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One outcome of recent progress in educational technology is strong
interest in providing effective support for learning in complex and
ill-structured domains. We know how to use technology to promote
understanding in simpler domains (e.g., orientation information,
procedures with minimal-branching, etc.), but we are less sure how
to use technology to support understanding in more complex domains
(e.g., managing limited resources, understanding environmental
impacts, etc.). Such domains are increasingly significant for
society. Technology (e.g., collaborative tele-learning, digital
repositories, interactive simulations, etc.) can provide
conceptually and functionally rich domains for learning. However,
this introduces the problem of determining what works in which
circumstances and why. Research and development on these matters is
reflected in this collection of papers. This research suggests a
need to rethink foundational issues in educational philosophy and
learning technology. One major theme connecting these papers is the
need to address learning in the large - from a more holistic
perspective. A second theme concerns the need to take learners
where and as they are, integrating technology into effective
learning places. Significant and systematic progress in learning
support for complex domains demands further attention to these
important issues.
One outcome of recent progress in educational technology is strong
interest in providing effective support for learning in complex and
ill-structured domains. We know how to use technology to promote
understanding in simpler domains (e.g., orientation information,
procedures with minimal-branching, etc.), but we are less sure how
to use technology to support understanding in more complex domains
(e.g., managing limited resources, understanding environmental
impacts, etc.). Such domains are increasingly significant for
society. Technology (e.g., collaborative tele-learning, digital
repositories, interactive simulations, etc.) can provide
conceptually and functionally rich domains for learning. However,
this introduces the problem of determining what works in which
circumstances and why. Research and development on these matters is
reflected in this collection of papers. This research suggests a
need to rethink foundational issues in educational philosophy and
learning technology. One major theme connecting these papers is the
need to address learning in the large - from a more holistic
perspective. A second theme concerns the need to take learners
where and as they are, integrating technology into effective
learning places. Significant and systematic progress in learning
support for complex domains demands further attention to these
important issues.
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