Computers have transformed how we think, discuss and learn-as individuals, in groups, within cultures and globally. However, social media are problematic, fostering flaming, culture wars and fake news. This volume presents an alternative paradigm for computer support of group thinking, collaborative learning and joint knowledge construction. This requires expanding concepts of cognition to collectivities, like collaborative groups of networked students. Theoretical Investigations explores the conditions for group cognition, supplying a philosophical foundation for new models of pedagogy and methods to analyze group interaction. Twenty-five self-contained investigations document progress in research on computer-supported collaborative learning (CSCL)-both in Stahl's own research and during the first decade of the CSCL journal. The volume begins with two new reflections on the vision and theory that result from this research. Representing both ethnomethodological and social-constructivist research paradigms, the investigations within this volume comprise a selection of seminal and influential articles and critical commentaries that contribute to an understanding of concepts and themes central to the CSCL field. The book elaborates an innovative theory of group cognition and substantiates the pedagogical potential of CSCL. Theoretical Investigations: Philosophical Foundations of Group Cognition is essential as a graduate text for courses in educational theory, instructional design, learning and networked technologies. The investigations will also appeal to researchers and practitioners in those areas.

This book is open access under a CC-BY license. The volume presents papers on vocational education, project-based learning and science didactic approaches, illustrating with sample cases, and with a special focus on Central Asian states. Thematically embedded in the area of Technical Vocational Education and Training (TVET), the book examines the following main topics: project-based learning (PBL), specific didactics with a linkage to food technologies and laboratory didactics, media and new technologies in TVET, evaluation of competencies including aspects of measurement, examination issues, and labour market and private sector issues in TVET, and research methods with a focus on empirical research and the role of scientific networks. It presents outcomes from TVET programmes at various universities, colleges, and teacher training institutes in Central Asia.

This book is related to the educational networking (EN) domain, an incipient but disrupting trend engaged in extending and improving formal and informal academic practices by means of the support given by online social networks (OSNs) and Web 2.0 technologies. With the aim of contributing to spread the knowledge and development of the arena, this volume introduces ten recent works, whose content meets the quality criteria of formal scientific labor that is worthy to be published according to following five categories: * Reviews: gather three overviews that focus on K-12 EN practice, mixed methods approaches using social network analysis for learning and education, and a broad landscape of the recent accomplished labor. * Conceptual: presents a work where a theoretical framework is proposed to overcome barriers that constrain the use of OSNs for educational purposes by means of a Platform Adoption Model. * Projects: inform a couple of initiatives, where one fosters groups and networks for teachers involved in distance education, and the other encourages students the author academic videos to improve motivation and engagement. * Approaches: offer three experiences related to: Wiki and Blog usage for assessment affairs, application of a method that encourages OSNs users to actively post and repost valuable information for the learning community, and the recreation of learning spaces in context-aware to boost EN. * Study: applies an own method to ranking Mexican universities based on maximal clique, giving as a result a series of complex visual networks that characterize the tides among diverse features that describe academic institutions practice. In resume, this volume offers a fresh reference of an emergent field that contributes to spreading and enhancing the provision of education in classrooms and online settings through social constructivism and collaboration policy. Thus, it is expected the published content encourages researchers, practitioners, professors, and postgraduate students to consider their future contribution to extent the scope and impact of EN in formal and informal teaching and learning endeavors.

This book explores how virtual place-based learning and research has been interpreted and incorporated into learning environments both within and across disciplinary perspectives. Contributing authors highlight the ways in which they have employed a variety of methodologies to engage students in the virtual exploration of place. In the process, they focus on the approaches they have used to bring the real world closer through virtual exploration. Chapters examine how the resources of the urban environment have been tapped to design student research projects within the context of an interdisciplinary course. In this way, authors highlight how virtual place-based learning has employed the tools of mapping and data visualization, information literacy, game design, digital storytelling, and the creation of non-fiction VR documentaries. This book makes a valuable contribution to the literature, offering a model of how the study of place can be employed in creative ways to enhance interdisciplinary learning.

