Abstraction
, 40, 365–402
defined
, 366–367
importance of
, 366–367
Access control affordances
, 69
Accessibility
promoting
, 132–133
of social networking
, 229–230
Access to learning
, 9–10, 321–322, 368
Active Worlds
, 305, 310, 311–312, 315, 317, 331, 334
Affordances
, 14, 65–74, 87, 88, 128, 174
defined
, 66–68
of learning technologies, classification of
, 69–71
mobile technology
, 266–267
in practice
, 71–72
of technologies
, 68–69, 72–73, 407
Alignment within designs
, 132
Anderson and Krathwohl’s taxonomy
, 93, 94–97, 106, 116, 407
Assessment
mobile learning
, 279, 282
social networking
, 234–235, 240, 248
technology-enhanced learning
, 373
virtual worlds
, 328–329, 335
Web 2.0
, 185, 205
Assistive technologies
, 3
Auditory information
, 75–76
Australian Curriculum Assessment and Reporting Authority (ACARA)
, 6
Australian Government
Transforming Australia’s Higher Education System
, 7
Australian Institute for Teaching and School Leadership (AITSL)
, 8
Australian Professional Standards for Teachers (APST)
, 8
Australian Professional Teaching Standards
, 8
Australian Universities Teaching Committee (AUTC)
ICTs and Their Role in Flexible Learning
, 143–144
Learning Design Visual Sequence
, 144, 145, 148, 151
Authentic learning
, 56, 57, 274
Catering to special needs
, 278
Catering to today’s learners
, 10–11
Challenge-Experience-Reflect-Plan-Apply model
, 289
Classroom boundaries, expanding
, 232
Cognitive constructivism
, 44
Cognitive load
, 76, 77, 346–347
technology-enhanced learning
, 377, 392
Cognitive overload
, 76
during fieldwork
, 281
virtual worlds and
, 332
Cognitive process dimension, levels of
, 96
Coherence effect. See Redundancy effect
Collaboration
, 5
effective collaboration, design for
, 198
mobile learning
, 292
social networking
, 228–229
technology-enhanced learning
, 369, 378, 393
virtual worlds
, 332–333
Web 2.0 technologies
, 183, 184
Collaborative knowledge building
, 176
Collaborative learning
, 3, 50, 407
mobile learning
, 276–278
virtual worlds
, 321
Collaborative remixability
, 176
Communal constructivism
, 353
Communication
, 5
mobile learning and
, 274
online technologies and
, 368–369
potentials, leveraging
, 247
social networking and
, 227–228
virtual worlds and
, 320–321, 332–333, 349
Web 2.0 technologies and
, 174–175
Communities of practice
, 233
Community building
virtual worlds and
, 329
Web 2.0 technologies and
, 199
Community development
social networking and
, 233–234
technology and
, 373–374
Web 2.0 and
, 181
Community engagement
, 232–233
virtual worlds and
, 329
Compendium LD
, 144, 149, 151
Competence
digital
, 4
technological
, 5
Computer supported collaborative learning (CSCL)
, 50
Computing, content representation in
, 104–105
Conceptual knowledge
, 95, 107
Conditions of Learning framework
, 40
Constructionist learning
, 51, 407
Constructive alignment
, 97
Constructivism
, 41–44
cognitive
, 44
social
, 44–46, 227
Content knowledge (CK)
, 18, 21
Content representation
, 93–117, 370
Anderson and Krathwohl’s taxonomy
, 93, 94–97, 106, 116, 407
computing
, 104, 105
English
, 98–99
geography
, 104
history
, 103
learning assessment using technology
, 107–110
mathematics
, 101–103
open education revolution
, 110–115
science
, 99–100
using technology
, 105–107
Cooperative learning
, 276–278
Cost of virtual world
, 337
Creative Commons
, 93
4.0 scheme
, 114
licenses
, 113–114, 116, 407
Creative communicator
, 4–5
C21 Canadians for 21st Century Learning & Innovation “Shifting Minds” framework
, 5
Cybersafety
, 239–240
of participants, monitoring and managing
, 251
Laurillard’s Conversational Framework
, 108
Learner agency, promoting
, 230
Learning
access to
, 9–10, 321–322, 368
activity
, 129, 138
authentic
, 56, 57, 274, 390
collaborative
, 3, 50, 276–278, 321, 407
computer supported collaborative
, 50
constructionist
, 51, 407
cooperative
, 276–278
design-based
, 51–52, 407
experiential
, 326, 345
games-based
, 52–53, 279–280, 407
inquiry-based
, 50–51, 407
learning. See Learning design; Learning Design field
