to Support the Assessment of Complex Learning in Capstone Units: Two Case Studies	206
	1 Introduction	206
	1.1 Capstone Units	207
	2 Technologies to Support Assessment	210
	3 The Study	211
	4 Case Study One: Computing Science	212
	4.1 Learning Outcomes	212
	4.2 Scaffolding	212
	4.3 Assessment	213
	4.4 Technologies	215
	5 Case Study Two: Child Development	215
	5.1 Learning Outcomes	215
	5.2 Scaffolding	216
	5.3 Assessment	217
	5.4 Technologies	218
	6 Common Themes	219
	7 Concluding Comments	221
	References	221
	14 Text-Guided Automated Self Assessment	224
	1 Introduction	224
	2 From Coaching to Self-Assessment	225
	3 TASA: Text-Guided Automated Self-Assessment	225
	3.1 Reflection	227
	3.2 Preflection	229
	4 Evaluation of Learning Progression Within the TASA Environment	230
	4.1 Method	230
	4.2 Results	230
	4.3 Discussion	231
	5 Conclusion	231
	References	232
	Part IV Schooling and Teaching Perspectives	233
	15 Comparing the Impact of Electronic Performance Support and Web-Based Training	234
	1 Introduction	234
	2 Purpose	238
	3 Method	238
	3.1 Participants	238
	3.2 Materials	239
	3.3 Criterion and Enroute Measures	240
	3.4 Procedures	241
	4 Results	242
	5 Discussion	243
	References	246
	16 Moving Beyond Teaching and Learning into a Human Development Paradigm	247
	1 Introduction	247
	2 The Teaching Centered Model (TCM) of Education	248
	3 The Learning Centered Model (LCM) of Education	249
	4 Transcending TCM and LCM with DCP	251
	4.1 The Development Centered Paradigm (DCP)	252
	5 A Demonstration Project Applying the DCP	254
	5.1 A Description of the Demonstration Project	256
	5.2 Key Insights from the Demonstration Project	259
	6 Some Concluding Observations	259
	References	259
	17 Leaders for the Twenty-First Century: Preparation, Experiences, and Roles in Technology Implementation	262
	1 Introduction	262
	2 Review of Literature	263
	2.1 Theoretical Lens	264
	2.2 Transformational Leadership	264
	3 Methods	265
	4 Results	266
	4.1 Learning What They Know	268
	4.2 Current Use of Technology	269
	4.3 Encouraging Others	270
	4.4 Future Uses of Technology	271
	5 Discussion	272
	6 Conclusion	273
	References	274
	18 Pedagogy and Content Knowledge Based Podcasting Project for Preservice Teachers	275
	1 Introduction	275
	2 Theoretical Framework	277
	3 Research	278
	3.1 Research Participants	278
	3.2 Research Instrument	278
	3.3 Instruction Based on TPACK Model	279
	3.3.1 Glitches: Teachable Moment	281
	3.4 Result	281
	3.4.1 Research Question 1	282
	3.4.2 Research Question 2	283
	4 Discussion	284
	5 Conclusion	285
	5.1 Summary of This Study	285
	5.2 Limitations	286
	5.3 Directions for Future Studies	287
	References	288
	Part V Virtual Environments Perspectives	290
	19 Simulation-Games as a Learning Experience: An Analysis of Learning Style and Attitude	291
	1 Introduction	291
	1.1 Background	292
	1.2 Data Collection	294
	1.3 Procedure	295
	2 Analysis	296
	2.1 Learning Style as a Categorical Variable	296
	2.2 Learning Style as a Categorical Variable: Analysis of Variance	299
	2.3 Learning Style as Continuous Variables: Regression Analyse	300
	2.4 Analysis of Statements Made by Participants During Post-simulation Debriefing Teleconferences	304
	2.4.1 Extroversion and Positive Attitude Toward 'Working with Other Individuals in Teams'	305
	2.4.2 Introversion and Positive Attitude Toward the Simulation as 'a Good Learning Experience'	306
	2.4.3 Comparison of Two Students' Debriefing Comments with Contrasting Responses to the Survey Items	307
	2.4.4 Comparison of Three Teams Facilitated by the Same Person	308
	3 Conclusion	311
	References	312
	20 Implementation of an Online Social Annotation Tool in a College English Course	313
	1 Introduction	313
	2 Method	315
	2.1 Participants	315
	2.2 Materials	315
	2.3 Independent Variable	316
	2.4 Measures	317
	2.4.1 Procedures	318
	2.5 Data Analysis	318
	3 Results	319
	4 Discussion	319
	References	322
	21 Self-Direction Indicators for Evaluating the Design-Based Elearning Course with Social Software	324
	1 Introduction	324
	1.1 Design-Based Learning with Social Software	325
	1.2 Self-Reflection at Design-Based Learning	326
	2 The Design-Based Learning Course Elearning	329
	3 Methods	332
	4 Results	334
	4.1 The Indicators of the Self-Direction in Students' Self-Reflection Blog-Posts	334
	4.2 The Week-Dependent Indicators of Self-Direction	335
	4.3 The Interrelations Between the Indicators of Self-Direction	336
	5 Discussion	338
	6 Conclusions	340
	References	340
	22 Employing Virtual Collaborative Exchanges to Expand Global Awareness	342
	1 Introduction	342
	2 The Study	344
	2.1 Setting	344
	2.2 Pedagogies Employed	345
	2.3 Evaluation	347
	2.3.1 Survey	347
	2.3.2 Overall Results	348
	2.3.3 Analysis	349
	3 Discussion and Limitations	354
	4 Conclusion	356
	References	356
	23 Ideas and Concepts of ViCaDiS A Virtual Learning Environment for Digital Students	358
	1 Introduction	358
	1.1 Digital Students	359
	2 ViCaDiS Environment	361
	3 Piloting ViCaDiS	363
	4 The Piloting Evaluation	365
	4.1 Erasmus Mobility Case -- Outgoing Students at OUAS (INMO)	365
	4.2 The Students-- Technical Placement -- Summer Practice	367
	4.3 The TalkTech'09 Course Module	369
	5 Conclusion	373
	References	375
	Index	376