This volume provides a comprehensive and contemporary depiction of the swift evolution of learning technologies and the innovations that derive from their deployment in school education. It comprises cases studies, research focused on emergent technologies and experiments with existing tools in a wide range of scenarios. The studies included in this volume explore the conceptual and practical aspects of technologies that are used to support learning, with a multidisciplinary approach that encompasses all levels of education. The three sections of this volume emphasise the use of digital technologies from the viewpoint of different fields of expertise, explore multiple educational settings where technology was implemented to support the various stages of the learning process, and underline strategies, tools and technologies that play a crucial role in the professional development of teachers.

This book is to explores a variety of facets of online learning environments to understand how learning occurs and succeeds in digital contexts and what teaching strategies and technologies are most suited to this format. Business, health, government and education are some of the core sectors of society which have been experiencing deep transformations due to a generalized digitalization. While these changes are not novel, the swift progress of technology and the rising complexity of digital environments place a focus on the need for further research and novel strategies. In the context of education, the promise of increased flexibility and broader access to educational resources is impelling much of higher education's course offerings to online environments. The 21st century learner requires an education that can be pursued anytime and anywhere and that is more aligned with the demands of a digital society. Online education not only assists students to success-fully integrate a workforce that is increasingly digital, but it helps them to become more comfortable with the use of technology in general and, hence, more prepared to be prolific digital citizens. The variety of settings portrayed in this volume attest to the unlimited opportunities afforded by online learning and serve as valuable evidence of its benefit for students' educational experience. Moreover, these research efforts assist a more comprehensive reflection about the delivery of higher education in the context of online settings.

The book aims to advance global knowledge and practice in applying data science to transform higher education learning and teaching to improve personalization, access and effectiveness of education for all. Currently, higher education institutions and involved stakeholders can derive multiple benefits from educational data mining and learning analytics by using different data analytics strategies to produce summative, real-time, and predictive or prescriptive insights and recommendations. Educational data mining refers to the process of extracting useful information out of a large collection of complex educational datasets while learning analytics emphasizes insights and responses to real-time learning processes based on educational information from digital learning environments, administrative systems, and social platforms. This volume provides insight into the emerging paradigms, frameworks, methods and processes of managing change to better facilitate organizational transformation toward implementation of educational data mining and learning analytics. It features current research exploring the (a) theoretical foundation and empirical evidence of the adoption of learning analytics, (b) technological infrastructure and staff capabilities required, as well as (c) case studies that describe current practices and experiences in the use of data analytics in higher education.

Students often enter higher education academically unprepared and with unrealistic perceptions and expectations of university life, which are critical factors that influence students' decisions to leave their institutions prior to degree completion. Advances in educational technology and the current availability of vast amounts of educational data make it possible to represent how students interact with higher education resources, as well as provide insights into students' learning behavior and processes. This volume offers new research in such learning analytics and demonstrates how they support students at institutions of higher education by offering personalized and adaptive support of their learning journey. It focuses on four major areas of discussion: * Theoretical perspectives linking learning analytics and study success. * Technological innovations for supporting student learning. * Issues and challenges for implementing learning analytics at higher education institutions. * Case studies showcasing successfully implemented learning analytics strategies at higher education institutions. Utilizing Learning Analytics to Support Study Success ably exemplifies how educational data and innovative digital technologies contribute to successful learning and teaching scenarios and provides critical insight to researchers, graduate students, teachers, and administrators in the general areas of education, educational psychology, academic and organizational development, and instructional technology.

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.

The capabilities and possibilities of emerging game-based learning technologies bring about a new perspective of learning and instruction. This, in turn, necessitates alternative ways to assess the kinds of learning that are taking place in the game-based environments. The field has been broadening the focus of assessment in game environments (i.e., what we measure), developing processes and methodologies that go beyond psychometrics practices (i.e., how we go about assessment in games), and implementing the game-based assessment (GBA) in real contexts. The current state of the field calls for a revisit of this topic to understand what we have learned from the research on this topic, and how the GBA work changed how the field thinks about assessment beyond game environments. Accordingly, this comprehensive volume covers the current state of research, methodology, and technology of game-based assessment. It features four major themes: what we are measuring in games, how GBA has influenced how people do assessment beyond games, new methods and practices, and implementations of GBA. The audience for this volume includes researchers, graduate students, teachers, and professional practitioners in the areas of education, instructional design, educational psychology, academic and organizational development, and instructional technology.