meaningful
, 56–57, 390
mobile
, 261–297
outcomes, intrinsic desire to improve
, 2–3
peer
, 231
problem-based
, 50, 407
reflective
, 394–395
seamless
, 265, 276
situated
, 274, 326, 345
skills
, 4
task
, 129
ubiquitous
, 276
vicarious
, 177, 371–372, 394–395
Learning Activity Management System (LAMS)
, 147–148, 149, 151, 408
Learning by design
, 17, 23, 24, 52
Learning design
, 150
defined
, 139
as product
, 139
Learning Designer
, 146, 149, 151
Learning designers, directions forward for
, 151–152
Learning Design field
, 121–154, 408
conceptual map
, 140–141
current state of
, 150–151
defined
, 138–140
Learning Activity Management System
, 147–148, 408
pattern descriptions
, 143
pedagogical planner tools
, 145–147
representation and sharing of
, 148–150
technical standards
, 141–142
visualization approaches
, 143–145
visualization tools
, 145
Learning Design Support Environment
, 145–146
Learning Design Visual Sequence (LDVS)
, 144, 145, 148–149, 151
Learning Development Cycle
, 134–135, 137, 150
Learning management system (LMS)
, 377, 382
Learning objects
, 111–112
Linden Scripting Language (LSL)
, 311, 319, 325
Long-term memory
, 39, 42, 76
Macquarie ICT Innovations Centre
3-D Virtual Worlds Project 3.0
, 340
Massively Multiplayer Online Games (MMOGs)
, 308
Massive Open Online Courses (MOOCs)
, 47, 48, 93, 114–115, 116, 407, 415
Mathematics, content representation in
, 101–103
Meaningful learning
, 56–57, 390
Media
adaptive
, 134
affordances
, 69
communicative
, 134
interactive
, 134
literacies
, 278
narrative
, 134
productive
, 134
social
, 162, 222
Memory
long-term
, 39, 42, 76
working
, 39, 42, 76
Mental models
, 77, 108, 109
Metacognitive knowledge
, 95
Microblogging
, 161, 167, 172
Minecraft
, 53, 268, 305, 310, 313–314, 315
Mobile computer supported collaborative learning (mCSCL)
, 295
Mobile learning (m-learning)
, 261–297
assessment issues
, 282
benefits and potentials of
, 272–280
categories of
, 264–265
catering to special needs
, 278
cognitive overload during fieldwork
, 281
collaborative and cooperative learning, enabling
, 276–278
communication, enabling
, 273–274
defined
, 262–265
design and implementation recommendations. See Mobile learning design and implementation recommendations
distraction and misuse
, 282
equitable access to education
, 279
equity issues
, 283
flexible and convenient access to learning, providing
, 273
games-based learning, facilitating
, 279–280
in higher education
, 269–271
in-situ reflections, capturing
, 279
institutional issues in
, 284
intellectual property and copyright
, 282
iPads supported pre-service teacher reflection
, 287–288
issues and limitations of
, 280–284
lack of pedagogical and technical support
, 283–284
media literacies and digital creativity, encouraging
, 278
mobile games and augmented reality
, 272
Mobilized 5E Science Curriculum
, 285–286
motivating and engaging learners
, 275
new forms of assessment, promoting
, 279
personalized student-centered learning, promoting
, 275–276
QR codes
, 271
in schools
, 267–269
situated and authentic learning, facilitating
, 274
student safety
, 283
teachers and students, technical skills of
, 283
technical issues in
, 280–281
technologies
, 265–267
time of
, 284
ubiquitous and seamless access, enabling
, 276
Mobile learning design and implementation recommendations
active role in learning experience
, 293
authentic contexts
, 293
BYOD policy
, 289–290
collaboration and cooperation
, 292
learning types and pedagogical objectives
, 290
pedagogical shift
, 294
pedagogies
, 288–289
prerequisite learning skills
, 291
productive and open-ended mobile learning tasks, utilizing
, 291–292
quality of apps
, 290–291
regular feedback to students, providing
, 293–294
safe and responsible use of technology
, 291
sort of mobile devices
, 289
teacher professional learning support and communities, leveraging
, 294–295
technological environment and enlist support, constraints of
, 289
user-friendly content based on multimedia learning effects
, 292–293
