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Learning, Design, and Technology

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Cover of 'Learning, Design, and Technology'

Table of Contents

  1. Altmetric Badge
    Book Overview
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    Chapter 1 Evaluations of Educational Practice, Programs, Projects, Products, and Policies
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    Chapter 2 Learning Model of Recorded Lectures: Implications to Learning Analytics Theory and Practice
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    Chapter 3 What Massive Open Online Course (MOOC) Stakeholders Can Learn from Learning Analytics?
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    Chapter 4 Competency-Based Personalization Process for Smart Learning Environments
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    Chapter 5 Context-Aware Ubiquitous Learning in Science Museum with iBeacon Technology
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    Chapter 6 From Reflective Practitioner to Active Researcher: Towards a Role for Learning Analytics in Higher Education Scholarship
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    Chapter 7 Analyzing Learner and Instructor Interactions within Learning Management Systems: Approaches and Examples
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    Chapter 8 Beyond Cognitive and Affective Issues: Designing Smart Learning Environments for Psychomotor Personalized Learning
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    Chapter 9 Creation of Cognitive Conflict by Error-Visualization: Error-Based Simulation and Its Practical Use in Science Learning
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    Chapter 11 Smart (but Also) Challenging Learning Environments: The Case of Conversational Agents That Foster Productive Peer Dialogue
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    Chapter 13 Learning Analytics and Learning Objects Repositories: Overview and Future Directions
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    Chapter 14 Pedagogical Framework for Developing Thinking Skills Using Smart Learning Environments
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    Chapter 15 Learning Analytics for Smart Learning Environments: A Meta-analysis of Empirical Research Results from 2009 to 2015
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    Chapter 16 The Conceptual Model of Formative Assessment of Structural Knowledge
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    Chapter 17 Developing the Petal E-learning Platform for Facial Analytics and Personalized Learning
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    Chapter 18 Students’ Potential as Active Participants in Peer Content Analysis Through Asynchronous Discussions
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    Chapter 19 Smart Learning Environments in School: Design Principles and Case Studies
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    Chapter 21 Game Learning Analytics: Learning Analytics for Serious Games
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    Chapter 22 Customizable Tool for Online Training Evaluation
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    Chapter 23 Structural Assessment of Knowledge as, of, and for Learning
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    Chapter 24 The Essential Components of Game Design in 3D Virtual Worlds: From a Language Learning Perspective
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    Chapter 25 Exploring Ubiquitous Geometry Learning in Real Situation
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    Chapter 26 Design and Analysis of Recommendation Learning System Based on Multiple Intelligences Theory
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    Chapter 27 The Application and Evaluation of Augmented Reality-Integrated E-books in Living Technology Education
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    Chapter 28 The Application of Augmented Reality in English Vocabulary Learning for Elementary School Students
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    Chapter 29 An Adaptive and Personalized English Reading Recommendation System
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    Chapter 31 Blended Learning Research in Higher Education and K-12 Settings
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    Chapter 32 From Distance Education to Massive Open Online Courses in Taiwan: Progressing with a Global Perspective and Local Commitments
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    Chapter 33 What Motivates Exemplary Online Teachers? A Multiple-Case Study
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    Chapter 34 Formal E-learning in Arab Countries: Challenges and Opportunities
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    Chapter 35 Do You Have a SOLE? Research on Informal and Self-Directed Online Learning Environments
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    Chapter 36 Using Non-player Characters to Scaffold Non-gamer Students in Serious Gaming
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    Chapter 37 Transformative Learning: A Narrative
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    Chapter 39 Sociability of Online Learning Environments: Examining Discussion Group Sizes and Social Network Sites
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    Chapter 40 Preparing for High-Tech Jobs: Instructional Practices, Adults with Autism Spectrum Disorders (ASD), and Video Game Design
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    Chapter 41 Digital Forms of Assessment in Schools: Supporting the Processes to Improve Outcomes
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    Chapter 44 Learning Analytics: Negotiating the Intersection of Measurement Technology and Information Technology
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    Chapter 45 Building the Virtual Experiment Learning Activities to Facilitate Self-Adaptive Learning in IPv6 Subject
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    Chapter 46 Technology Laboratories for Learners with Autism Spectrum Disorder (ASD)
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    Chapter 47 Designing Digital Technologies for Deeper Learning
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    Chapter 48 Learning Theories: The Role of Epistemology, Science, and Technology
