Cognition and learning in the digital age: Promising research and practice

Authors:
J. Michael Spector
Affiliations:
Learning Systems Institute, Florida State University, C 4622 University Center, Tallahassee, FL 32306-2540, United States
Venue:
Computers in Human Behavior
Year:
2008

Citing 6
Cited 3

Modeling managerial behavior: misperceptions of feedback in a dynamic decision making experiment

Management Science
Software project dynamics: an integrated approach

Software project dynamics: an integrated approach
Systems thinking: critical thinking skills for the 1990s and beyond

System Dynamics Review - Special issue: Systems thinking in education
Healthcare assessment and performance: Using simulation

Simulation and Gaming - Symposium on medical and healthcare simulation Part I
Business Dynamics

Business Dynamics
Modeling for Learning Organizations

Modeling for Learning Organizations

Representational scripting effects on group performance

CSCL'09 Proceedings of the 9th international conference on Computer supported collaborative learning - Volume 1
The effects of constructing domain-specific representations on coordination processes and learning in a CSCL-environment

Computers in Human Behavior
The effects of inspecting and constructing part-task-specific visualizations on team and individual learning

Computers & Education

Quantified Score

Hi-index	0.00

Visualization

Abstract

This paper is primarily conceptual in nature and explores issues pertaining to the interdisciplinary nature of research and practice in learning and instruction with particular emphasis on 21st technology-facilitated means and methods (e.g., modeling tools and online discussions). Examples of new concept mapping tools used to support and assess learning in complex domains are provided. A context for designing instruction that integrates new approaches and tools (model-facilitated learning) is presented, and research findings from a particular concept-mapping assessment methodology are presented. Research methods and perspectives to assist in understanding learning that is associated with online discussions are also suggested. The implications for competency development in educational technology are discussed, and suggestions for further research are provided.