Mobile phone operating systems
, 266
Mobilized 5E Science Curriculum (M5ESC)
, 285–286
Modality effect
, 79–80, 85
Motivation
Mobile learning
, 275
technology and
, 371
virtual worlds
, 327–328
Web 2.0-based learning
, 179–180, 200
Multimedia
defined
, 74
learning effects. See Multimedia learning effects
skills, developing
, 177–178
Multimedia learning effects
, 65, 66, 74–87, 407
assumptions of
, 75–77
caveat to application of learning principles
, 86–87
defined
, 74
modality effect
, 79–80
personalization effect
, 84
redundancy effect
, 80–81
signaling (or cueing) effect
, 83–84
split-attention effect
, 81–83
technology-enhanced learning
, 391–392
transfer-appropriate processing
, 85
Multiple choice questions
, 38
Multistructural representation
, 108
Multi-User Virtual Environments (MUVEs)
, 307–308
Partnership for 21st Century Skills (P21)
, 5, 6
Pattern descriptions
, 143
Pedagogical content knowledge (PCK)
, 18–19, 21
Pedagogical knowledge (PK)
, 18, 21
Pedagogical patterns
, 143, 148
Pedagogical Patterns Project
, 143
Pedagogical planner tools
, 145–147, 149, 151
Pedagogy
, 13, 18, 407
approaches to
, 49–53
attributes of
, 53
meanings of
, 35–36
perspectives of
, 36–49
reflecting on aims of
, 56–57
strategies to promote learning
, 54–56
in virtual spaces
, 347
Peer feedback
, 185
high-quality
, 203–204
Personal digital assistants, educational affordances
, 266
Personalization effect
, 84, 86, 87
Personal learning environments for school students, creating
, 189–193
PhET Interactive Simulation
, 99, 100
Plagiarism
, 185–186, 205–206
monitoring
, 249
technology-enhanced learning
, 379–380, 396
Positive learning community
social networking learning
, 250
technology-enhanced learning
, 396–397
Practitioner’s Guide to Technology Pedagogy and Content Knowledge
, 20, 21, 136
Preparing Tomorrow’s Teachers to Teach with Technology (PT3)
, 23
Prestructural representation
, 108
Privacy
social networking in education
, 238–239, 246
technology-enhanced learning
, 380–381, 387–388
Web 2.0 in education
, 186
Problem-based learning
, 50, 407
Procedural knowledge
, 95, 106, 107
Professional learning
social networking learning
, 253–254
technology-enhanced learning
, 383
virtual world learning
, 354
Web 2.0 learning
, 206
Professional requirements, for educators
, 7–9
Safety
cybersafety
, 239–240, 251
student
, 283
technology-enhanced learning
, 380–381, 387–388
virtual worlds
, 334–335
Web 2.0 technologies
, 186, 205
Scaffolding
, 44–45, 199–200, 348, 390–391, 416
Schema. See Long-term memory
Scholarship of teaching
, 1, 2, 13, 160, 422
Schools
mobile learning in
, 267–269
virtual worlds in
, 314–316
Science, content representation in
, 99–101
Science, Technology, Engineering and Mathematics (STEM)
, 188
Seamless learning
, 265, 276
Second language learning
social networking in
, 244–245
Second Life
, 305, 306, 310–311, 315–320, 324–328, 331, 334, 335, 337, 343, 351, 354
human anatomy, teaching of
, 338–340
Seven Cs model
, 135–136, 137, 150
Shareable Content Object Reference Model (SCORM)
, 142
Signaling (or cueing) effect
, 83–84, 86
Singapore National ICT Masterplan
, 7
Situated learning
, 274, 326, 345
Social constructivism
, 44–46, 227
Socially mediated metacognition
, 248
Social networking
, 14, 46, 152
defined
, 221–222
designing for learning using
, 219–254
in education. See Social networking in education
high school business studies
, 242–244
learning design recommendations. See Social networking learning design recommendations
second language learning
, 244–245
technologies, examples of
, 222–224
Social networking in education
assessment
, 234–235, 240
benefits and potentials of
, 227–235
classroom boundaries, expanding
, 232
collaboration, facilitating
, 228–229
communication, enabling
, 227–228
community engagement
, 232–233
contribution and engagement, motivating
, 231–232
convenient access
, 229–230
cyberbullying and cybersafety
, 239–240
distraction
, 237–238
ease of use
, 229
fostering relationships and community development
, 233–234
