Technology Enhanced Learning and Cognition

Editor
| University College London
HardboundAvailable
ISBN 9789027222572 | EUR 95.00 | USD 143.00
 
e-Book
ISBN 9789027287458 | EUR 95.00 | USD 143.00
 
The use of technology in learning has increased dramatically. Training and education is now utilizing and almost integrated with the World Wide Web, podcasts, mobile and distant learning, interactive videos, serious games, and a whole range of e-learning. However, has such technology enhanced learning been effective? And how can it better serve training and education?

E-learning must be 'brain friendly', so it optimizes learning to the cognitive architecture of the learners. If technology enhanced learning promotes the formation of effective mental representations and works with the human cognitive system, then the learners will not only be able to acquire information more efficiently, but they will also remember it better and use it. Technology should not be the driving force in shaping e-learning, but rather how that technology can better serve the cognitive system.

This volume, originally published as a special issue of Pragmatics & Cognition 16:2 (2008) and partly in Pragmatics & Cognition 17:1 (2009), explores the research frontiers in cognition and learning technology. It provides important theoretical insights into these issues, as well as very practical implications of how to make e-learning more brain friendly and effective.

[Benjamins Current Topics, 27]  2011.  ix, 265 pp.
Publishing status: Available
Table of Contents
About the authors
vii–ix
Brain friendly technology: What is it? And why do we need it?
Itiel E. Dror
1–7
Fostering general transfer with specific simulations
Ji Y. Son and Robert L. Goldstone
8–50
Attention management for dynamic and adaptive scaffolding
Inge Molenaar and Claudia Roda
51–96
Social, usability, and pedagogical factors influencing students' learning experiences with wikis and blogs
Shailey Minocha and Dave Roberts
97–131
Software-realized inquiry support for cultivating a disciplinary stance
Iris Tabak and Brian J. Reiser
133–181
Perceptual learning and the technology of expertise: Studies in fraction learning and algebra
Philip J. Kellman, Christine Massey, Zipora Roth, Timothy Burke, Joel Zucker, Amanda Saw, Katherine E. Aguero and Joseph A. Wise
183–231
On foundations of technological support for addressing challenges facing design-based science learning
Swaroop S. Vattam and Janet L. Kolodner
233–263
Index
264
Cited by

Cited by 4 other publications

Dror, Itiel, Pascal Schmidt & Lanty O’connor
2011. A cognitive perspective on technology enhanced learning in medical training: Great opportunities, pitfalls and challenges. Medical Teacher 33:4  pp. 291 ff. Crossref logo
Krendzelak, M.
2014.  In 2014 IEEE 12th IEEE International Conference on Emerging eLearning Technologies and Applications (ICETA),  pp. 267 ff. Crossref logo
Phillips, Michael
2016.  In Digital Technology, Schools and Teachers' Workplace Learning,  pp. 1 ff. Crossref logo
Randhawa, Gurdit Singh & Navneet singh Randhawa
2020. IMPACT OF TECHNOLOGY ENHANCED(VIDEO-ASSISTED) TEACHING AS A TEACHING-LEARNING TOOL FOR MBBS FINAL II STUDENTS. INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCH  pp. 41 ff. Crossref logo

This list is based on CrossRef data as of 11 may 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects
BIC Subject: CFD – Psycholinguistics
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General
U.S. Library of Congress Control Number:  2010046578 | Marc record