Contents: Preface. R. Glaser, E.L. Ferguson, S. Vosniadou, Introduction: Cognition and the Design of Environments for Learning. Part I: Representation.S. Vosniadou, Learning Environments for Representational Growth and Cognitive Flexibility. J. Bliss, Externalizing Thinking Through Modeling: ESRC Tools for Exploratory Learning Research Program. R. Kozma, J. Russell, T. Jones, N. Marx, J. Davis, The Use of Multiple, Linked Representations to Facilitate Science Understanding. B. Schwarz, M.J. Nathan, L.B. Resnick, Acquisition of Meaning for Arithmetic Structures with the Planner. K. Reusser, From Cognitive Modeling to the Design of Pedagogical Tools. E. Lehtinen, S. Repo, Activity, Social Interaction, and Reflective Abstraction: Learning Advanced Mathematical Concepts in a Computer Environment. E. De Corte, Changing Views of Computer-Suppported Learning Environments for the Acquistion of Knowledge and Thinking Skills. Part II: Social Interaction.M. Scardamalia, C. Bereiter, Adaptation and Understanding: A Case for New Cultures of Schooling. P. Dillenbourg, Distributing Cognition Over Humans and Machines. G. Kanselaar, G. Erkens, Interactivity in Cooperative Problem Solving with Computers. J. Torney-Purta, Conceptual Change Among Adolescents Using Computer Networks and Peer Collaboration in Studying International Political Issues. Part III: Meaningful Contexts and Multiple Perspectives.J.D. Bransford et al., MOST Environments for Accelerating Literacy Development. S.R. Goldman et al., Anchoring Science Instruction in Multimedia Learning Environments. Cognition and Technology Group at Vanderbilt, Multimedia Environments for Enhancing Learning in Mathematics. H. Mandl, H. Gruber, A. Renkl, Learning to Apply: From "School Garden Instruction" to Techonolgy-Based Learning Environments. P. Mendelsohn, Mapping Models of Cognitive Development to Design Principles of Learning Environments. Part IV: Principles of System Design.A. Collins, Design Issues for Learning Environments. G. Salomon, Studying Novel Learning Environments as Patterns of Change.
Robert Glaser, Stella Vosniadou, Erik De Corte, Heinz Mandl
"...introduces the reader to some of the key international
developers who are designing instructional settings to improve
education and add to our knowledge of instructional-learning
theory....through the many applications presented in the 18
chapters, the reader can appreciate the bidirectional effect of
research on new developments in both practice and theory....this
book is full of new approaches to learning and instruction and is
an important addition to your personal library."
—Journal of Computing in Higher Education"The editors of this fine
book have been working cooperatively on topics in instructional
psychology and technology for a long time. I recommend this book
for use in seminars dealing with instructional design and
technology. Each chapter presents foundational information that is
valuable for the novice reader while presenting case studies for
the advanced scientist. As such, the book serves as a reference
guide for the international instructional design field."
—Journal of Educational Computing Research"There is much here that
is of interest, importance, and relevance for a wide range of
educationists and researchers....it is likely to that many of those
involved in the design and use of technology-supported learning
environments will find useful reading here."
—British Educational Research Journal
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