Product Description: This most unusual book results from the NATO Advanced Research Work­ shop, "Designing Hypertext/Hypermedia for Learning", held in Rottenburg am Neckar, FRO, from July 3-8, 1989. The idea for the workshop resulted from the burgeoning interest in hypertext combined with the frustrating lack of literature on leaming applications for hypertext...read more

Product Description: The present volume contains a large number of the papers contributed to the Advanced Study Institute on the Psychological and Educational Foundations of Technology-Based Learning Environments, which took place in Crete in the summer of 1992...read more

This book presents the proceedings of the NATO workshop "Knowledge acquisition in the domain of physics and intelligent learning environments" held in Lyon, France, in July 1990. The contributions show clearly the different research approaches used in the area: via artificial intelligence, cognitive psychology, and physics education (didactics). This is the first book to use these three perspectives to discuss the teaching-learning process in a scientific domain in relation to new information technology. The papers present a variety of possible learning environments, from microworlds corresponding to physics models to environments using computers with captors as data treatments. In all approaches, the question of guidance and student modelling is raised and studied from different perspectives.

Product Description: Thorsten Bosch stellt die Messbarkeit des Trainingserfolgs im soft-skill-Bereich in den Mittelpunkt seiner Untersuchung und evaluiert das von ihm selbst entwickelte "Bosch-Modell", ein Blended Learning-Konzept zur Verbesserung der Fähigkeit zum Führen von Verkaufsgesprächen...read more

Product Description: Understanding the relationship between knowledge and action is vital, because without knowledge there is often no action and because knowledge can strongly influence actions. However, there is often considerable inconsistency between knowledge and action, and the research available on this relationship is not widely known...read more

In recent years, the use of technology for the purposes of improving and enriching traditional instructional practices has received a great deal of attention. However, few works have explicitly examined cognitive, psychological, and educational principles on which technology-supported learning environments are based. This volume attempts to cover the need for a thorough theoretical analysis and discussion of the principles of system design that underlie the construction of technology-enhanced learning environments. It presents examples of technology-supported learning environments that cover a broad range of content domains, from the physical sciences and mathematics to the teaching of language and literacy. The emphasis in this book is not on the design of educational software but on the design of learning environments. A great deal of research on learning and instruction has recently moved out of the laboratory into the design of applications in instructional settings. By designing technology-supported learning environments instructional scientists attempt to better understand the theories and principles that are explicit in their theories of learning. The contributors to this volume examine how factors such as social interaction, the creation of meaningful activities, the use of multiple perspectives, and the construction of concrete representations influence the acquisition of new information and transfer.

Product Description: The present volume contains a large number of the papers contributed to the Advanced Study Institute on the Psychological and Educational Foundations of Technology-Based Learning Environments, which took place in Crete in the summer of 1992...read more

Product Description: The NATO workshop ''Knowledge acquisition in the domain of physics and intelligent learning environments" was held in Lyon, France, July 8-12, 1990. A total of 31 researchers from Europe (France, Germany, Greece, Italy, Portugal, and the U...read more

Product Description: These two volumes essentially capture the focal points of the 1987 EARLI Conference. Volume 2.1 contains those contributions which are concerned with basic psychological and educational aspects of learning and instruction as for example social interaction in learning and instruction, problem solving, basic processes in knowledge acquisition, individual differences, research strategies...read more

Product Description: This most unusual book results from a NATO Advanced Research Workshop (ARW) held in Rottenburg am Neckar, FRG, in July 1989, within the new special programme on Advanced Educational Technology. The book is an annotated collection of papers defining hypermedia in several contexts and discussing how to design the information structure, the user interface and the learning model...read more

Product Description: Media-didactics have recently become more firmly grounded on cognitive theory, with an increasing concern for the internal processes of knowledge representation and acquisition. With this cognitive aspect in mind, an international group of researchers held a meeting in Tubingen, Federal Republic of Germany, to present and discuss the theoretical approaches to and empirical investigations of knowledge acquisition from text and pictures...read more