inappropriate task design
, 241
institutional issues in
, 241–242
issues and limitations of
, 235–241
learner agency, promoting
, 230
negative student dispositions
, 236–237
negative teacher dispositions
, 241
new literacies, developing
, 230
overlap with other platforms
, 237
peer learning, facilitating
, 231
privacy issues
, 238–239
reflection, enabling
, 232
social support, providing
, 234
student-centered learning
, 230
students and teachers, technical skills of
, 240–241
technical constraints
, 235–236
uses of
, 224–227
Social networking learning design recommendations
, 245–253
active involvement
, 252–253
assessment process, optimizing
, 249
authentic and meaningful tasks, utilizing
, 248
communication potentials, leveraging
, 247
cybersafety of participants, monitoring and managing
, 251
engagement with stakeholders
, 249
group work processes, strategies for managing
, 251
opportunities for professional learning, creating
, 252
plagiarism, monitoring
, 249
positive learning community, creating
, 250
primary/supplement system
, 246
privacy
, 246
professional boundaries between students and teachers, maintaining
, 251–252
reflection into learning process, building
, 248
space for social contributions, creating
, 250
structure and authority level
, 247–248
student input into course design and implementing, inviting
, 250
tool selection and learning tasks
, 247
Space for social contributions, creating
, 250
Spatial knowledge, developing
, 346
SpeakUp 2015 survey
, 10–11
Split-attention effect
, 81–83, 86
Standards for Students (ISTE)
, 4–5
Standards for Teachers (ISTE)
, 7
Student’s Globalization Project
, 22
Student-centered learning
, 230
personalized, promoting
, 275–276
technology and
, 372–373
Web 2.0-based
, 178–179
Students
background and interests
, 345
construction and modeling, allowing
, 324–325
as designers, leveraging
, 352–353
designing for learning
, 130–131
digital capabilities, inadequate
, 377
digital learning capabilities, developing
, 200–201, 392–393
digital learning skills
, 3–6, 183
input into course design and implementing
, 250
misuse of Web 2.0 technologies
, 186
mobile learning skills
, 283
negative dispositions
, 184, 236–237, 333–334, 378
personal learning environments for school students, creating
, 189–193
prerequisite learning skills
, 291
prior knowledge, and level of challenge to Web 2.0 learning design
, 197–198
regular feedback to, providing
, 293–294
safety
, 283
social networking skills
, 240–241
and teachers, maintaining professional boundaries between
, 251–252
virtual worlds for learning
, 331–332
Students as Producers
, 152
Student–teacher relationship
, 234
Synthesis
, 40
affordances
, 69
Tasks
according to intended learning outcomes, design of
, 131–132
authentic
, 197, 248
goal-oriented
, 247
inappropriate design of
, 187–188, 241
incident-based
, 131
instructions
, 348
integrated
, 197
meaningful
, 248
mobile learning
, 291–292
role-based
, 131
rule-based
, 131
strategy-based
, 131
student-directed
, 197
tool selection
, 247
Taxonomy of Learning, Teaching and Assessing
, 93, 94–97, 106, 116
Teacher(s)
critical role of
, 417–418
digital skills
, 187
digital skills, underdeveloped
, 381–382
mobile learning skills
, 283
negative dispositions
, 241
social networking skills
, 240–241
and students, maintaining professional boundaries between
, 251–252
support
, 188–189
virtual worlds for learning
, 335–336
Teachers’ Knowledge of Teaching and Technology (TKTT)
, 25
Teaching
as design
, 126–127
scholarship of
, 1, 160
Teaching Teachers for the Future
, 20
Technical constraints
mobile learning
, 280–281
social networking in education
, 235–236
technology-enhanced learning
, 376–377
virtual worlds
, 330–331
Web 2.0 in education
, 182
Technical standards, for Learning Design
, 141–142
Technological competence
, 5
Technological knowledge (TK)
, 18, 21, 25, 26
Technological content knowledge (TCK)
, 19, 21, 25, 94
Technological determinism
, 1, 2, 11–13
Technological pedagogical knowledge (TPK)
, 19, 21, 25, 26
