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OverviewThe 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. Full Product DetailsAuthor: Itiel E. Dror (University College London)Publisher: John Benjamins Publishing Co Imprint: John Benjamins Publishing Co Volume: 27 Weight: 0.655kg ISBN: 9789027222572ISBN 10: 9027222576 Pages: 265 Publication Date: 26 January 2011 Audience: Professional and scholarly , Professional & Vocational Format: Hardback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of Contents1. About the authors; 2. Brain friendly technology: What is it? And why do we need it? (by Dror, Itiel E.); 3. Fostering general transfer with specific simulations (by Son, Ji Y.); 4. Attention management for dynamic and adaptive scaffolding (by Molenaar, Inge); 5. Social, usability, and pedagogical factors influencing students' learning experiences with wikis and blogs (by Minocha, Shailey); 6. Software-realized inquiry support for cultivating a disciplinary stance (by Tabak, Iris); 7. Perceptual learning and the technology of expertise: Studies in fraction learning and algebra (by Kellman, Philip J.); 8. On foundations of technological support for addressing challenges facing design-based science learning (by Vattam, Swaroop S.); 9. IndexReviewsAuthor InformationTab Content 6Author Website:Countries AvailableAll regions |
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