Bakker / Bechter / Benvenuti Learning and Instruction in the Digital Age

1. Auflage 2010
ISBN: 978-1-4419-1551-1
Verlag: Springer-Verlag
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 404 Seiten

Instruction tailored to the individual student, learning and teaching outside the limits of time and space-ideas that were once considered science fiction are now educational reality, with the prospect of an intelligent Web 3.0 not far distant. Alongside these innovations exists an emerging set of critical-thinking challenges, as Internet users create content and learners (and teachers) take increased responsibility in their work. Learning and Instruction in the Digital Age nimbly balances the technological and pedagogical aspects of these rapid changes, gathering papers from noted researchers on a wealth of topics relating to cognitive approaches to learning and teaching, mental models, online learning, communications, and innovative educational technologies, among them: Cognition and student-centered, Web-based learning, The progression of mental models throughout a course of instruction, Experiencing education with 3D virtual worlds, Expanding educational boundaries through multi-school collaboration, Adapting e-learning to different learning styles, The student blog as reflective diary. With its blend of timely ideas and forward thinking, Learning and Instruction in the Digital Age will enrich the work of researchers in educational psychology, educational technology, and cognitive science.

Autoren/Hrsg.

Bakker, Geeske

Bechter, Clemens

Benvenuti, Laura

Boubouka, Maria

Butrime, Edita

Spector, Michael

Ifenthaler, Dirk

Kinshuk,

Inhaltsverzeichnis

1;Preface;8
2;Acknowledgments;10
3;Contents;12
4;Contributors;14
4.1;Reviewers;17
5;Part I Cognitive Approaches to Learning and Instruction (Spector);18
5.1;1 Learning and Instruction in the Digital Age;19
5.1.1;1.1 The Dawn of the Digital Age;19
5.1.2;1.2 Opportunities and Concerns for Learning and Instruction in the Digital Age;20
5.1.3;1.3 A Step Forward: Personal Learning Management Systems;22
5.1.4;1.4 Beyond the Digital Age;24
5.1.5;References;25
5.2;2 Cognition and Student-Centered, Web-Based Learning: Issues and Implications for Research and Theory;27
5.2.1;2.1 Introduction;27
5.2.2;2.2 Assumptions Underlying Student-Centered Learning;28
5.2.2.1;2.2.1 Locus and Nature of Knowledge;29
5.2.2.2;2.2.2 Role of Context;30
5.2.2.3;2.2.3 Role of Prior Knowledge and Experience;31
5.2.3;2.3 Nagging Issues;31
5.2.3.1;2.3.1 Technical System Knowledge and Familiarity;31
5.2.3.2;2.3.2 Disorientation;31
5.2.3.3;2.3.3 Canonical Versus Individual Meaning: Misconceptions;32
5.2.3.4;2.3.4 Knowledge as Accretion Versus Tool;32
5.2.3.5;2.3.5 To Scaffold or to Direct;33
5.2.3.6;2.3.6 Attitudes, Beliefs, and Practices;33
5.2.3.7;2.3.7 Cognitive Load;34
5.2.3.8;2.3.8 Metacognitive Demands;34
5.2.4;2.4 Implications for Research, Theory, and Design;34
5.2.4.1;2.4.1 Can Student-Centered, Web-Based Learning Be Scaffolded?;34
5.2.4.2;2.4.2 Will Students Critically Assess the Legitimacy, Veracity, and Accuracy of Resources?;35
5.2.4.3;2.4.3 Will Scaffolding Help Students to Manage Cognitive Complexity?;35