Technology
affordances
, 68–69, 72–73
content representation using
, 105–107
and designing for learning
, 131
integration
, 1–14
learning assessment using
, 107–110
Technology-enhanced learning
access to learning
, 368
active and student-centered learning, facilitating
, 372–373
assessment and feedback
, 373, 379
cognitive load issues
, 377
collaboration
, 369, 378
contribution
, 370–371
design principles. See Technology-enhanced learning design principles
digital capabilities and creativity
, 372
flexible environment
, 367–368
futures
, 410–417
identity, presence, and co-presence
, 369–370
inadequate student digital capabilities
, 377
inappropriate design
, 382
institutional issues
, 383–384
issues and limitations of
, 376–385
learning communities, development of
, 373–374
misuse and distraction
, 380
motivation and engagement
, 371
negative educator dispositions
, 382
negative student dispositions
, 378
online technologies and communication
, 368–369
plagiarism
, 379–380
professional learning
, 383
reflections on
, 374–376
representation and sharing of content
, 370
research-driven and collaborative approach to
, 420–422
safety, privacy, and equity
, 389–381
technical issues
, 376–377
time of
, 383
underdeveloped teacher digital skills
, 381–382
vicarious learning and reflection
, 371–372
Technology-enhanced learning design principles
, 385–400, 409, 410
authentic and meaningful learning, designing for
, 390
cognitive load and multimedia learning effects
, 391–392
collaboration
, 394
current state of
, 406–409
engagement
, 395
environment construction based on intended activity and pedagogy
, 391
general pedagogical strategies and principles, utilizing
, 393
high-quality assessment and feedback practices
, 395–396
pedagogical motivations
, 386
plagiarism, monitoring and managing
, 396
positive learning communities, fostering
, 396–397
professional learning opportunities and support, leveraging
, 397–398
rationale for
, 392
reflective and vicarious learning
, 394–395
student safety and privacy
, 387–388
students’ digital learning capabilities, developing
, 392–393
supportive scaffolding, integrating
, 390–391
technological context, scope of
, 388
technology selection
, 388–389
understanding and catering to students
, 387
Technology infiltration
, 415
Technology integration
, 1–14
access to learning
, 9–10
catering to today’s learners
, 10–11
curricula and policy documents
, 6–7
drivers of
, 2–11
intrinsic desire to improve learning outcomes
, 2–3
professional requirements for educators
, 7–9
students’ digital learning skills, development of
, 3–6
as tantalizing challenge
, 1–2
Technology knowledge (TK)
, 18, 21, 25, 26
Technology Pedagogy And Content Knowledge (TPACK) model
, 13–14, 17–29, 66, 88, 94, 133, 136, 145, 406
capacity development
, 22–25
elements of
, 18–19
limitations of
, 27–28
measurement of
, 25–27
practical outlook of
, 20–21
3-dimensional (3-D) environments, representation of
, 322–323
3-D Virtual Worlds Project 3.0
, 340
Transfer-appropriate processing
, 85, 86
Transforming Australia’s Higher Education System
, 7
Transmission-based model of education
, 37
Twitter
, 161, 172, 175, 179, 181, 186, 222, 270, 274, 373
Vicarious learning
, 177, 371–372, 394–395
Virtual Learning Environment
, 139
Virtual world learning design recommendations
ability to transcend physicality
, 346
applications within scope of curriculum
, 344–345
cognitive load implications
, 346–347
fidelity
, 346
general pedagogical principles, applying
, 352
human anatomy, teaching of
, 338–340
integrating other tools
, 353
intended activity and pedagogy
, 347
modes of communication
, 349
navigational aids to support wayfinding
, 347–348
ongoing technical support, managing
, 353–354
pedagogical strategies to support collaboration, applying
, 350–351
professional learning opportunities
, 354
promoting and leveraging presence
, 352
rationale for using virtual worlds
, 348–349
reason to use virtual world
, 342–343
scaffolding and task instructions
, 348