This edited book explores the use of technology to enable us to visualise the life sciences in a more meaningful and engaging way. It will enable those interested in visualisation techniques to gain a better understanding of the applications that can be used in visualisation, imaging and analysis, education, engagement and training. The reader will also be able to learn about the use of visualisation techniques and technologies for the historical and forensic settings. The reader will be able to explore the utilisation of technologies from a number of fields to enable an engaging and meaningful visual representation of the biomedical sciences. The chapters presented in this volume cover such a diverse range of topics, with something for everyone. We present here chapters on technology enhanced learning in neuroanatomy; 3D printing and surgical planning; changes in higher education utilising technology, decolonising the curriculum and visual representations of the human body in education. We also showcase how not to use protective personal equipment inspired by the pandemic; anatomical and historical visualisation of obstetrics and gynaecology; 3D modelling of carpal bones and augmented reality for arachnid phobias for public engagement. In addition, we also present face modelling for surgical education in a multidisciplinary setting, military medical museum 3D digitising of historical pathology specimens and finally computational fluid dynamics.

An accessible, practical and up-to-date book on digital learning and teaching, relevant for all those involved in teaching and assessment in higher and further education (HE and FE), whatever your academic or vocational specialism. It is essential reading for HE or FE practitioners, or those undertaking level 3, 4 and 5 qualifications in Education and Training, Postgraduate Certificates in Education (PGCEs), Certificates in Education (CertEds) and Postgraduate Certificates in Academic Practice (PGCAPs), as well as those in learning technologist roles. The impact of the Covid-19 pandemic has highlighted the importance of understanding and developing your digital capabilities as a basic competence in order to embrace current digital technologies and pedagogies to improve student outcomes. This book provides you with the practical knowledge and skills required to source and apply technology enhanced learning, teaching and assessment (TELTA) and adapt traditional learning and teaching materials and approaches for an online environment. It is designed around each aspect of the teaching and training cycle - identifying needs, planning and designing, delivering and facilitating, assessing and evaluating - and also includes: * how to build a positive and effective relationship with digital technology; * guidance on topics such as selecting appropriate digital technologies and creating digital and online activities, resources and assessments; * an emphasis on digital well-being and accessibility issues, and digital leadership; * ways of keeping up to date and continuing professional development.

This volume focuses on the implications of digital technologies for educators and educational decision makers that is not widely represented in the literature. While there are many volumes on how one might integrate a particular technology, there are no volumes on how digital technologies can or should be exploited to address the needs and propel the benefits of large-scale teaching, learning and assessment.

This book gives an overview of the state-of-the-art in Technology Enhanced Learning (TEL). It is organized as a collection of 14 research themes, each introduced by leading experts and including references to the most relevant literature on the theme of each cluster. Additionally, each chapter discusses four seminal papers on the theme with expert commentaries and updates. This volume is of high value to people entering the field of learning with technology, to doctoral students and researchers exploring the breadth of TEL, and to experienced researchers wanting to keep up with latest developments.

Mobile learning is a primary learning format in the education of young children from birth through 6th grade. This format has been found to have a positive impact on the academic achievement, self-efficacy, motivation, and learning attitudes of students, including those with special needs (Ciampa, 2014; Hwang, 2014; Nikou & Economides, 2018; Xie, Basham, Marino & Rice, 2018). In both formal and informal learning contexts, mobile learning affords opportunities to innovate and explore new forms of authentic experiences, meaning-making, and creativity with untethered technology (Choi, Land, & Zimmerman, 2018; Schuck, Kearney & Burden, 2017). This edited book acts as a springboard to expand discussions surrounding how mobiles might best be situated in contexts relating to young children. With a focus on early childhood and elementary settings, this book both expands the definition of mobiles to encompass digital-physical tools (e.g. Osmo, probeware) and wearables. It also provides insight into how intentional integration of mobiles supports the development and practice of both in-service and preservice teachers working with students in early childhood and elementary settings.

This book sets forth a pedagogy for renewing the liberal arts by combining critical thinking, media activism, and design thinking. Using the StudioLab approach, the author seeks to democratize the social and technical practices of digital culture just as nineteenth century education sought to democratize literacy. This production of transmedia knowledge-from texts and videos to comics and installations-moves students between seminar, studio, lab, and field activities. The book also wrestles with the figure of Plato and the very medium of knowledge to re-envision higher education in contemporary societies, issuing a call for community engagement as a form of collective thought-action.

