Dirk Ifenthaler

ABSTRACT Almost every educational organisation throughout the world is tempting to accommodate new ways of digital learning, using disruptive technologies. Technologies such as Learning Analytics, Virtual Assistants, Augmented Reality, or Badges are recognized as the key drivers to transform the way that individuals, groups and organizations learn (Sampson et al. 2014; Huang et al. 2013; Spector 2012; Johnson et al. 2013; Ifenthaler and Widanapathirana 2014). However, empirical research also shows that learners often struggle while confronted with digital learning environments and educators lack competencies how to implement emerging technologies for learning and instruction in a meaningful way (Ifenthaler et al. 2014; Ertmer 2005; Ifenthaler and Schweinbenz 2013).Therefore, theoretical foundations, empirical research and technological advances at the intersection of technology, instruction, cognition and learning are the underpinnings of the Special Interest Group Technology, Instruction Cogn ...

ABSTRACT This issue marks an exciting and challenging point as I begin my term as editor-in-chief of Technology, Knowledge and Learning. The new scope of the journal emphasizes the increased interest on context-aware adaptive and personalized digital learning environments. Rapid technological developments have led to new research challenges focusing on digital learning, game-based learning and gamification, automated assessment, as well as learning analytics (Spector 2012). These emerging systems aim to provide learning experiences delivered via personalized environments as well as mobile devices and are tailored to the educational needs, the personal characteristics, and the particular circumstances of the individual learner or a (massive) group of interconnected learners (Hannafin 1992; Spector et al. 2010; Huang et al. 2013). Such diverse learning experiences in real-world and virtual situations generate big data that provide rich potential for in-depth intelligent analyses and adaptive feed ...

Abstract The widespread ownership of mobile devices has lead to an increased interest to ubiquitous learning that is supported by a wide range of mobile devices. Mobile learning (m-learning) is referred to as when the process of learning and teaching occurs with the use of mobile devices anywhere and anytime. These developments have led to new research challenges in integrating formal and informal learning opportunities in technological supported environments. Therefore, this chapter is intended to provide an overview on ...

Abstract The omnipresence of the Internet and high bandwidth connections has brought about the development of powerful software packages called learning management systems (LMS). An LMS integrates the administration and facilitation of online activities and the distribution of learning materials. In this chapter, it is argued that the use of LMS is limited to only a few technological features and that so far it has failed to promote meaningful learning environments. Therefore, two empirical studies were conducted to investigate these ...

ABSTRACT Research-based learning (RBL) is a multifaceted approach for orchestrating a variety of learning and teaching strategies in order to connect research and instruction. This chapter presents a theoretical insight into RBL and teaching which integrates learning, teaching, and research. Further, a curriculum for descriptive and inferential statistics using the RBL and teaching approach is introduced. The chapter wraps up with reflections on further implementation of RBL and teaching, including the adoption of new technologies to assist this important approach of university education

ABSTRACT Changing student profiles and the increasing availability of mainstream and specialised learning technologies are stretching the traditional models of teaching and learning in higher education. Web-based lecture technologies, for example, are often associated with reduced lecture attendance, bringing their dominant position within university culture into question; online collaborative and conferencing tools enable students to communicate and collaborate from diverse locations freeing up their need to come to campus; and the increasing use of mobile devices is changing the design of teaching and learning spaces. Research provides strong evidence of the potential of technologies to facilitate cognition and learning. We also know that technologies do not work in isolation of the broader curriculum and where technologies have been bolted on, rather than integrated in a holistic way, students are in danger of an inferior learning experience. Hence, their use needs to be designed with awareness of not only their potential for facilitating learning, but with an understanding of their potential impact on the whole learning environment. This edited volume gives insights into how teaching and learning can be done differently. It features current research exploring new theoretical models relevant to the changing circumstances, examples of practice which capitalise on the potential of technologies to deliver alternatives to the more traditional lecture-based model of university teaching, and an examination of the challenges facing institutions in transforming innovation into sustainable practice. We organised the chapters included in this edited volume into four major parts: (1) theoretical consideration for the twenty-first century curriculum, (2) case studies: moving beyond traditional practice, (3) technological and pedagogical innovations influencing curriculum renewal, and (4) sustainable practice in technology-rich environments.

Abstract The current chapter presents a computational semantic tool called Semandix, which is based on a cognitive text comprehension model. The basic aim of this tool is to construct a semantic knowledge base of concepts and relations among them, in order to analyze free text responses, assess concept maps and provide a semantic dictionary of concepts categorized according to the structures of that cognitive model. Thus, its basic modules are: the 'Semantic Dictionary', the 'Text Analyzer', the 'Concept Map Assessor', and the ' ...

ABSTRACT Interest in collecting and mining large sets of educational data on student background and performance to conduct research on learning and instruction has developed as an area generally referred to as learning analytics. Higher education leaders are recognizing the value of learning analytics for improving not only learning and teaching but also the entire educational arena. However, theoretical concepts and empirical evidence need to be generated within the fast evolving field of learning analytics. The purpose of the two reported cases studies is to identify alternative approaches to data analysis and to determine the validity and accuracy of a learning analytics framework and its corresponding student and learning profiles. The findings indicate that educational data for learning analytics is context specific and variables carry different meanings and can have different implications across educational institutions and area of studies. Benefits, concerns, and challenges of learning analytics are critically reflected, indicating that learning analytics frameworks need to be sensitive to idiosyncrasies of the educational institution and its stakeholders.

ABSTRACT Changing student profiles, the pervasive influence of technologies and the pressure to produce work-ready graduates with more than discipline knowledge are three consistent themes giving rise to new curriculum models in the twenty-first century. The new approaches are both exciting and challenging—exciting because they offer new and enhanced opportunities for students to learn and challenging because they are charting new territory which has implications for institutional infrastructure, learning, and teaching. In this chapter we explore the imperatives for change and set the context for the theoretical models, curriculum designs, and innovations presented by the contributing authors

AbSTRACT The main focus of this chapter is the use of concept mapping, broadly defined to include both graphical and textual representations, for assessment in collaborative learning contexts. Several tools developed by the authors integrate concept mapping as the primary means of assessing progress of learning in complex and problem-solving domains. This chapter presents an overview of the theoretical and empirical foundation for these assessment tools, and discusses their applicability to collaborative learning environments ...

The capabilities and possibilities of emerging game-based learning technologies bring about a new perspective of learning and instruction. This, in turn, necessitates alternative ways to assess the kinds of learning that is taking place in the virtual worlds or informal settings. accordingly, aligning learning and assessment is the core for creating a favorable and effective learning environment. The edited volume will cover the current state of research, methodology, assessment, and technology of game-based learning. There will ...