The volume focuses on epistemological, theoretical and empirical issues of game-based learning in various disciplines. It encompasses questions of game design as well as instructional integration and organizational implementation of game-based learning across various disciplines and includes contributions from different levels of the formal educational system (i.e., primary, secondary and tertiary education) as well as contributions reporting the use of game-based learning in informal learning settings. The volume addresses scholars, practitioners and students who are interested in how games and game-based learning can be designed, implemented and evaluated in a cross-, inter- and transdisciplinary perspective.

This book makes a contribution to a global conversation about the competencies, challenges, and changes being introduced as a result of digital technologies. This volume consists of four parts, with the first being elaborated from each of the featured panelists at CELDA (Cognition and Exploratory Learning in the Digital Age) 2014. Part One is an introduction to the global conversation about competencies and challenges for 21st-century teachers and learners. Part Two discusses the changes in learning and instructional paradigms. Part Three is a discussion of assessments and analytics for teachers and decision makers. Lastly, Part Four analyzes the changing tools and learning environments teachers and learners must face. Each of the four parts has six chapters. In addition, the book opens with a paper by the keynote speaker aimed at the broad considerations to take into account with regard to instructional design and learning in the digital age. The volume closes with a reflective piece on the progress towards systemic and sustainable improvements in educational systems in the early part of the 21st century.

This theory-to-practice guide offers leading-edge ideas for wide-scale curriculum reform in sciences, technology, engineering, the arts, and mathematics--the STEAM subjects. Chapters emphasize the critical importance of current and emerging digital technologies in bringing STEM education up to speed and implementing changes to curricula at the classroom level. Of particular interest are the diverse ways of integrating the liberal arts into STEM course content in mutually reshaping humanities education and scientific education. This framework and its many instructive examples are geared to ensure that both educators and students can become innovative thinkers and effective problem-solvers in a knowledge-based society. Included in the coverage: Reconceptualizing a college science learning experience in the new digital era. Using mobile devices to support formal, informal, and semi-formal learning. Change of attitudes, self-concept, and team dynamics in engineering education. The language arts as foundational for science, technology, engineering, art, and mathematics. Can K-12 math teachers train students to make valid logical reasoning? Moving forward with STEAM education research. Emerging Technologies for STEAM Education equips educators, education researchers, administrators, and education policymakers with curricular and pedagogical strategies for making STEAM education the bedrock of accessible, relevant learning in keeping with today's digital advances.

This edited volume fills the gaps in existing literature on visualization and dashboard design for learning analytics. To do so, it presents critical tips to stakeholders and acts as guide to efficient implementation. The book covers the following topics: visualization and dashboard design for learning analytics, visualization and dashboard preferences of stakeholders, learners' patterns on the dashboard, usability of visualization techniques and the dashboard, dashboard and intervention design, learning and instructional design for learning analytics, privacy and security issues about the dashboard, and future directions of visualization and dashboard design. This book will be of interest to researchers with interest in learning analytics and data analytics, teachers and students in higher education institutions and instructional designers, as it includes contributions from a wide variety of educational and psychological researchers, engineers, instructional designers, learning scientists, and computer scientists interested in learning analytics.

Digital knowledge maps are 'at a glance' visual representations that enable enriching, imaginative and transformative ways for teaching and learning, with the potential to enhance positive educational outcomes. The use of such maps has generated much attention and interest among tertiary education practitioners and researchers over the last few years as higher education institutions around the world begin to invest heavily into new technologies designed to provide online spaces within which to build resources and conduct activities. The key elements of this edited volume will comprise original and innovative contributions to existing scholarship in this field, with examples of pedagogical possibilities as they are currently practiced across a range of contexts. It will contain chapters that address, theory, research and practical issues related to the use of digital knowledge maps in all aspects of tertiary education and draws predominantly on international perspectives with a diverse group of invited contributors. Reports on empirical studies as well as theoretical/conceptual chapters that engage deeply with pertinent questions and issues raised from a pedagogical, social, cultural, philosophical, and/or ethical standpoint are included. Systematic literature reviews dealing with digital knowledge mapping in education are also an integral part of the volume.