This book explores the implementation of an online representational tool, GroupScribbles, in Chinese-as-a-second-language classrooms from primary school to secondary school. It demonstrates the effectiveness of combining online representational tools with face-to-face classroom learning, and provides a workable approach to analysing interactions interweaving social and cognitive dimensions, which take place in the networked classroom. A series of suggestions regarding networked second language learning will help educators effectively implement information and communication technology tools in the classroom.

This book addresses current issues regarding the ethical use of information technology in a holistic vision, by combining the perspectives of education specialists and those in the field of computer science at the level of higher education. It provides a current ethical perspective on the problems and solutions involved in the use of information technology in higher education. It appeals to readers interested in exploring the problems and appropriate solutions related to the ethical use of new technologies in higher education.

This book describes the current state of the art of various types of immersive learning: in research, in practice, and in the marketplace. It discusses advanced approaches in the design and development for various forms of immersive learning environments, and also the emerging innovations in assessment and research in the field. In addition, it demonstrates the opportunities and challenges in implementing advances in VR and immersion at scale in formal and informal learning. We are living in a time of rapid advances in terms of both the capabilities and the cost of virtual reality, multi-user virtual environments, and various forms of mixed reality. These new media potentially offer extraordinary opportunities for enhancing both motivation and learning across a range of subject areas, student developmental levels, and educational settings. With the development of practical and affordable virtual reality and mixed reality, people now have the chance to experience immersive learning both in classrooms and informally in homes, libraries, and community centers. The book appeals to a broad readership including teachers, administrators, scholars, policy makers, instructional designers, evaluators and industry leaders.

This edited volume provides a critical discussion of theoretical, methodological, and practical developments of contemporary forms of educational technologies. Specifically, the book discusses the use of contemporary technologies such as the Flipped Classroom (FC), Massive Open Online Course (MOOC), Social Media, Serious Educational Games (SEG), Wikis, innovative learning software tools, and learning analytic approach for making sense of big data. While some of these contemporary educational technologies have been touted as panaceas, researchers and developers have been faced with enormous challenges in enhancing the use of these technologies to arouse student attention and improve persistent motivation, engagement, and learning. Hence, the book examines how contemporary technologies can engender student motivation and result in improved engagement and learning. Each chapter also discusses the road ahead and where appropriate, uses the current trend to predict future affordances of technologies.

This book explores the ways in which education impacts labor markets. Specifically, the contributions in this book indicate that the future of labor is creative, socially aware and inter-disciplinary while identifying the changes and innovations needed in our educational systems to meet this demand. Due to an increasing automatization (robotic manufacturing), the character of labor and work in general will change dramatically in the near future. This will be the case not only in the western countries, but also in the larger emerging economies in Asia, for example China and India. While societal environments, economy and the character of labor are increasingly in a process of dramatic changes, the educational systems and the leading principles of research about labor and employment are not changing adequately. Cross-disciplinary (inter-disciplinary and trans-disciplinary) thinking and learning is not the main focus of our educational systems. Consequently, the systems of academic research follow and apply disciplinary or even sub-disciplinary strategies, avoiding cross-disciplinary research approaches, and not supporting inter-disciplinary academic career models. This book introduces such strategic models to better prepare the next generation of workers for the new knowledge economy, and the future of democratic societies.

While the majority of Internet users reside in industrialized nations, online access in the developing world has risen rapidly in recent years. As emerging technologies increasingly permit inexpensive and easy online access, the number of Internet users worldwide will only continue to expand. Computer-Mediated Communication: Issues and Approaches in Education examines online interactions from different national, cultural, linguistic, legal, and economic perspectives, exploring how the increasingly international and intercultural Internet affects the ways users present ideas, exchange information, and conduct discussions online. Educators, researchers, and practitioners will discover ways to effectively use Web-based technologies, transcending barriers to participate and collaborate in international projects that reflect the scope and scale of today s global interactions.