spatial features of environment, learning and teaching enhanced by
, 351–352
spatial knowledge, developing
, 346
student background and interests
, 345
student, task, and institutional requirements
, 344
students as designers, leveraging
, 352–353
tactics to support effective interaction, applying
, 350
technological landscape and support, assessment of
, 343
training
, 349
Virtual worlds
, 10, 14, 305–355
defined
, 306–310
in education. See Virtual worlds in education
examples of
, 310–314
learning design recommendations. See Virtual world learning design recommendations
Virtual worlds in education
access to learning, providing
, 321–322
assessment
, 328–329, 335
benefits and potentials of
, 319–329
cognitive overload
, 332
collaboration constraints
, 332–333
collaborative learning, facilitating
, 321
communication
, 320–321, 332–333
community building
, 329
community engagement
, 329
cost of
, 337
distraction
, 334
embodiment and identity construction
, 322
fidelity
, 331
higher education
, 316–319
institutional support
, 337
motivating and engaging learners
, 327–328
negative educator dispositions
, 336
negative student dispositions
, 333–334
Open Sim, as architectural design environment for school students
, 340–342
presence, co-presence, and immersion
, 326–327
role-play, enabling
, 325–326
safety
, 334–335
in schools
, 314–316
simulation, enabling
, 323
situated and experiential learning, facilitating
, 326, 345
student construction and modeling, allowing
, 324–325
student technical skills
, 331–332
teacher technical skills
, 335–336
technical constraints of
, 330–331
3-D environments, representation of
, 322–323
time issues
, 336
Visual information
, 75–76
Visualization
approaches
, 143–145
tools
, 145, 149, 151
Web 2.0
, 14, 47, 88, 220, 262, 269–270, 306, 365, 409
attributes of
, 161
blogs
, 169–172
defined
, 161–162
enhanced learning, design of
, 159–208
examples of
, 162–163
learning design recommendation. See Web 2.0 learning design recommendation
microblogging
, 172
personal learning environments for school students, creating
, 189–193
small groups learning multiple Web 2.0 tools in higher education, supporting
, 193–194
types of
, 164–166
wikis
, 167–169
Web 2.0 in education
, 173–182
access extending bounds of classroom
, 175
assessment
, 181–182, 185
collaborative knowledge building
, 175–176
communication, enabling
, 174–175
community development
, 180–181
ease of use
, 180
feedback, facilitating
, 176–177
group work and collaboration issues
, 183–184
inappropriate task design
, 187–188
institutional and educational culture
, 188
motivation and engagement, enhancing
, 179–180
multimedia skills, developing
, 177–178
negative staff perceptions
, 187
negative student dispositions
, 184
peer feedback challenges
, 185
plagiarism
, 185–186
reflection, encouraging
, 178
safety and privacy
, 186–187
student digital skills
, 183
student misuse
, 186
student-centered learning, enabling
, 178–179
teacher digital skills
, 187
teacher support
, 188–189
technical constraints
, 182–183
vicarious learning, enabling
, 177
Web 2.0 learning design recommendations
assessment
, 205
authentic, integrated, and student-directed tasks
, 197
community building
, 199
contribution, encouraging
, 201–202
design for effective collaboration
, 198
engagement in learning process
, 201
high-quality peer feedback, encouraging
, 203–204
institutional support, understanding and leveraging
, 195
interface with other tools and course components
, 196–197
level of openness
, 195
motivation
, 200
plagiarism and student safety, management of
, 205–206
professional learning opportunities, utilizing
, 206
reflective thinking, encouraging
, 199
scaffolding
, 199–200
strategies to support group work process, applying
, 202–203
student’s prior knowledge and level of challenge
, 197–198
students digital learning capabilities, developing
, 200–201
tool selection based on representational and interactional requirements
, 195–196
Wikispaces
, 161, 167, 194
Working memory
, 39, 42, 76