Towards Learning and Instruction in Web 3.0
Advances in Cognitive and Educational Psychology
Nonfiction, Reference & Language, Education & Teaching, Teaching, Computers & Technology, Health & Well Being, Psychology, Cognitive Psychology
| Author: | ISBN: | 9781461415398 | |
| Publisher: | Springer New York | Publication: | December 16, 2011 |
| Imprint: | Springer | Language: | English |
| Author: | |
| ISBN: | 9781461415398 |
| Publisher: | Springer New York |
| Publication: | December 16, 2011 |
| Imprint: | Springer |
| Language: | English |
Towards Learning and instruction in Web 3.0, which includes 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. The convergence of these two disciplines continues to increase and in turn, affects the academic and professional spheres in numerous 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. This volume touches on both technological as well as psychological and pedagogical issues related to the developments of Web 3.0.
Towards Learning and instruction in Web 3.0, which includes 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. The convergence of these two disciplines continues to increase and in turn, affects the academic and professional spheres in numerous 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. This volume touches on both technological as well as psychological and pedagogical issues related to the developments of Web 3.0.