5.2.4.4;2.4.4 Will Students Negotiate Their Individual Learning Needs?;35
5.2.4.5;2.4.5 Will Students Identify Appropriate and Relevant Resources?;35
5.2.5;References;36
5.3;3 Testing as Feedback to Inform Teaching;40
5.3.1;3.1 Introduction;40
5.3.1.1;3.1.1 Summative Versus Formative Testing;41
5.3.1.2;3.1.2 Substituting Memorization for Understanding;42
5.3.1.3;3.1.3 The Test Interpretation Problem;42
5.3.1.4;3.1.4 Meaning from Alternative Answers;17
5.3.2;3.2 An Alternative Approach to Test Scoring;44
5.3.2.1;3.2.1 Solving the Linear Dependency Issue;45
5.3.2.2;3.2.2 Interpreting the Patterns;46
5.3.3;3.3 Implications for Testing Theory;47
5.3.3.1;3.3.1 Heads or Tails: The Dichotomy Dilemma?;48
5.3.3.2;3.3.2 A Dicey Alternative;49
5.3.3.3;3.3.3 Exposing the Dynamics of Learning;50
5.3.3.4;3.3.4 Associating Independent Tests;52
5.3.4;3.4 A New Model for Assessing Learning;55
5.3.4.1;3.4.1 Illustrations Using Actually Student Data;55
5.3.4.2;3.4.2 Student Performance Change;56
5.3.4.2.1;3.4.2.1 Student 2350;56
5.3.4.2.2;3.4.2.2 Student 1660;57
5.3.4.2.3;3.4.2.3 Student 1150;58
5.3.4.2.4;3.4.2.4 Student 160;59
5.3.5;3.5 Summary, Conclusions, and Implications;60
5.3.6;Appendix;62
5.3.6.1;Notes for Appendix;63
5.3.6.2;References;63
5.4;4 Enhancing Learning from Informatics Texts;65
5.4.1;4.1 Introduction;65
5.4.2;4.2 The ConstructionIntegration Model;68
5.4.2.1;4.2.1 Text Coherence;69
5.4.2.2;4.2.2 The Measurement of Learning;70
5.4.3;4.3 The Study;71
5.4.3.1;4.3.1 Method;71
5.4.3.1.1;4.3.1.1 Participants;71
5.4.3.1.2;4.3.1.2 Procedure;72
5.4.3.2;4.3.2 Materials and Tasks;72
5.4.3.2.1;4.3.2.1 Matching Activity (Pre-reading and Post-reading Test);72
5.4.3.2.2;4.3.2.2 Texts;72
5.4.3.2.3;4.3.2.3 The Propositional Representation of Text;73
5.4.3.3;4.3.3 Text Recall;73
5.4.3.4;4.3.4 Assessment Questions;73
5.4.3.5;4.3.5 Data Collection;74
5.4.4;4.4 Results;74
5.4.4.1;4.4.1 Matching Activity;74
5.4.4.1.1;4.4.1.1 Reading Rates;75
5.4.4.1.2;4.4.1.2 Text Recall;75
5.4.4.1.3;4.4.1.3 Assessment Questions;76
5.4.5;4.5 Conclusions and Future Plans;77
5.4.6;References;78
6;Part II Knowledge Representation and Mental Models (Ifenthaler);80
6.1;5 Model-Based Knowledge Mapping;81
6.1.1;5.1 Introduction;81
6.1.2;5.2 Theoretical Background;82
6.1.2.1;5.2.1 Semantic Interpretation and Categorization;82
6.1.2.2;5.2.2 Mental Models and Model-Centered Instruction;83
6.1.2.3;5.2.3 Distributed Cognition;83
6.1.2.4;5.2.4 Model-Based Knowledge Management;84
6.1.3;5.3 Conventional Knowledge Mapping;85
6.1.4;5.4 Model-Based Knowledge Mapping;86
6.1.4.1;5.4.1 Preprocessing;87
6.1.4.2;5.4.2 Semantic Clustering;87
6.1.4.3;5.4.3 Data Visualization with T-MITOCAR Artemis;89
6.1.4.3.1;5.4.3.1 Prior Work;89
6.1.4.3.2;5.4.3.2 Knowledge Mapping with T-MITOCAR Artemis;89
6.1.5;5.5 Technological Study;91
6.1.6;5.6 Validation Study;92
6.1.6.1;5.6.1 Hypotheses;92
6.1.6.2;5.6.2 Method;93
6.1.6.2.1;5.6.2.1 Participants;93
6.1.6.2.2;5.6.2.2 Procedure;93
6.1.6.2.3;5.6.2.3 Instruments;93
6.1.6.3;5.6.3 Results;94
6.1.6.3.1;5.6.3.1 Cluster Comparison;94
6.1.6.3.2;5.6.3.2 Adequacy;94
6.1.7;5.7 Discussion;95
6.1.8;References;96