The pioneering research and theories of Norbert Seel have had a profound impact on educational thought in mathematics. In this special tribute, an international panel of researchers presents the current state of model-based education: its research, methodology, and technology. Fifteen stimulating, sometimes playful chapters link the multiple ways of constructing knowledge to the complex real world of skill development. This synthesis of latest innovations and fresh perspectives on classic constructs makes the book cutting-edge reading for the researchers and educators in mathematics instruction building the next generation of educational models.

Today, Digital Systems and Services for Technology Supported Learning and Education are recognized as the key drivers to transform the way that individuals, groups and organizations "learn" and the way to "assess learning" in 21st Century. These transformations influence: Objectives - moving from acquiring new "knowledge" to developing new and relevant "competences"; Methods - moving from "classroom" based teaching to "context-aware" personalized learning; and Assessment - moving from "life-long" degrees and certifications to "on-demand" and "in-context" accreditation of qualifications. Within this context, promoting Open Access to Formal and Informal Learning, is currently a key issue in the public discourse and the global dialogue on Education, including Massive Open Online Courses (MOOCs) and Flipped School Classrooms. This volume on Digital Systems for Open Access to Formal and Informal Learning contributes to the international dialogue between researchers, technologists, practitioners and policy makers in Technology Supported Education and Learning. It addresses emerging issues related with both theory and practice, as well as, methods and technologies that can support Open Access to Formal and Informal Learning. In the twenty chapters contributed by international experts who are actively shaping the future of Educational Technology around the world, topics such as: - The evolution of University Open Courses in Transforming Learning - Supporting Open Access to Teaching and Learning of People with Disabilities - Assessing Student Learning in Online Courses- Digital Game-based Learning for School Education - Open Access to Virtual and Remote Labs for STEM Education - Teachers' and Schools' ICT Competence Profiling - Web-Based Education and Innovative Leadership in a K-12 International School Setting are presented. An in-depth blueprint of the promise, potential, and imminent future of the field, Digital Systems for Open Access to Formal and Informal Learning is necessary reading for researchers and practitioners, as well as, undergraduate and postgraduate students, in educational technology.

Changing student profiles and the increasing availability of mainstream and specialized learning technologies are stretching the traditional face-to-face models of teaching and learning in higher education. Institutions, too, are facing far-reaching systemic changes which are placing strains on existing resources and physical infrastructure and calling into question traditional ways of teaching through lectures and tutorials.And, with an ever-increasing scrutiny on teaching and teachers' accountability for positive educational outcomes, the call for closer attention to learning, teaching and, most especially, to the design and delivery of the curriculum is given increasing relevance and importance.

Research provides strong evidence of the potential for technologies to facilitate not only cognition and learning but also to become integral components in the redesign of current curriculum models.Some Universities and individual academics have moved along this pathway, developing new and innovative curriculum, blending pedagogies and technologies to suit their circumstances. Yet, there are others, unsure of the possibilities, the opportunities and constraints in these changing times."Curriculum Models for the 21st Century" gives insights into how teaching and learning can be done differently. The focus is on a whole of curriculum approach, looking at theoretical models and examples of practice which capitalize on the potential of technologies to deliver variations and alternatives to the more traditional lecture-based model of University teaching. "

This volume provides a contemporary glance at the drastically expanding field of delivering large-scale education to unprecedented numbers of learners. It compiles papers presented at the CELDA (Cognition and Exploratory Learning in the Digital Age) conference, which has a goal of continuing to address these challenges and promote the effective use of new tools and technologies to support teaching, learning and assessment. Given the emerging global trend to exploit the potential of existing digital technologies to improve the teaching, learning and assessment experiences for all learners in real-life contexts, this topic is a unifying theme for this volume. The book showcases how emerging educational technologies and innovative practices have been used to address core global educational challenges. It provides state-of-the-art insights and case studies of exploiting innovative learning technologies, including Massive Open Online Courses and educational data analytics, to address key global challenges spanning from online Teacher Education to large-scale coding competence development. This volume will be of interest to academics and professional practitioners working in the area of digital technology integration in teaching, learning and assessment, as well as those interested in specific conference themes (e.g., designing and assessing learning in online environments, assessing learning in complex domains) and presenters, invited speakers, and participants of the CELDA conference.

