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Chapter
Transforming Learning with Technology
Throughout the industrial age, technology has promised to improve the lives of those who used it. Modernists believe that technology can produce faster, better, and more efficiently. During the 20th century, e...
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Chapter
Externally Modeling Mental Models
Meaningful learning, as opposed to reproductive learning, is active, constructive, intentional, authentic, and collaborative. When learners engage in meaningful learning, they naturally construct mental models...
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Chapter
Modeling for Meaningful Learning
In the first part of the chapter, we argue that the goal of formal education should be meaningful learning. Meaningful learning is necessarily social, collaborative, intentional, authentic, and active. The res...
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Chapter
Tools for Representing Problems and the Knowledge Required to Solve Them
In this chapter, I have shown that problem solving depend on how the problem is represented to the learners. That representation affects, to some degree, they ways that problem solvers represent problem mental...
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Chapter
Integrating Constructivism and Learning Technologies
This chapter seeks to demonstrate how constructivism and its associated theories (e.g., activity theory, distributed cognition, situated learning, etc.) can be used as lenses for examining the potentials of te...
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Chapter
Introduction
Education! A critical topic in virtually all the nations of the world. What do children need to know in a world where information is growing at such a tremendous rate? How do we help them become lifelong learn...
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Chapter
Designing Learning Environments That Support Thinking: The Jasper Series as a Case Study
Most instructional design efforts involve a minimum of four components; namely, a specification of (a) the goals to be met, (b) materials to be used, (c) teaching strategies to be employed and (d) items and pr...
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Chapter and Conference Paper
What are Cognitive Tools?
Tools are extensions of human beings that partially differentiate humans from lower order species of animals. Other species of animals have discovered tools, but have been unable to conceive needs to construct...
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Chapter and Conference Paper
Adding Intelligence to Hypertext with Expert Systems and Adding Usability to Expert Systems with Hypertext
Hypertext refers to a non-sequential, non-linear method for organizing and displaying text. It was designed to enable the reader to access information from a text in ways that are most meaningful (Nelson, 1981...
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Chapter and Conference Paper
Designing Hypertext for Learning
This paper describes hypertext, and its potential as a technology that can effectively facilitate learning.
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Chapter and Conference Paper
Levels of Processing in Building Expert Systems
Expert systems are regarded by many as cognitive tools; they are content independent and generalisable applications that can elicit higher order mental processing from learners. This paper defines the function...
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Chapter and Conference Paper
Cognitive flexibility theory and its implications for designing CBI
In this chapter, I argue that cognitive flexibility theory implemented in hypertext provides an effective model for designing and develo** computer-based instruction to support advanced knowledge acquisition...
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Chapter
Problems and Issues in Designing Hypertext/Hypermedia for Learning
The growth in interest in hypertext and hypermedia (hereafter referred to by the more generic term, hypermedia) in recent years has been staggering. Hypermedia systems are being used extensively in software en...