Multiple Perspectives on Problem Solving and Learning in the Digital Age

Ubiquitous and Mobile Learning in the Digital Age
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Guidelines for Presenters. Leuven, Belgium. The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways.

Social Ecology in the Digital Age

Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns.

Computational thinking: A digital age skill for everyone

This conference aims to cover both technological as well as pedagogical issues related to these developments. Main tracks have been identified.

Multiple and Inclusive Perspectives

Dan Stokols also illustrates the link between an ecological approach to problems in context with action-oriented translational research that integrates academic and extra-academic perspectives, while documenting the growing role of team-based research and need to foster a transdisciplinary orientation in students. Computer-based diagnostics and systematic analysis of knowledge. Online Lernen und Lehren. Model-Based Approaches to Learning S. Multiple voices , through learning about the perspectives of other teachers and administrators along with those of students, researchers and experts in the field.

However innovative contributions that do not easily fit into these areas will also be considered as long as they are directly related to the overall theme of the conference — cognition and exploratory learning in the digital age. Ifenthaler, D. Computers in Human Behavior. Towards innovation in complex problem-solving research: Implications for instructional design and technology. Validation study of a method for assessing complex ill-structured problem solving by using causal representations.

Eseryel, U. Action-embedded transformational leadership in self-managing global information technology teams.

The Department

Facilitating complex learning by augmented reality learning environments. Huang, J. Mistree, F. Empowering engineering students to learn how to learn: A competency-based approach. Atlanta, GA. June , Effect of cognitive regulation in understanding complex science systems during simulation-based inquiry learning. Interactivity3 design and assessment framework for educational games to promote motivation and complex problem solving skills. Ge Eds. Ifenthaler D.

Assessment for game-based learning. Dynamic modeling as a cognitive regulation scaffold for complex problem solving skill acquisition in an educational massively multiplayer online game environment. Journal of Educational Computing Research , 45 3 , An investigation of the development of a reflective virtual learning community in an ill-structured domain of instructional design. Alternative assessment strategies for game-based learning environments. Ifenthaler, Kinshuk, P.

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Isaias, D. Spector Eds. Law, V. Dimensions of social interactions contributing to knowledge construction and building in an online learning community.

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Promoting learning in complex systems: Effect of question prompts versus system dynamics model progressions as a cognitive-regulation scaffold in a simulation-based inquiry-learning environment. Goldman, J. Pellegrino, K. Gomez, L. Lyons, J. Radinsky Eds. Chicago, IL.

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Multiple Perspectives on Problem-Solving and Learning in the Digital Age Dirk Ifenthaler, Kinshuk, Pedro Isaias, Demetrios G. Sampson, J. Michael Spector. This edited volume with selected expanded papers from CELDA (Cognition and Exploratory Learning in the Digital Age)

A validation study of a methodology for assessing progress of learning and complex, ill-structured problem solving in STEM. In Kinshuk, D. Sampson, J. Ifenthaler Eds. Simonson Ed. Retrieved from Dissertations and Theses database. UMI No.

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Expertise in complex problem solving. Crawford Eds. Approaches to evaluation of training: Theory and practice. Review of computer-supported collaborative work CSCW systems.