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This article was downloaded by: [Simon Fraser University]On: 20 November 2014, At: 02:09Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH,UK
Journal of Research onTechnology in EducationPublication details, including instructions forauthors and subscription information:http://www.tandfonline.com/loi/ujrt20
Cognition and Learning in theAge of Digital Technologies andSocial NetworkingKinshuka, Dirk Ifenthalerb, J. Michael Spectorc,Demetrios Sampsond & Isaías Pedroe
a Athabasca University, Canadab University of Mannheim, Germanyc The University of Georgia, USAd University of Piraeus, Greecee Universidade Aberta, PortugalPublished online: 21 Feb 2014.
To cite this article: Kinshuk, Dirk Ifenthaler, J. Michael Spector, Demetrios Sampson& Isaías Pedro (2010) Cognition and Learning in the Age of Digital Technologies andSocial Networking, Journal of Research on Technology in Education, 43:2, 101-102,DOI: 10.1080/15391523.2010.10782563
To link to this article: http://dx.doi.org/10.1080/15391523.2010.10782563
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Cognition and Learning in the Age of Digital Technologies and Social Networking
JRTE I Vol. 43, No.2, pp. 101-1021 ©2010-11 ISTE I www.iste.org
Cognition and Learning in the Age of Digital Technologies and Social Networking
Kinshuk Athabasca University, Canada
Dirk lfenthaler University of Mannheim, Germany
J. Michael Spector The University of Georgia, USA
Demetrios Sampson University of Piraeus, Greece
Pedro Isaias Universidade Aberta, Portugal
H uman learning has evolved slowly compared to the rapidly evolving developments designed to support learning. Advances in technologies and shifts in how learning is approached in both formal and
informal settings account for much of this evolution. Advances in cognitive psychology and its derivative in instruction, educational psychology, have also fueled this trend. Technologists have started to realize the importance of human behaviour and cognition in the design of technologies for learning. This special issue documents these fundamental changes, with the dual aims of providing a snapshot of current efforts and suggesting future research. A central theme in this special issue is the notion that human learning systems should be informed by human factors, with technology playing a supporting role rather than dictating how to support human learning.
This collection is assembled from the extended versions of selected papers from the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2009) that took place in Rome, Italy, November 20-22, 2009. Each paper represents a unique aspect of learning that highlights the interactions between human systems and technology with the potential to influence the ways an educational system could be improved and perhaps reformed.
In "Bridging the Gap between Expert-Novice Differences: The ModelBased Feedback Approach," Dirk Ifenthaler considers different types of automatically generated feedback in computer-based and self-regulated learning environments. The study undertakes a comparison of written text
Volume 43 Number 2 I Journal of Research on Technology in Education I 101
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Kinshuk, lfenthaler, Spector, SarTpson, & Isaias
and concept maps to understand how different forms of model-based feedback influence these two fi)rms of externalized understancing.
"Perspectives on the Integration of Technology and Assessment" by James Pellegrino and Edys Quellmalz also looks a-: assessment from different contexts, including large-scale testing programs, C.::.assroom-based programs, and rich, authentic, task-based problem solving. As a discussion paper, it looks into various roles technology may potentially plc:.y in learning-centered assessment systems.
"Promoting Collaboration in a Project-Based E-Learning Context" by Kyparisia Papanikolaou and Maria Boubouka investigates collaboration scripts in a project-based e-learning context for promoting metacognitive knowledge. Results of the study identify the importance of various design variables, such as the stage of the project involved~ the degree and type of interaction, the type of activities and products, the sequencing of activities, and the roles that students undertake during collaborc_tion activities.
In the paper "Developing an Educational Performance Indicator for New Millennium Learners;' Myunghee Kang, Heeok Heo, llhyun Jo, Jongho Shin, and Jeonghee Seo use a number of data-collection techniqueE to formulate a concept of educational performance for knowledge society. Their findings reveal that future learners need to acquire core competencies in the cognitive, affective, and sociocu~tural aspects of educational performance. On this basis, they provide a number of recommendations for enhancing educational systems.
Jose Bidarra and Olimpio Martins, in "Explora-:ory Learning with Geodromo: Design of Emotional and Cognitive Factors w:.thir:. an Educational Cross-Media Experience;' describe an educational multimedia system for learning geology, climate, biology, and archeology~ The system was designed to facilitate exploratory learning through the use of a robotic multimedia simulator and an online puzzle game. An evaluati::m of the system revealed that the major success fact:::>rs for effective relatior:.ship between the technology and pedagogy deployed in the learning scenario were authenticity of the digital media representations and enabling learners to convey their emotions naturally.
Overall, these five papers covered a multifaceted in-:eractic·n between the implementation of technological advances and the cognitive aspects of the learning processes. We hope these will serve as stepping stones for guiding researchers toward further innovation and the establishment of future research directions.
In addition to the guest editors, the following ex:perts k~ndly contributed their expertise and time to ensure the highest quality of this archive: Paraskeva Fotini, Pavlos Kallonis, Derm Madden, Flavio Manganello, Lynne Schrum, and Panagiotis Zervas.
102 I Journal of Research on Te:::hnology in Education I Vclume 43 Number 2
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