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    Chapter 49 Twenty-First-Century Learning, Rhizome Theory, and Integrating Opposing Paradigms in the Design of Personal Learning Systems
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    Chapter 50 Cognitive Load Theory: What We Learn and How We Learn
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    Chapter 51 Applying a Repertory Grid-Oriented Mindtool to Developing a Knowledge Construction Augmented Reality Mobile Learning System
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    Chapter 52 Benchmarking: A Method for Quality Assessment and Enhancement in Higher Education
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    Chapter 53 Toward a Cognitive Theory of Multimedia Assessment (CTMMA)
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    Chapter 54 Learning Theories: The Impact of Goal Orientations, Epistemic Beliefs, and Learning Strategies on Help Seeking
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    Chapter 55 Networked Societies for Learning: Emergent Learning Activity in Connected and Participatory Meshworks
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    Chapter 56 Technology-Enhanced Learning: A Learning Sciences Perspective
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    Chapter 57 Students’ Motivation to Learning with Information Technology in Statistics Classroom
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    Chapter 59 Personalizing Flipped Instruction to Enhance EFL Learners’ Idiomatic Knowledge and Oral Proficiency
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    Chapter 60 The Cognitive Theory of Multimedia Learning: The Impact of Social Cues
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    Chapter 61 The Innovative Influence of Technologies on Education in China: Ongoing and Outlook
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    Chapter 62 Self-Determined Learning: Designing for Heutagogic Learning Environments
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    Chapter 63 Redefining Learning: A Neurocognitive Approach
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    Chapter 64 Assessment for Twenty-First-Century Learning: The Challenges Ahead
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    Chapter 65 Psychological Framework for Quality Technical and Vocational Education and Training in the Twenty-First Century
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    Chapter 66 The Future of Assessment in Technology-Rich Environments: Psychometric Considerations
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    Chapter 67 Future Trends in the Design Strategies and Technological Affordances of E-learning
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    Chapter 69 The Theory of Totally Integrated Education (TIE)
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    Chapter 70 Are Students and Faculty Ready for Transformative Learning?
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    Chapter 71 Informal Learning Through Social Media: Opportunities for Learning Professionals
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    Chapter 72 Insight into MOOCs Research: A Meta-trend Analysis of Publications (2009–2018)
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    Chapter 73 Design Thinking, Designerly Ways of Knowing, and Engaged Learning
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    Chapter 74 Expanding Design Research: From Researcher Ego-Systems to Stakeholder Ecosystems
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    Chapter 75 Considerations for the Design of Gesture-Augmented Learning Environments
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    Chapter 76 NERVE, InterPLAY, and Design-Based Research: Advancing Experiential Learning and the Design of Virtual Patient Simulation
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    Chapter 77 Instructional Design as a Moral Ecology of Practice: Implications for Competency Standards and Professional Identity
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    Chapter 79 Toward a Systematic and Model-Based Approach to Design Learning Environments for Critical Thinking
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    Chapter 80 Designing for Collaborative Creativity in STEM Education with Computational Media
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    Chapter 81 Design Thinking: Towards the Construction of Knowledge
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    Chapter 83 E-portfolios as Digital Assessment Tools in Higher Education
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    Chapter 84 The Theory of Virtuality Culture and Technology-Mediated Human Presence
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    Chapter 85 Design of Innovative Learning Environment: An Activity System Perspective
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    Chapter 86 Concept Maps as Versatile Learning, Teaching, and Assessment Tools
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    Chapter 87 Learning Environments for Academics: Reintroducing Scientists to the Power of Creative Environment
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    Chapter 88 Digital Technologies and Adults: Social Networking, Holding Environments, and Intellectual Development
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    Chapter 89 A Change Model Mashup to Guide Educational System Change Participants
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    Chapter 91 Systems Thinking as a Heuristic for the Implementation of Service Learning in a University
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    Chapter 92 Importance of Educology for Improving Education Systems
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    Chapter 93 Axiomatic Theory of Intentional Systems ( ATIS ) and Options-Set Analyses for Education
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    Chapter 94 A Systems Thinking Approach to a Story-Centered Curriculum Design and Application in Japanese Higher Education
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    Chapter 95 Chaos Theory and the Sciences of Complexity: Foundations for Transforming Educational Systems
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    Chapter 96 The School System Transformation Process: Guidance for Paradigm Change in School Districts
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    Chapter 98 The Promise of Systemic Designing: Giving Form to Water
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    Chapter 100 What Is Systems Thinking?
