Mission Statement: This volume will highlight papers presented at the second Nebraska Symposium on Information Technology in Education. With chapters focusing on the latest research findings and theoretical principles for using technology in education, the volume will extend findings from current research on technology-mediated instruction into a set of practical principles for designers, teachers, and managers of educational technology. Contributors will identify technical and design features required for sharing of content and assessment tools and will target promising areas for future research and development in technology-based learning, instruction and assessment.

This timely collection explores trust research from many angles while ably demonstrating the potential of cross-discipline collaboration to deepen our understanding of institutional trust. Citing, among other things, current breakdowns of trust in prominent institutions, the book presents a multilevel model identifying universal aspects of trust as well as domain- and context-specific variations deserving further study. Contributors analyze similarities and differences in trust across public domains from politics and policing to medicine and science, and across languages and nations. Innovative strategies for measuring and assessing trust also shed new light on this essentially human behavior. Highlights of the coverage: Consensus on conceptualizations and definitions of trust: are we there yet? Differentiating between trust and legitimacy in public attitudes towards legal authority. Examining the relationship between interpersonal and institutional trust in political and health care contexts. Trust as a multilevel phenomenon across contexts. Institutional trust across cultures. The "dark side" of institutional trust. With its stimulating array of concepts and applications, Interdisciplinary Perspectives on Trust will attract a varied audience, among them experts in political science, criminal justice, psychology, law, economics, healthcare, sociology, public administration, cross-cultural studies, and business administration.

Topics covered in this volume include: research on web-based learning; ways to reduce cognitive load in multimedia learning; gathering and organizing web-based information; the risks in cyberspace; engineering perspectives; and the pedagogical impact of course management systems.

This compact open access reference delves beyond popular concepts of educated consumers and an informed public by examining the science behind deliberative engagement. Using data from four longitudinal studies, the authors assess public engagement methods in deliberative discussions of ethical, legal, and social issues concerning innovations in nanotechnology. Coverage includes the theoretical origins of the studies, forms of engagement and variations used, and in-depth details on cognitive, affective, and social components that go into the critical thinking process and forming of opinions. Not only are the findings intriguing in and of themselves, but researchers from varied fields will also find them useful in pursuing their own projects. Featured in the coverage: Experimental methods and measures used in relation to specific outcomes. Forms of deliberative engagement affecting objective and subjective knowledge. Effects of engagement variables on attitude formation, change, and polarization. Tracing the processes leading to policy acceptance and support. Study conclusions and evaluation. Plus supplemental materials giving readers access to full study data. Since public engagement methods are widely regarded as valuable for policy input, planning purposes, and understanding societal processes, Deliberative Engagement with Science stands to have a wide audience among psychologists, researchers, academics, and policymakers, as well as professionals in the corporate sphere and the tech industries.

This timely collection explores trust research from many angles while ably demonstrating the potential of cross-discipline collaboration to deepen our understanding of institutional trust. Citing, among other things, current breakdowns of trust in prominent institutions, the book presents a multilevel model identifying universal aspects of trust as well as domain- and context-specific variations deserving further study. Contributors analyze similarities and differences in trust across public domains from politics and policing to medicine and science, and across languages and nations. Innovative strategies for measuring and assessing trust also shed new light on this essentially human behavior. Highlights of the coverage: Consensus on conceptualizations and definitions of trust: are we there yet? Differentiating between trust and legitimacy in public attitudes towards legal authority. Examining the relationship between interpersonal and institutional trust in political and health care contexts. Trust as a multilevel phenomenon across contexts. Institutional trust across cultures. The "dark side" of institutional trust. With its stimulating array of concepts and applications, Interdisciplinary Perspectives on Trust will attract a varied audience, among them experts in political science, criminal justice, psychology, law, economics, healthcare, sociology, public administration, cross-cultural studies, and business administration.

Mission Statement: This volume will highlight papers presented at the second Nebraska Symposium on Information Technology in Education. With chapters focusing on the latest research findings and theoretical principles for using technology in education, the volume will extend findings from current research on technology-mediated instruction into a set of practical principles for designers, teachers, and managers of educational technology. Contributors will identify technical and design features required for sharing of content and assessment tools and will target promising areas for future research and development in technology-based learning, instruction and assessment.

Topics covered in this volume include: research on web-based learning; ways to reduce cognitive load in multimedia learning; gathering and organizing web-based information; the risks in cyberspace; engineering perspectives; and the pedagogical impact of course management systems.