Multiple Perspectives on Problem Solving and Learning in the Digital Age (eBook)

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