6.2;6 Prototype for the Knowledge Representation Supporting Inter-institutional Knowledge Flow Analysis;98
6.2.1;6.1 Introduction;98
6.2.2;6.2 Application Domain Specifics;99
6.2.3;6.3 Requirements and Challenges Concerning the PIIKFS;102
6.2.4;6.4 Meeting the Requirements and Challenges;105
6.2.4.1;6.4.1 Usage of Frame System;105
6.2.4.2;6.4.2 Created Solution;107
6.2.5;6.5 The Prototype;108
6.2.6;6.6 Discussion and Conclusion;109
6.2.7;References;110
6.3;7 The Role of Supportive Information in the Development and Progression of Mental Models;111
6.3.1;7.1 Introduction;111
6.3.1.1;7.1.1 Model-Oriented Instruction and Mental Model Progression;112
6.3.1.2;7.1.2 Instructional Situations That Support Learners' Adaptive Responses;114
6.3.1.3;7.1.3 Exploring the Roles of Supportive Information and Practice;116
6.3.2;7.2 Conclusion;122
6.3.3;References;123
6.4;8 The Qualitative Study on Contents Analysis/Construction Method for e-Learning;126
6.4.1;8.1 Introduction;126
6.4.2;8.2 The System Configuration of e-Learning Environment;128
6.4.2.1;8.2.1 The Structure of Webclass-RAPSODY;129
6.4.2.2;8.2.2 The Students e-KARTE and Mentoring Functions;129
6.4.2.2.1;8.2.2.1 Use of Digital Portfolio (e-KARTE);130
6.4.2.2.2;8.2.2.2 Mentoring and Coaching;130
6.4.3;8.3 Instructional Design and Learning Design;131
6.4.3.1;8.3.1 The Aspect from Instructional Design;131
6.4.3.2;8.3.2 The Aspect from Learning Design;133
6.4.4;8.4 LICAP- Model;133
6.4.5;8.5 The Qualitative Analysis for Contents Construction Method;134
6.4.5.1;8.5.1 Extraction of Features/Characteristics on Contents;135
6.4.5.1.1;8.5.1.1 Semantic Relationship Between Figures and Sentences;135
6.4.5.1.2;8.5.1.2 Ordinability for Intuitive Understanding About Figures and Sentences;136
6.4.5.2;8.5.2 Extraction of Features/Characteristics on Frames;140
6.4.5.2.1;8.5.2.1 The Procedure for Extracting Frame Characteristics;140
6.4.5.2.2;8.5.2.2 The Analysis for Frame Characteristics;141
6.4.5.3;8.5.3 Extraction of Features/Characteristics on Frame Sequences;141
6.4.5.3.1;8.5.3.1 The Procedure for Extracting Frame Sequences;141
6.4.5.4;8.5.4 The Analysis for Extraction of Features/Characteristics on Frame Sequences;141
6.4.6;8.6 Synergy Effect by Sound Narrations in Frames;143
6.4.6.1;8.6.1 Experiment I: The Effective Description of Explanatory Sentences for Understanding;144
6.4.6.1.1;8.6.1.1 Procedures;144
6.4.6.1.2;8.6.1.2 Test Results and Analysis;144
6.4.6.2;8.6.2 Experiment II: The More Effective Method of Adding Sound Narrations;145
6.4.6.2.1;8.6.2.1 Procedure;145
6.4.6.2.2;8.6.2.2 Test Result and Analysis;145
6.4.7;8.7 Dance of Understanding and Knowledge-Circulated Managing;147
6.4.8;8.8 Conclusions;149
6.4.8.1;8.8.1 Contents Analysis;149
6.4.8.2;8.8.2 Contents Construction;149
6.4.8.3;8.8.3 Synergy Effect;150
6.4.9;References;150
7;Part III TechnologyFacilitated Tools and Techniques (Isaas);152
7.1;9 VideoClipQuests as a New Setup for Learning;153
7.1.1;9.1 Introduction;153
7.1.2;9.2 Theoretical Frame Work;154
7.1.2.1;9.2.1 Requirements;154
7.1.2.2;9.2.2 Basic Concept;155
7.1.2.2.1;9.2.2.1 Creating a VCQ;155
7.1.2.2.2;9.2.2.2 Solving a VCQ;156
7.1.2.3;9.2.3 Motivation and Learning;156
