The ILM model to promote creative thinking skills is concerning the application of the concepts of virtual technology in the instruction management, which is consistent and appropriate for learners in the digital age, so that they are able to learn anywhere and anytime by means of the brand-new teaching innovations. The objectives of this research…

We studied collaborative skill acquisition in a dynamic setting with the game Co-op Space Fortress. While gaining expertise, the majority of subjects became increasingly consistent in the role they adopted without being able to communicate. Moreover, they acted in anticipation of the future task state. We constructed a collaborative skill…

Who should evaluate the originality and task-appropriateness of a given idea has been a perennial debate among psychologists of creativity. Here, we argue that the most relevant evaluator of a given idea depends crucially on the level of expertise of the person who generated it. To build this argument, we draw on two complimentary theoretical…

Traditional instructional materials such as textbooks contain significant educational content, but the navigational mechanisms to access that content are limited and, more importantly, not designed with learning in mind. To address this gap, we present the Adaptive Map, a novel organization and navigation tool designed to help students better…

The content of the expertise which young natural scientists try to gain by doing science in research groups is a relatively little-explored subject. What makes learning in such settings challenging is that a central part of the expertise is tacit. This study employs empirical methods together with a contextualized approach and interdisciplinary…

There is a wealth of research on computer-supported cooperative work (CSCW) that is neglected in computer-supported collaborative learning (CSCL) research. CSCW research is concerned with contextual factors, however, that may strongly influence collaborative learning processes as well, such as task characteristics, team formation, team members'…

The purpose of this work is to contribute to the body of knowledge on processes by which students develop interdisciplinary understanding of contents, as well as to suggest technology-enhanced means for supporting them in these processes in the context of higher education. In doing so, we suggest a rethinking of three traditional practices that…

Learning progressions (LPs) are theoretical models of how learners develop expertise in a domain over extended periods of time. Recent policy reports have touted LPs as a promising approach to aligning standards, curriculum, and assessment. However, the scholarship on LPs is relatively sparse, and the jury is still out on the theoretical and…

This study aims to determine and describe the new domain-specific expertise of experienced chemistry teachers in teaching an innovative context-based unit about macro-micro thinking in structure-property relations. The construct of "teachers' domain-specific expertise" was used to analyse the new repertoire chemistry teachers need to acquire to…

There is growing evidence that individuation experience is necessary for development of expert object discrimination that transfers to new exemplars. Individuation training in human studies has primarily used label association tasks where labels are learned at both the individual and more abstract (basic) level, and expertise criterion requires…

The interest in research focusing on learning taking place at work, through work and for work has considerably increased over the past two decades. The purpose of the paper is to review and structure this wide and diverse research field. A tentative holistic model--the 3-P model of workplace learning--is presented, in relation to which the…

This article describes a model of extended problem-based learning that instructed upper-level undergraduate students to focus on a single biological problem while improving their critical thinking, presentation, and scientific-writing skills. This course was developed in response to students' requests for formal training in oral presentation…

The following empirical study examines the acquisition of expertise. The model structures in the domain of empirical methodologies were examined in a time period of two semesters. At each measurement point (N = 5), the model structures of the reference groups were compared with those of the group of learners. The group of learners consisted of (N…

"Theoretical Foundations of Learning Environments" provides students, faculty, and instructional designers with a clear, concise introduction to the major pedagogical and psychological theories and their implications for the design of new learning environments for schools, universities, or corporations. Leading experts describe the most…

The study adds to the body of knowledge about different types of feedback. Feedback is considered a fundamental component for supporting and regulating learning processes. Especially in computer-based and self-regulated learning environments, the nature of feedback is of critical importance. Hence, this study investigates different types of…