Describes empirical research in the fields of neurology and cognitive science that is being conducted to determine how and why the brain learns. Explains ways that video is compatible with how the brain learns and suggests it should be used more extensively by teachers and library media specialists. (LRW)

Explains a nested hierarchy of conceptions of teaching and suggests a process of expanding awareness among academic staff of the relation between learning and teaching. Presents a case study of one lecturer's changing conceptions and discusses how conceptual change may be encouraged in academic staff. (Author/LRW)

Discusses the Alexandria Digital Earth Prototype (ADEPT), part of the Alexandria Digital Library at the University of California at Santa Barbara. Describes a classroom evaluation of system use by faculty and students, and a laboratory-based usability study that investigates users' mental models of ADEPT and student learning. (Contains 29…

Includes two articles that highlight changes in Eastern Europe's distance education in higher education institutions since the collapse of the Soviet Union. Examines the high demand for distance education in the Czech Republic and the need for training in distance education technology; and reports on the fourth Romanian Internet Learning Workshop.…

Discusses distributed cognition theory, a viable framework and methodology for examining interactions between individuals and artifacts, and how it relates to performance support. Highlights include knowledge representation; applications in learning and performance support; learning communities; collaborative learning; and computer technology and…

Discusses organic architecture and suggests that learning environments should be designed and constructed using an organic approach, so that learning is not viewed as a distinct human activity but incorporated into everyday performance. Highlights include an organic knowledge-building model; information objects; scaffolding; discourse action…

Discusses competence and learning in the numeric domain and describes the implementation of the cognitive apprenticeship concepts through the use of granular interface, dynamic feedback, and facilities for far transfer of knowledge, as well as their contribution in arriving at a recommended implementation framework. Considers intelligent tutoring…

Discusses the value of feedback in performance improvement and reviews an emerging theoretical perspective called feedback intervention theory as well as emerging technologies and practices related to feedback delivery in instruction. Topics include theories of learning; electronically mediated communication; and immediate feedback. Contains 53…

Discusses knowledge management that seeks to minimize information overload in order to enhance performance. Highlights include the differences between data, information, and knowledge; the relationship between learning, knowledge, and performance; the use of focus groups; documenting results; and knowledge classification. (LRW)

Discusses the need for training to be learner-centered and meaningful to the adult learner and explains that andragogy requires learning to be experiential with immediate application, consequence, and participation. Emphasizes knowing the learning and working styles of participants, discuses training efficiency, and suggests that online training…

Examines the "media effects" debate-whether media in and of itself affects learning-and presents an analysis of various arguments from a learning theory perspective. Proposes a dynamic process of instructional design where assessments are aimed at instructional practices as well as learning outcomes, and instructional media and method…

Explains three worlds of instructional design: the world of knowledge, including knowledge structures and instructional strategies; the world of learning, including learning processes; and the world of work, focusing on real life task performance. Discusses implications for future research, stressing the promise of mental models as a theoretical…

Describes toys presented at the Tokyo Toy Fair in 1999 that use technology to allow users to take more creative control. Discusses video games, computerized toys, toy robots, and high tech learning aids and simulation techniques, and considers them in light of the Montessori philosophy of learning how to learn. (JPB)

Research by Choo and Tan (1990; 1995) suggests that accounting students, who engage in deep-elaborative learning, have a better understanding of the course materials. The purposes of this paper are: (1) to describe a deep-elaborative instructional approach (hereafter DEIA) that promotes deep-elaborative learning of introductory management…

In today's society, how many people just want to know the answer? How many students are satisfied with accepting their first Internet hit without comparing information and validating sources? How many adults do the same? With today's technology, instant gratification and completing a task as quickly as possible seem to be the norm. This article…