There are two distinct professional communities that share an
interest in using innovative approaches and emerging technologies
to design and implement effective support for learning. This edited
collection addresses the growing divide between the learning
sciences community and the instructional design and technology
community, bringing leading scholars from both fields together in
one volume in an attempt to find productive middle ground. Chapters
discuss the implications of not bridging this divide, propose
possible resolutions, and go on to lay a foundation for continued
discourse in this important area.
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