7.1.2.4;9.2.4 Emotion and Learning;157
7.1.2.5;9.2.5 Ease of Creation;157
7.1.2.6;9.2.6 Learning Targets, Tasks, and Assessments;159
7.1.3;9.3 Evaluation;162
7.1.4;9.4 Further Possibilities;163
7.1.5;9.5 Summary and Future Work;164
7.1.6;References;165
7.2;10 Research on Computer-Supported Collaborative Learning in Transdisciplinary Groups;166
7.2.1;10.1 Research of Computer-Supported Collaborative Learning in Transdisciplinary Groups;166
7.2.2;10.2 Transdisciplinary Action Research;167
7.2.3;10.3 Computer-Supported Collaborative Learning;168
7.2.4;10.4 Transdisciplinary Action Research Groups;171
7.2.5;10.5 Qualitative Research;175
7.2.6;10.6 Quantitative Research;177
7.2.7;10.7 Conclusion;179
7.2.8;References;180
7.3;11 Improving Teacher Performance Using an Enhanced Digital Video Reflection Technique;182
7.3.1;11.1 Introduction;182
7.3.2;11.2 Video, Reflection, and Performance;183
7.3.2.1;11.2.1 Research Background and Rationale;183
7.3.2.2;11.2.2 Methodology;184
7.3.3;11.3 Findings;184
7.3.3.1;11.3.1 Getting Started;185
7.3.3.1.1;11.3.1.1 Vignette;185
7.3.3.1.2;11.3.1.2 Thematic Analysis;185
7.3.3.2;11.3.2 Teacher Written Reflections Experience;186
7.3.3.2.1;11.3.2.1 Vignette;186
7.3.3.2.2;11.3.2.2 Thematic Analysis;187
7.3.3.3;11.3.3 Video-Based Reflection Experience;187
7.3.3.3.1;11.3.3.1 Vignette;188
7.3.3.3.2;11.3.3.2 Thematic Analysis;188
7.3.3.4;11.3.4 Video-Supported Consultation Experience;188
7.3.3.4.1;11.3.4.1 Vignette;189
7.3.3.4.2;11.3.4.2 Thematic Analysis;189
7.3.3.5;11.3.5 Principal's Experience;190
7.3.3.5.1;11.3.5.1 Vignette;190
7.3.3.5.2;11.3.5.2 Thematic Analysis;191
7.3.4;11.4 Implications;191
7.3.4.1;11.4.1 Theoretical Implications;192
7.3.4.1.1;11.4.1.1 Reflective Practice;192
7.3.4.1.2;11.4.1.2 Video Analysis;192
7.3.4.1.3;11.4.1.3 Teacher Evaluation;193
7.3.4.2;11.4.2 Practical Implications;194
7.3.5;11.5 Summary;194
7.3.5.1;11.5.1 Method of Reflection;194
7.3.5.2;11.5.2 Means for Reflection (Time and Tool);195
7.3.5.3;11.5.3 Reflection Rationale;195
7.3.5.4;11.5.4 Support of Reflection;195
7.3.6;11.6 Conclusion;196
7.3.7;References;196
7.4;12 Experiencing and Learning with 3D Virtual Worlds;198
7.4.1;12.1 Introduction;198
7.4.2;12.2 New Technology, New Paradigm;199
7.4.2.1;12.2.1 Constructivist Learning;199
7.4.2.2;12.2.2 Why 3D Virtual Worlds Afford Constructivist Learning;200
7.4.2.3;12.2.3 Downsides of Constructivist Learning;201
7.4.2.4;12.2.4 Do 3D Virtual Worlds Always Support Constructivist Learning?;201
7.4.3;12.3 How to Assess Subjective Impressions;202
7.4.3.1;12.3.1 Measuring Experience;202
7.4.4;12.4 Observations in Theory and Practice;203
7.4.5;12.5 A Course on 3D Virtual Worlds;205
7.4.5.1;12.5.1 Course Structure;205
7.4.5.2;12.5.2 A Virtual World as an Educational Tool;205
7.4.5.3;12.5.3 What Does Not Work;206
7.4.6;12.6 Assessment;206
7.4.6.1;12.6.1 The Survey;207
7.4.6.2;12.6.2 Results;208
7.4.7;12.7 Conclusions and Future Work;209
7.4.8;References;210
8;Part IV Communications and Methods (Kinshuk);212
8.1;13 CARTE: An Observation Station to Regulate Activity in a Learning Context;213
8.1.1;13.1 Introduction;213
8.1.2;13.2 Traces;214
8.1.3;13.3 Retroaction and Regulation;216