What is knowledge? How can it be successfully assessed? How can we best use the results? As questions such as these continue to be discussed and the learning sciences continue to deal with expanding amounts of data, the challenge of applying theory to diagnostic methods takes on more complexity.

Computer-Based Diagnostics and Systematic Analysis of Knowledge meets this challenge head-on as an international panel of experts reviews current and emerging assessment methodologies in the psychological and educational arenas. Emphasizing utility, effectiveness, and ease of interpretation, contributors critically discuss practical innovations and intriguing possibilities (including mental representations, automated knowledge visualization, modeling, and computer-based feedback) across fields ranging from mathematics education to medicine. These contents themselves model the steps of systematic inquiry, from theoretical construct to real-world application:

• Historical and theoretical foundations for the investigation of knowledge
• Current opportunities for understanding knowledge empirically
• Strategies for the aggregation and classification of knowledge
• Tools and methods for comparison and empirical testing
• Data interfaces between knowledge assessment tools
• Guidance in applying research results to particular fields

Researchers and professionals in education psychology, instructional technology, computer science, and linguistics will find Computer-Based Diagnostics and Systematic Analysis of Knowledge a stimulating guide to a complex present and a rapidly evolving future.

The capabilities and possibilities of emerging game-based learning technologies bring about a new perspective of learning and instruction. This, in turn, necessitates alternative ways to assess the kinds of learning that is taking place in the virtual worlds or informal settings. accordingly, aligning learning and assessment is the core for creating a favorable and effective learning environment. The edited volume will cover the current state of research, methodology, assessment, and technology of game-based learning. There will be contributions from international distinguished researchers which will present innovative work in the areas of educational psychology, educational diagnostics, educational technology, and learning sciences. The edited volume will be divided into four major parts.

Instruction tailored to the individual student, learning and teaching outside the limits of time and space-ideas that were once considered science fiction are now educational reality, with the prospect of an intelligent Web 3.0 not far distant. Alongside these innovations exists an emerging set of critical-thinking challenges, as Internet users create content and learners (and teachers) take increased responsibility in their work. Learning and Instruction in the Digital Age nimbly balances the technological and pedagogical aspects of these rapid changes, gathering papers from noted researchers on a wealth of topics relating to cognitive approaches to learning and teaching, mental models, online learning, communications, and innovative educational technologies, among them:

• Cognition and student-centered, Web-based learning,
• The progression of mental models throughout a course of instruction,
• Experiencing education with 3D virtual worlds,
• Expanding educational boundaries through multi-school collaboration,
• Adapting e-learning to different learning styles,
• The student blog as reflective diary.

With its blend of timely ideas and forward thinking, Learning and Instruction in the Digital Age will enrich the work of researchers in educational psychology, educational technology, and cognitive science.

This volume brings together research on how gameplay data in serious games may be turned into valuable analytics or actionable intelligence for performance measurement, assessment, and improvement. Chapter authors use empirical research methodologies, including existing, experimental, and emerging conceptual frameworks, from various fields, such as: computer science software engineering educational data mining statistics information visualization. Serious games is an emerging field where the games are created using sound learning theories and instructional design principles to maximize learning and training success. But how would stakeholders know what play-learners have done in the game environment, and if the actions performance brings about learning? Could they be playing the game for fun, really learning with evidence of performance improvement, or simply gaming the system, i.e., finding loopholes to fake that they are making progress? This volume endeavors to answer these questions.

