Chapter
EXAMPLES FOR FACE-TO-FACE ACTIVITIES
1. Learning environment follows cognitive load theory
2. Flexible learning environments
3. Collaborative learning
Chapter 2 COMPUTER-ASSISTED TEACHING AND CONCEPT LEARNING IN SCIENCE: THE IMPORTANCE OF DESIGNING RESOURCES FROM A PEDAGOGIC MODEL
Use of ICT in the Classroom
Using Technology to Teach Science
THE COMPUTER AS A TEACHING MACHINE
CHALLENGES OF CONCEPTUAL LEARNING IN SCIENCE
DEVELOPING COMPUTER-AIDED LEARNING FROM A PEDAGOGICAL MODEL
Conceptual Learning and Scaffolding
The Epic Design for Computer-Based Learning Resources
The Instructional Model Used in the Epic Materials
A CASE STUDY OF THE NLN PHYSICS MATERIALS BEING USED IN INDEPENDENT STUDY
AN EXAMPLE OF THE EPIC NLN PHYSICS MATERIALS BEING USED IN SUPERVISED STUDY
Chapter 3 INQUIRY WEB-BASED LEARNING TO ENHANCE KNOWLEDGE CONSTRUCTION IN SCIENCE: A STUDY IN SECONDARY EDUCATION
2. INQUIRY WEB-BASED ACTIVITIES: MAIN INSTRUCTIONAL VARIABLES TO DESIGN THE DIGITAL ACTIVITIES
2.1. Scientific Inquiry Web Learning: WebQuest Methodology
a) Structuring and organising the students’ work to solve the problem set out
b) Motivating and authentic learning
c) Cognitive development and scaffolding
d) Collaborative learning
2.2 Scaffolding: key Feature in the Process of Knowledge Construction
2.2.1. Types of scaffolds
Scaffolding the process of searching for information
Scaffolding the process of selecting and elaborating digital information
Scaffolding the process of organising digital information
Scaffolding the process of using digital information to produce the final product of the activity
Scaffolding the process of regulating the overall digital activity resolution
2.2.2. Presentation of scaffolds
a. Thought-provoking sheets
b) Introducing explicit messages at key and relevant times of the solving process.
c) Gradual withdrawal of scaffolds
3. RESEARCH STUDY: ANALYSING THE IMPACT OF INQUIRY WEB-BASED LEARNING IN SCIENCE KNOWLEDGE CONSTRUCTION
Pre- test: the mars activity
Post-Test: the Moon Activity
Pre-test and Post-test scores
Pre-test and post-test comparisons
Chapter 4 USING COMPUTER-ASSISTED TEACHING TO PROMOTE CONSTRUCTIVIST PRACTICES IN TEACHER EDUCATION
Integrated Science Learning Environment (ISLE)
Field of Learning Environments
Constructivist Learning Environment Survey (CLES)
Program Design and Delivery
Use of CLES with Teacher and Student Samples
University-Level Assertion
Chapter 5 IMPLICATIONS OF EXPERTISE REVERSAL EFFECT FOR MULTIMEDIA LEARNING
ROLE OF EXPERTISE IN COGNITIVE PROCESSES
SOURCES OF COGNITIVE LOAD
LEVELS OF LEARNER EXPERTISE AND COGNITIVE LOAD EFFECTS
ROLE OF LEARNER EXPERTISE IN PROCESSING VISUAL REPRESENTATIONS
EXPERTISE REVERSAL IN HYPERTEXT AND HYPERMEDIA LEARNING ENVIRONMENTS
ADAPTIVE MULTIMEDIA LEARNING BASED ON THE EXPERTISE REVERSAL EFFECT
Chapter 6 COMPARISON OF MULTIMEDIA COMPUTER-ASSISTED INSTRUCTION, TRADITIONAL INSTRUCTION AND COMBINED INSTRUCTION ON KNOWLEDGE ACQUISITION AND RETENTION OF SETTING SKILL IN VOLLEYBALL
Two-Way Repeated-Measures Analysis of Variance (ANOVA)
Paired-Samples t Test Analysis
Appendix A: Knowledge test
APPENDIX B: POST-TEST ATTITUDE SCALE
Chapter 7 NEW FORMS OF AND TOOLS FOR COOPERATIVE LEARNING WITH SOCIAL SOFTWARE IN HIGHER EDUCATION
THE CONCEPT OF COOPERATIVE LEARNING AND ITS TECHNOLOGICAL SUPPORT
PROTOTYPICAL SETTINGS OF COOPERATIVE LEARNING WITH SOCIAL SOFTWARE
SOCIAL PRESENCE AND COMMUNICATION
Classic Communication Tools
Communication Possibilities in Mass Education
COLLABORATIVE DEVELOPMENT
COLLABORATIVE ENRICHMENT OF CONTENT
DISCUSSION SUMMARY AND OUTLOOK
Chapter 8 COMPUTER-ASSISTED TEACHING AND NEW TECHNOLOGIES
c. Virtual Reality: Surgical Simulators and Preoperative Planning
e. Research Trends in Minimally Invasive Surgery
Chapter 9 EXPERT COMMENTARY: E-TECHNOLOGY USE AND ABUSE IN UNIVERSITY CLASSROOMS
REFLECTIONS FROM THE ACADEMIC TRENCHES
The Paradox of Educating the Net Generation
1. Good practice encourages contacts between students and faculty
2. Good practice develops reciprocity and cooperation among students
3. Good practice uses active learning techniques.
4. Good practice gives prompt feedback
5. Good practice emphasizes time on task
6. Good Practice Communicates High Expectations
7. Good Practice Respects Diverse Talents and Ways of Learning
RECOMMENDATIONS ON THE WAGING BATTLE OVER TECHNOLOGY IN HIGHER EDUCATION
DISCUSSION: TECHNOLOGY IS NOT ENOUGH
ADDITIONAL READING SECTION
Chapter 10 PARTICIPANTS IN THE COMMUNITY OF KNOWLEDGE: EXPERIENCES WITH A WIKIPEDIA WRITING ASSIGNMENT FOR STUDENTS
Rationale and Design of the Project
Instructions Given to Students
Assessment of Students’ Work
Evaluation of the Project
3. Improving research and media literacy skills
4. Engagement with a community of knowledge
Chapter 11 AFFORDANCES OF “MY LEARNING SPACE” FOR CONSTRUCTIVIST LEARNING
Pedagogical, Social and Technological Perspectives
Technological Affordances
Enhancing “My Learning Space”
Computer-Assisted Teaching: New Developments
( Education in a Competitive and Globalizing World )
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