Towards Learning and Instruction in Web 3.0.

Advances in Cognitive and Educational Psychology

Towards Learning and Instruction in Web 3.0.

Advances in Cognitive and Educational Psychology
A book edited by

Pedro Isaías
Dirk Ifenthaler
Kinshuk
Demetrios G. Sampson
J. Michael Spector
to be published by

Springer, New York

Introduction
This edited volume with selected expanded papers from CELDA (Cognition and Exploratory
Learning in the Digital Age) 2010 (http://www.celda-conf.org/) addresses the main issues
concerned with evolving learning processes, innovative pedagogies, and technology-based
educational applications in the digital age. There have been advances in both cognitive
psychology and educational computing that have affected the research filed. The convergence of
these two disciplines is increasing at a fast pace and affecting academia and professional practice
in many ways. Towards Learning and instruction in Web 3.0 addresses paradigms such as just-in-
time learning, constructivism, student-centered learning and collaborative approaches which have
emerged and are being supported by technological advancements such as simulations, virtual
reality and multi-agents systems. These developments have created both opportunities and areas
of serious concerns. This volume aims to cover both technological as well as psychological and
pedagogical issues related to the developments of Web 3.0. There are twenty papers selected for
this edited volume from among peer-reviewed papers presented at the CELDA (Cognition and
Exploratory Learning in the Digital Age) 2010 Conference in Timisoara, Romania in October,
2010.

Coverage
This work will cover the current state of research, methodology, diagnostics, and technology. The
five parts of the work are:
 Part I: Student-centered Learning
 Part II: Collaborative Learning
 Part III: Technology, Learning And Expertise
 Part IV: Toward Web 3.0 in Education
 Part V: Exploratory Technologies

Proposed Timeline
The following represents a timeline for completing the volume:
 February, 15th 2011 Invitation of authors
 May, 1st 2011 Draft chapters due (expanded versions of the CELDA papers)
 May, 15th 2011 Reviews of draft chapters and chapters returned with editorial
comments
 June, 1st 2011 Final chapters due
 June, 15th 2011 Submission of final manuscript
 December, 1st 2011 Edited volume available
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Towards Learning and Instruction in Web 3.0. Advances in Cognitive and Educational Psychology

Important Information for Invited Submissions

 The papers should follow APA 5 style guidelines – see

http://owl.english.purdue.edu/owl/resource/560/01/ for details.
 Please use the attached template when creating your revised paper.
 Make revisions based on feedback received at CELDA and with the theme and other
invited papers in mind.
 Keep the length to between 5,000 and 7,000 words including references.
 Figures should be high resolution black and white or grayscale images suitable for
reproduction and attached as separated files named as follows: firstauthor_Figure_No.jpg
(or other format, e.g .gif, .bmp, etc.)
 Revised papers should be sent to Pedro Isaías (pisaias@univ-ab.pt) as an email
attachment

Inquires and Submissions

Please forward your inquires and submissions to:

Dr. Pedro Isaías,

Universidade Aberta (Portuguese Open University),
Palácio Ceia, Rua da Escola Politécnica, 141-147
1269-001 Lisbon, Portugal –
Tel: +351 300 007 680 – E-mail: pisaias@univ-ab.pt

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Towards Learning and Instruction in Web 3.0. Advances in Cognitive and Educational Psychology

Towards Learning and Instruction in Web 3.0. Advances in

Cognitive and Educational Psychology
edited by Pedro Isaías, Dirk Ifenthaler, Kinshuk, Demetrios G. Sampson, & J. Michael Spector

Preface – P. Isaías, D. Ifenthaler, Kinshuk, D. Sampson, J. M. Spector,

Learning and Instruction in Web 3.0: Introduction – Dirk Ifenthaler

Part I – Student-centered Learning

SQAR: AN ANNOTATION-BASED STUDY PROCESS TO ENHANCE THE LEARNER'S PERSONAL

LEARNING
Belkacem Mostefai, Faical Azouaou and Amar Balla

THE NEED OF FULL-FEATURED WEB-BASED FORMATIVE ASSESSMENT IN A MEDICAL PBL-

CURRICULUM: STUDENTS', LECTURERS' AND THEORY'S VIEW
Stefan Minder, Felix Schmitz and Sissel Guttormsen