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    Chapter 101 Complexity and Systems Thinking Models in Education: Applications for Leaders
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    Chapter 102 The Minnesota New Country School: Systemic Change Thinking in Action
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    Chapter 103 Applying Systems Thinking to Learner-Centered User Design for Game and Cyber School Learning Contexts
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    Chapter 104 Improving Completion in Online Education Systems: An Application of Systems Thinking
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    Chapter 106 Technology Affordance in Online Learning: A Systems Thinking and System Dynamics Theoretical Framework
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    Chapter 107 An Investigation into State-Level Paradigm Change and Politics in Education: Ohio’s Transformational Dialogue for Public Education
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    Chapter 109 Gauging the Effectiveness of Educational Technology Integration in Education: What the Best-Quality Meta-analyses Tell Us
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    Chapter 115 Gamification in Open and Distance Learning: A Systematic Review
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    Chapter 116 What Do Studies of Learning Analytics Reveal About Learning and Instruction? A Systematic Literature Review
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    Chapter 117 Utilizing Real-Time Descriptive Learning Analytics to Enhance Learning Programming
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    Chapter 118 A Process Method Approach to Study the Development of Virtual Research Environments: A Theoretical Framework
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    Chapter 119 Aligning Learner-Centered Design Philosophy, Theory, Research, and Practice
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    Chapter 120 Cultural and Historical Influences on a Project-Based Learning Training Program in Medellín, Colombia
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    Chapter 121 An Instrumentalized Framework for Supporting Learners’ Self-Regulation in Blended Learning Environments
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    Chapter 122 Design-Centric Research-Practice Partnerships: Three Key Lenses for Building Productive Bridges Between Theory and Practice
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    Chapter 123 Roles and Competencies of Educational Design Researchers: One Framework and Seven Guidelines
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    Chapter 124 Technology and Feedback Design
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    Chapter 127 The Confluence Effect of Policy, Mental Models, and Ethics on Individual Behavior
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    Chapter 128 Learning Theory and the Learning Sciences: A Section Introduction
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    Chapter 129 Impact of Educational Policies and Research on Educational Practice: A Section Introduction
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    Chapter 130 Technologies for Learning, Instruction, and Performance: A Section Introduction
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    Chapter 131 Innovative Design and Development Approaches: A Section Introduction
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    Chapter 132 Transformative Learning: A Section Introduction
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    Chapter 133 Systems Thinking and Change: A Section Introduction
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    Chapter 134 Assessment, Testing, and Evaluation: A Section Introduction
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    Chapter 136 Technologies Influencing Educational Futures: A Section Introduction
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    Chapter 137 Adaptive Technologies and Augmented Realities: A Section Introduction
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    Chapter 138 E-learning in Formal and Informal Settings: A Section Introduction
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    Chapter 139 Smart Learning Environments and Learning Analytics: A Section Introduction
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    Chapter 140 Cultural and Regional Perspectives: A Section Introduction
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    Chapter 141 Literature Reviews and Systematic Reviews of Research: The Roles and Importance
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    Chapter 142 Board Games as Part of Effective Game-Based Learning Strategies
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    Chapter 143 Case Studies in Learning Design and Instructional Technology: A Section Introduction
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    Chapter 144 Exploring Immersive Language Learning Using Virtual Reality
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    Chapter 145 Emergent Bilinguals Self-Affecting Their Self-Efficacy Through Bilingual Digital Environments
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    Chapter 147 Clicker Interventions in Large Lectures in Higher Education
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    Chapter 148 Narrative or Expository Video Cases: Exploring the Influence of Video Cases on Junior Staff’s Attitude and Reflection
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    Chapter 150 Transformative Learning in an Online Doctoral Programme: Autoethnography as a Pedagogical Method
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    Chapter 151 Operationalizing Transformative Learning: A Case Study Demonstrating Replicability and Scaling