8.1.3.1;13.3.1 Use Model to Support Regulation;218
8.1.4;13.4 Experiments;219
8.1.5;13.5 Description of the Software Learning Tools;220
8.1.6;13.6 Results;225
8.1.7;13.7 Conclusion and Perspectives;228
8.1.8;References;229
8.2;14 Acceptance of Model-Based Instruction Among Students in Spanish and Mathematics;230
8.2.1;14.1 Introduction;230
8.2.2;14.2 Model of Model-Based Instruction (MOMBI);231
8.2.3;14.3 Method;235
8.2.4;14.4 Results;236
8.2.5;14.5 Discussion;237
8.2.6;14.6 Conclusion;239
8.2.7;References;239
8.3;15 Communities of Learners;241
8.3.1;15.1 Introduction;241
8.3.2;15.2 Barriers and Critical Success Factors;242
8.3.2.1;15.2.1 The C2LEARN Project Case;242
8.3.2.2;15.2.2 Barriers to Creating Virtual Communities of Learning;245
8.3.2.3;15.2.3 Critical Success Factors (CSFs) for the Creation of Virtual Communities of Learning (CoLs);246
8.3.2.3.1;15.2.3.1 Infrastructure and Contextual Resources;248
8.3.2.3.2;15.2.3.2 Human Resources;248
8.3.2.3.3;15.2.3.3 Time, Resources, and Workload;255
8.3.2.3.4;15.2.3.4 CoL Participants' Behavior;256
8.3.3;15.3 Conclusions;257
8.3.4;References;258
8.4;16 Supporting the Implementation of Case Activities Using e-Learning Technologies;262
8.4.1;16.1 Introduction;262
8.4.2;16.2 The Empirical Study;265
8.4.2.1;16.2.1 Participants;265
8.4.2.2;16.2.2 The Case Study;265
8.4.2.3;16.2.3 Materials;265
8.4.2.4;16.2.4 Procedure;266
8.4.2.5;16.2.5 Data Collection and Analysis;269
8.4.3;16.3 Results;270
8.4.4;16.4 Conclusions;273
8.4.5;16.5 Future Plans;273
8.4.6;References;274
8.5;17 Practices in Old Age ICT Education;276
8.5.1;17.1 Introduction;277
8.5.2;17.2 Old Age ICT Education;279
8.5.2.1;17.2.1 Requisites for Old Age Learning;279
8.5.2.1.1;17.2.1.1 Accessibility and Age-Related Cognitive Impairments;279
8.5.2.1.2;17.2.1.2 Motivation for Learning ICT;280
8.5.2.2;17.2.2 Teaching for the Elderly;281
8.5.3;17.3 Continuing Education for the Elderly;281
8.5.3.1;17.3.1 Digital Cottage -- A Computer Club for the Elderly People;282
8.5.3.2;17.3.2 Seniors' Club: Joy of Collaborativity;284
8.5.3.3;17.3.3 Computer Courses and Home Teaching for the Elderly;285
8.5.3.3.1;17.3.3.1 Computer Courses;285
8.5.3.3.2;17.3.3.2 Home Teaching;286
8.5.4;17.4 Discussion;286
8.5.5;References;289
9;Part V Integrative Methods and Online Learning (Sampson);292
9.1;18 Cultural Features of e-Learning;293
9.1.1;18.1 Introduction;293
9.1.1.1;18.1.1 Literature Review;294
9.1.1.2;18.1.2 Methodology;298
9.1.1.3;18.1.3 Purpose of Chapter and Research Questions;299
9.1.2;18.2 Cultural Features of e-Learning;300
9.1.2.1;18.2.1 Quantitative Insights;300
9.1.2.2;18.2.2 Qualitative Insights;303
9.1.2.2.1;18.2.2.1 Café;303
9.1.2.2.2;18.2.2.2 Course-Related Topics;303
9.1.2.2.3;18.2.2.3 Peer Assessment;304
9.1.2.2.4;18.2.2.4 Communication with Tutor;305
9.1.2.2.5;18.2.2.5 Peer Support;305
9.1.2.2.6;18.2.2.6 Current Issues;305
9.1.2.2.7;18.2.2.7 Continuous Learning Process;306
9.1.2.2.8;18.2.2.8 Case Studies and Textbook;306
9.1.3;18.3 Conclusion;306
9.1.4;18.4 Implications;307
9.1.5;References;308
9.2;19 Case Study on Student Blogs in a Blended Learning Course;311
9.2.1;19.1 Introduction;311
9.2.2;19.2 Blogs in Education;312