AN ARCHITECTURE FOR DYNAMIC STUDENT MODELLING OF LEARNING STYLES IN

LEARNING SYSTEMS AND ITS APPLICATION FOR ADAPTIVITY
Sabine Graf, Kinshuk, Qingsheng Zhang, Paul Maguire and Victoria Shtern

THE EFFECT OF PROJECT BASED E-LEARNING SYSTEM ON STUDENTS OUTCOMES

Bahaaeldin Mohamed and Thomas Koehler

A PRELIMINARY STUDY ON STUDENTS’ LEARNING EXPERIENCE IN AN INTERNATIONAL

ONLINE SYNCHRONOUS RESEARCH SEMINAR
Daniel C. Teng, Tommaso Leo, Kinshuk and Nian-Shing Chen

Part II – Collaborative Learning

BEYOND PLAYING WITH LEGO BRICKS: MODELING INTERACTION BETWEEN

BEHAVIORAL ARTIFACTS
Bent Bruun Kristensen, Daniel C-m. May and Palle Nowack

COLLABORATIVE LANGUAGE LEARNING AS A DEVICE INDEPENDENT APPLICATION

Razia Sultana, Markus Feisst and Andreas Christ

COLLABORATIVE LEARNING TOOLS IN HIGHER EDUCATION AND LIFE-LONG LEARNING

Cosmin Porumb, Sanda Porumb, Bogdan Orza and Aurel Vlaicu

Part III – Technology, Learning And Expertise

ALIGNING TECHNOLOGIES AND THE CURRICULUM: A SNAPSHOT OF ACADEMIC PRACTICE

Margot Mcneill, Maree Gosper and John Hedberg

REAL WORLD, STUDENT SELECTABLE DATA FOR EDUCATION – LEARNING GRAPH

ALGORITHMS
Ville Karavirta

E-MENTORING IN VOCATIONAL TEACHER EDUCATION

David Lord and Nele Coninx

THE IPTEACES E-LEARNING FRAMEWORK - THE ANALYSIS OF THE SUCCESS INDICATORS

AND THE IMPACT ON STUDENT SOCIAL DEMOGRAPHIC CHARACTERISTICS
Nuno Pena and Pedro Isaias

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Towards Learning and Instruction in Web 3.0. Advances in Cognitive and Educational Psychology

Part IV – Toward Web 3.0 in Education

KEY-ROLES IN VLEs: A METRIC BASED ON SOCIAL NETWORK ANALYSIS

Paola Pasqualino, Maria Assunta Barchiesi, Elisa Battistoni and Gianluca Murgia

FIRST ON THE LIST: SEO CONTESTS AS AUTHENTIC LEARNING

Mark Frydenberg and Jonh S. Miko

EXPLOITING VIRTUAL WORLDS FOR TEACHERS' PROFESSIONAL DEVELOPMENT

Pavlos Kallonis and Demetrios G Sampson

INDIVIDUAL DIFFERENCES IN DIFFERENT LEVEL MENTAL ROTATION TASKS: AN EYE

MOVEMENT STUDY
Sacide Güzin Mazman and Arif Altun

Part V – Exploratory Technologies

ASSESSMENT OF MOTIVATION IN GAMING BASED E-LEARNING

Ioana Ghergulescu and Cristina Hava Muntean

AN ANALYSIS OF ANSWER SELECTION PATTERNS FROM MULTIPLE-CHOICE ITEMS

Jay Powell, Jim Bernauer and Vishnu

ROBOT TECHNOLOGY AND NUMBERS IN THE CLASSROOM

Gunver Majgaard, Morten Misfeldt and Jacob Nielsen

THE STRINGPRINTER: FIRST STEPS TOWARD CHILD-FRIENDLY FABRICATION DEVICES

Kyle Ludwig, Nwanua Elumeze and Michael Eisenberg