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    Chapter 153 Transformative Learning and the Affordance of Flexible Habits of Mind
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    Chapter 154 Achieving Education for Sustainable Development (ESD) in Early Childhood Education Through Critical Reflection in Transformative Learning
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    Chapter 155 Transformative Experience: A Critical Review and Investigation of Individual Factors
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    Chapter 158 Transformative Learning for Sustainability in a Business School Through the Analysis of Students’ Critical Reflection
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    Chapter 159 A Systematic Mapping of Literature on Transformative Learning Theory in Educational Technology
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    Chapter 161 Developing Critical Thinking: A Review of Past Efforts as a Framework for a New Approach for Childhood Learning
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    Chapter 163 Universal Design in Postsecondary Education: A Systematic Review
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    Chapter 164 Examining Technology Use and Evaluation in Computer-Supported Collaborative Learning: A Systematic Review
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    Chapter 166 Linking Assessment and Learning Analytics to Support Learning Processes in Higher Education
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    Chapter 167 Teacher Professional Development for Online Teaching: An Update of Insights Stemming from Contemporary Research
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    Chapter 168 Supporting the Development of Information Communication Technology Education in Ghana
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    Chapter 169 Educational Technologists in Latin America and the Caribbean: Perceived Importance of Competencies for Practice
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    Chapter 170 Integrated Problem-Based Learning: A Case Study in an Undergraduate Cohort Degree Program
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    Chapter 171 Community of Inquiry in a Collectivist/Feminine Society: An Examination
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    Chapter 172 Pre-service Teachers’ Perceptions Towards Using Games for Learning About Socio-scientific Topics: A Case Study
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    Chapter 173 Fostering Visuospatial Skills in Children Through Inquiry-Based Learning with Origami: The Case Study of VisMO Lessons
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    Chapter 174 Apprenticeship Programs in a Blended Design Case
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    Chapter 176 Data-Informed Learning Design in a Computer Science Course
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    Chapter 177 Using Design-Based Research to Develop a Professional Development Model
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    Chapter 178 Designing Educative Tools for Scientific Argumentation: A Case Study of DBR Before and During the Pandemic
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    Chapter 179 Combining User Experience and Learning Efficacy in Design and Redesign
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    Chapter 180 Integrating Computational Thinking in Humanistic Subjects in Higher Education
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    Chapter 181 Utilizing Constructivist-Based Multimedia Principles in Blended Course Design Supports Greater Learner Autonomy: A Case Study
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    Chapter 182 Deploying Gamification Design to Promote Student Interaction in an Online Course
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    Chapter 183 Using Backward Design for Flipped Learning Environments
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    Chapter 184 Dashboard Applications to Support Motivation: A Design Case
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    Chapter 185 Designing a Motivation Intervention for Students Learning Algebra Online
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    Chapter 186 Parent Learning Through Complementary Online Social Collaboration: A Case Study of Parentopia
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    Chapter 187 Building a Performance-Based Assessment of Graph Construction Using Evidence-Centered Design
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    Chapter 188 Designing Interactive Virtual Manipulatives: The Case of Puzzle Blocks
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    Chapter 190 Transfer of STEM Research for Designing Contextually Relevant Curriculum in Pakistan: A Case Study
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    Chapter 192 EdTech for “Littles”: Using a Learning Engineering Approach to Create a Digital Math Readiness Program for 2- and 3-Year-Old Children
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    Chapter 193 The Ethical Choices with Educational Technology Framework
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    Chapter 194 Designing Avatar Personas for an Implicit Bias Simulation Through Empathic Design Approaches
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    Chapter 197 Integrative Literature Review of Interactions in Online Courses
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    Chapter 198 Visual Literacy (VL) Assessment: A Review of Critical Voices and Practices
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Title
Learning, Design, and Technology
Published by
Springer International Publishing, January 2018
DOI 10.1007/978-3-319-17461-7
ISBNs
978-3-31-917460-0, 978-3-31-917462-4, 978-3-31-917461-7
Editors

Michael Spector, Barbara B. Lockee, Marcus D. Childress

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