9.2.3;19.3 Course Context and Setting;313
9.2.4;19.4 Quantitative Analysis of Blogging Behavior;315
9.2.4.1;19.4.1 Temporal Distribution of Blogging Activity;316
9.2.4.2;19.4.2 Correlations Between Blogging Activity and Student Score;317
9.2.5;19.5 Qualitative Analysis The Student Perspective;318
9.2.5.1;19.5.1 Qualitative Blog Content Analysis;319
9.2.5.2;19.5.2 Student Survey;321
9.2.6;19.6 Reflections and Recommendations The Facilitators Perspective;322
9.2.6.1;19.6.1 Drawing Information from Blogs;322
9.2.6.2;19.6.2 Clearly Communicating Blogging Requirements;323
9.2.6.3;19.6.3 Reserving Time for Reading Blog Postings;324
9.2.6.4;19.6.4 Increased Responsibility of the Facilitator;324
9.2.6.5;19.6.5 Support of Community Features;324
9.2.7;19.7 Conclusions and Further Work;325
9.2.8;References;326
9.3;20 Self-Assessment: An Important Process in e-Training;328
9.3.1;20.1 Introduction;328
9.3.2;20.2 The Design of the Workshop for Observing Children at School;331
9.3.2.1;20.2.1 Example 1: An Observation Text at the Starting Point;334
9.3.2.2;20.2.2 Example 2: An Observation Text at the End of the Course;335
9.3.3;20.3 Outcomes of Workshop for Observing Children at School 2006/2007;336
9.3.4;20.4 Outcomes of Workshop for Observing Children at School 2007/2008;338
9.3.5;20.5 The Outcomes of Workshop for Observing Children at School 2008/2009;341
9.3.6;20.6 Conclusions;342
9.3.7;References;343
9.4;21 A Design Framework for an Online English Writing Course;346
9.4.1;21.1 Introduction;346
9.4.2;21.2 A Design Framework for the Application of a Task-Centered Approach to an Online English Writing Course;349
9.4.2.1;21.2.1 The Design Framework Highlight #1: A Cycle of Interrelated Instructional Phases;349
9.4.2.1.1;21.2.1.1 Principle 1: Task-Centered;349
9.4.2.1.2;21.2.1.2 Principle 2: Activation (Tell Me);352
9.4.2.1.3;21.2.1.3 Principle 3: Demonstration (Show Me);352
9.4.2.1.4;21.2.1.4 Principle 4: Application (Let Me Do It);353
9.4.2.1.5;21.2.1.5 Principle 5: Integration (Watch Me);354
9.4.2.2;21.2.2 The Design Framework Highlight #2: Peer Review for Practice and Evaluation;355
9.4.2.3;21.2.3 The Design Framework Highlight '3: Measurement for Learners' Mental Models;357
9.4.3;21.3 Conclusion;359
9.4.4;References;359
9.5;22 Catering for Different Learning Styles in e-Learning;362
9.5.1;22.1 Introduction;362
9.5.2;22.2 Literature Review;363
9.5.2.1;22.2.1 Learning Styles;363
9.5.2.2;22.2.2 Discussion Board;365
9.5.3;22.3 Objective and Methodology;365
9.5.4;22.4 Data Analysis and Findings;366
9.5.4.1;22.4.1 Differences Diverger vs. Converger;366
9.5.4.2;22.4.2 Differences Accommodator vs. Assimilator;367
9.5.4.3;22.4.3 Perceptions on Simulation Course;368
9.5.4.4;22.4.4 Associations;369
9.5.4.5;22.4.5 Discussion -- Qualitative Insights;370
9.5.4.5.1;22.4.5.1 Sample Postings: Focused Question -- Ryanair Case Study;370
9.5.4.5.2;22.4.5.2 Sample Postings: Broad Question -- Branding and Innovation;371
9.5.5;22.5 Conclusion and Future Work;373
9.5.6;References;374
9.6;23 Learning and Instruction in the Digital Age;376
9.6.1;23.1 Where We Have Been;376
9.6.2;23.2 Where We Might Be Going;379
9.6.3;References;380
10;Index;381