"Towards Learning and instruction in Web 3.0," which includes selected expanded papers from CELDA (Cognition and Exploratory Learning in the Digital Age) 2010 (http: //www.celda-conf.org/) addresses the main issues concerned with evolving learning processes, innovative pedagogies, and technology-based educational applications in the digital age. The convergence of these two disciplines continues to increase and in turn, affects the academic and professional spheres in numerous ways. "Towards Learning and Instruction in Web 3.0 "addresses paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches which have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. This volume touches on both technological as well as psychological and pedagogical issues related to the developments of Web 3.0.

This edited volume provides insight into how digital badges may enhance formal, non-formal and informal education by focusing on technical design issues including organizational requirements, learning and instructional design, as well as deployment. It features current research exploring the theoretical foundation and empirical evidence of the utilization of digital badges as well as case studies that describe current practices and experiences in the use of digital badges for motivation, learning, and instruction in K-12, higher education, workplace learning, and further education settings.

The volume consists of twenty-five chapters selected from among peer-reviewed papers presented at the CELDA (Cognition and Exploratory Learning in the Digital Age) 2013 Conference held in Fort Worth, Texas, USA, in October 2013 and also from world class scholars in e-learning systems, environments and approaches. The following sub-topics are included: Exploratory Learning Technologies (Part I), e-Learning social web design (Part II), Learner communities through e-Learning implementations (Part III), Collaborative and student-centered e-Learning design (Part IV). E-Learning has been, since its initial stages, a synonym for flexibility. While this dynamic nature has mainly been associated with time and space it is safe to argue that currently it embraces other aspects such as the learners' profile, the scope of subjects that can be taught electronically and the technology it employs. New technologies also widen the range of activities and skills developed in e-Learning. Electronic learning environments have evolved past the exclusive delivery of knowledge. Technology has endowed e-Learning with the possibility of remotely fomenting problem solving skills, critical thinking and team work, by investing in information exchange, collaboration, personalisation and community building.

The aim of this volume entitled Digital Technologies: Sustainable Innovations for improving Teaching and Learning is to contribute in the global discussion on digital technologies as the means to foster sustainable educational innovations for improving the teaching, learning and assessment from K-12 to Higher Education. It compiles papers presented at the CELDA (Cognition and Exploratory Learning in the Digital Age) conference, which has as its goal continuing to address these challenges and promote the effective use of new tools and technologies to support teaching, learning and assessment. The book consists of four parts and showcases how emerging educational technologies and innovative practices have been used to address core global educational challenges; spanning from rethinking and transforming learning environments across educational contexts to effectively cultivating students' competences for the digital smart society of the future. The book comprises Part I: Transforming the Learning Environment; Part II: Enriching student learning experiences; Part III: Measuring and Assessing Teaching and Learning with Educational Data Analytics; Part IV: Cultivating student competences for the digital Smart society. It targets researchers and research students, educational professional practitioners (including teachers, educators and education leaders) as well as education policy makers, who are interested in keeping up-to-date on the global development in this field.

This edited volume with selected expanded papers from CELDA (Cognition and Exploratory Learning in the Digital Age) 2011 (http://www.celda- -conf.org/) will focus on Ubiquitous and Mobile Informal and Formal Learning in the Digital Age, with sub-topics: Mobile and Ubiquitous Informal and Formal Learning Environments (Part I), Social Web Technologies for new knowledge representation, retrieval, creation and sharing in Informal and Formal Educational Settings (Part II), Virtual Worlds and Game- -based Informal and Formal Learning (Part III), Location- -based and Context- - Aware Environments for Formal and Informal Learning Integration (Part IV) There will be approximately twenty chapters selected for this edited volume from among peer- -reviewed papers presented at the CELDA (Cognition and Exploratory Learning in the Digital Age) 2011 Conference in Rio de Janeiro, Brazil in November, 2011.

This book aims to provide insight into how digital technologies may bridge and enhance formal and informal workplace learning. It features four major themes: 1. Current research exploring the theoretical underpinnings of digital workplace learning. 2. Insights into available digital technologies as well as organizational requirements for technology-enhanced learning in the workplace. 3. Issues and challenges for designing and implementing digital workplace learning as well as strategies for assessments of learning in the workplace. 4. Case studies, empirical research findings, and innovative examples from organizations which successfully adopted digital workplace learning.