Handling complexity in learning environments : theory and research /

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Bibliographic Details
Corporate Author: European Association for Research on Learning and Instruction.
Other Authors: Elen, Jan., Clark, Richard E. 1940-
Format: eBook
Published: Oxford, UK ; Boston : Elsevier, 2006.
Edition:1st ed.
Series:Advances in learning and instruction series.
Online Access:Available via EBSCO eBook Collection
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003 OCoLC
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006 m o d
007 cr cnu---unuuu
008 061102s2006 enka ob 011 0 eng d
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020 |a 0080462731  |q (electronic bk.) 
020 |a 9780080462738  |q (electronic bk.) 
020 |z 0080449867  |q (Cloth) 
035 |a (OCoLC)74850628  |z (OCoLC)271793607  |z (OCoLC)517558975  |z (OCoLC)647545570 
050 4 |a LB1062  |b .H25 2006eb 
072 7 |a EDU  |x 009000  |2 bisacsh 
049 |a TWCM 
245 0 0 |a Handling complexity in learning environments :  |b theory and research /  |c edited by Jan Elen, Richard E. Clark. 
250 |a 1st ed. 
260 |a Oxford, UK ;  |a Boston :  |b Elsevier,  |c 2006. 
300 |a 1 online resource (xiv, 311 pages) :  |b illustrations. 
336 |a text  |b txt  |2 rdacontent 
337 |a computer  |b c  |2 rdamedia 
338 |a online resource  |b cr  |2 rdacarrier 
490 1 |a Advances in learning and instruction series 
500 |a "Published in association with the European Association for Learning and Instruction." 
500 |a "This edited book is a tribute to Joost Lowyck on the occasion of his retirement as professor of educational technology at the Katholieke Universiteit Leuven, Belgium"--Introduction. 
504 |a Includes bibliographical references and indexes. 
588 0 |a Print version record. 
505 0 |a Cover -- Handling Complexity in Learning Environments: Theory and Research -- Contents -- List of Figures -- List of Tables -- Contributors -- Preface -- Introduction -- Setting the Scene: Complexity and Learning Environments -- Complexity -- Complexity and Learning Environments -- Structure of the Book -- References -- How the Human Cognitive System Deals with Complexity -- Introduction -- Defining and Measuring Complexity within a Cognitive Load Theory Framework -- How Human Cognitive Architecture Evolved to Handle Complexity -- Instructional Implications -- Conclusions -- References -- Motivational Challenges Experienced in Highly Complex Learning Environments -- Introduction -- Task Complexity and Motivation -- Conclusion -- References -- Mental Models and Complex Problem Solving: Instructional Effects -- Introduction -- Information Processing and Mental Models -- Problem-Solving in Complex Systems -- Model-Oriented Learning and Instruction -- Lessons Learned from Research -- References -- The Social Complexity in Establishing and Sharing Information Resources -- Introduction -- Three Examples of Collaboratively Establishing and Sharing Information Resources -- Theoretical Framework -- An Experimental Approach for Investigating the Establishment of a Shared Information Pool -- Experimental Results Revealing the Interplay of the Effects of Benefits, Costs and Metaknowledge -- Discussion -- References -- The Culture of the Mathematics Classroom: A Complex Determinant of Students' Learning -- Changing Theoretical Perspectives on Mathematics Education -- Mathematics as a Cultural Activity -- The Mathematics Classroom -- The Explanatory Power of the Culture of the Mathematics Classroom -- Conclusion and Discussion -- References -- Scaffolds for Scientific Discovery Learning -- Introduction -- Inquiry Processes -- Cognitive Scaffolds for Orientation, Hypothesis Generation, and Conclusion -- Cognitive Scaffolds for Experimentation -- Cognitive Scaffolds for Regulation of the Inquiry Process -- Cognitive Scaffolds for Evaluation -- Discussion -- References -- Coping with Complexity in Multimedia Learning -- Introduction -- Managing Essential Processing by Managing Complexity -- Reducing Extraneous Processing by Reducing Complexity -- Signaling -- Summary -- References -- Collaboration Load -- Introduction -- Cognitive Load and Learning -- What Constitutes Collaboration Load? -- Do Computerized Environments Influence Collaboration Load? -- How Can CSCL Designers Tune Collaboration Load? -- Conclusion: Group Cognitive Load -- Acknowledgements -- References -- Balancing Support for Student Learning -- Introduction -- A Model of Balancing Support to Student Learning -- The Case of New Learning: Secondary School Reforms in the Netherlands -- Discussion and Conclusions -- References -- The Use of Instructional Interventions: Lean Learning Environments as a Solution for a Design Problem -- Introduction -- Conceptual Clarifications -- Different Positions -- The Lack of Adequate Use of Instructional Interventions: When Is it a Problem, Who Is to Blame, and What Can Be Done? -- Design Implications -- Instructional Motivation and Knowledgeability -- Suggested Solutions -- Discussion and Conclusions -- References -- Performance Assessment and Learni. 
650 0 |a Cognitive learning. 
650 0 |a Learning, Psychology of. 
650 0 |a Instructional systems  |x Design. 
655 0 |a Electronic books. 
700 1 |a Elen, Jan. 
700 1 |a Clark, Richard E.  |q (Richard Edward),  |d 1940- 
710 2 |a European Association for Research on Learning and Instruction. 
776 0 8 |i Print version:  |t Handling complexity in learning environments.  |b 1st ed.  |d Oxford, UK ; Boston : Elsevier, 2006  |z 0080449867  |w (OCoLC)71004486 
830 0 |a Advances in learning and instruction series. 
856 4 0 |u https://ejwl.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=166975  |z Available via EBSCO eBook Collection 
999 |l ebsco