This book offers various perspectives on the complex and crosscutting concepts of the science, technology, engineering, and mathematics (STEM) disciplines in the classroom context. Presenting empirical studies, it reveals how researchers in the Asia-Pacific Region planned and implemented STEM education in the classroom. Further, it discusses the assessment of STEM learning to clarify what important elements should be included and how researchers and educators frame and design assessment tools. The book consists of four parts: potential and trends in STEM education; teachers' practical knowledge for STEM teaching; STEM teaching practices; and assessment of STEM learning. Providing evidence on developing curriculums, implementing instructional practices and educating classroom teachers, it is intended for readers wanting to explore STEM education from multiple perspectives.

This 30th volume of the Educational Media and Technology Yearbook describes current developments and trends in the field of instructional technology. In six sections, EMTY provides a comprehensive survey of general trends and issues in media and technology, special concerns for K-12 education, biographical profiles of leading figures in the field, related organizations and associations, and a complete mediagraphy for the year. Educational Media and Technology Yearbook has become a reference in many libraries and professional collections. Examined in relation to its companions of the past, it provides a valuable historical record of current ideas and developments in the field.

Although new technologies are embedded in students' lives today, there is often an assumption that their use is transparent, inconsequential, or a distraction. This book combines complex systems theory with sociocultural theory and the multimodal theory of communication, providing an innovative theoretical framework to examine how communication and meaning-making in the language classroom have developed over time, how technology impacts on meaning-making, and what the implications are for learners, teachers, institutions and policy makers. Recent studies provide evidence for the disruptive effect of technology which has resulted in a phase shift that is reshaping language education by creating new interaction patterns, allowing for multimodal communication, and introducing real-world communication into the classroom. The book proposes ways of responding to this shift before concluding that the new technologies are radically transforming the way we learn. It is likely to appeal to a range of readers, including students, academics, teachers and policy-makers.

As the rapid acceleration of industry 4.0 catapults a number of changes within the space of library services and operations into effect, it is more important than ever to understand the impact of technological revolutions on the academic library. This edited collection showcases the emerging issues brought by the 4th industrial revolution, and the effects on how libraries function, manage processes and continue to deliver products and services on a day to day basis. The contributing authors examine the role of the Internet of Things in the academic library, identify the nature of the emerging technologies, and investigate how these innovations might be used in academic libraries. Documenting original research which offers a fresh insight into the opportunities and challenges of a new digital world, this book also delves into the readiness of libraries and library professionals to adapt to the change and new technologies brought about by Industry 4.0. Presenting a wide-ranging road map of the future of libraries and information centres, this is an essential read for library professionals working in service delivery, as well as researchers interested in the nexus between academic libraries and emerging technologies.

With increasing global challenges, the Belt and Road initiative seems to offer one possible platform to think about different possibilities and pathways to promote international collaboration and development covering Asia, Europe, Africa, and other countries. Information and Communication Technology (ICT) in education, as a key focus, provides valuable perspectives for governments, inter-governmental and non-governmental agencies wanting to innovate and advance both ICT and education independently and collaboratively. This book highlights the burgeoning of ICT in education in eleven countries, with particular emphasis placed on the context of the Belt and Road Initiative. ICT has increasingly important roles in education including improve teaching and learning qualities, as well as equity in education. The prominent contributors describe the state-of-the-art of ICT in education in eleven countries based on six major themes (policy perspectives, infrastructure, educational resources, ICT integration into practices, students' ICT competence, and teachers' professional development). We hope the in-depth discussions included in this book would provoke more academic and policy insights globally.

This book explores how technology can foster interaction between children and their peers, teachers and other adults. It presents the Co-EnACT framework to explain how technology can support children to collaborate, so helping them to learn and engage enjoyably with the world, in both work and play. The focus is on children, rather than young people, but the principles of supporting interaction apply throughout all life stages. Chapters on classrooms and on autism explain principles behind using technology in ways that support, rather than obstruct, social interaction in diverse populations. Collaborative interaction involves both verbal and non-verbal behaviour and this book presents evidence from closely analysing children's behaviour in natural settings. Examples from cutting-edge technology illustrate principles applicable to more widely-available technology. The book will be of interest to psychologists, educators, researchers in Human-Computer Interaction (HCI), particularly those designing with children in mind, and practitioners working with children who want to deepen their understanding of using technology for collaboration.