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Design-based research and technology-enhanced learning environments
TLDR
The importance of design- based research for the development of TELEs is described, principles for implementing design-based research withTELEs are proposed, and future challenges of using this methodology are discussed.
The foundations and assumptions of technology-enhanced student-centered learning environments
TLDR
The purposes of this paper are to review and critically analyze research and theory related to technology-enhanced student-centered learning environments and to identify their foundations and assumptions.
Scaffolding in technology-enhanced learning environments
TLDR
How scaffolding is implemented in technology-enhanced environments is discussed, an overview of scaffolding processes and techniques in various contexts are provided, and empirically based guidelines for designing scaffolding in technological environments are provided.
Teaching and learning in digital environments: The resurgence of resource-based learning
TLDR
The changing nature of resources and perspectives in their use for learning in the digital age is traced, the overarching structures of resource-based learning environments are described, and key challenges to be addressed are identified.
Situated cognition and learning environments: Roles, structures, and implications for design
Situated cognition has emerged as a powerful perspective in providing meaningful learning and promoting the transfer of knowledge to real-life situations. While considerable interest has been
Guidelines for using locus of instructional control in the design of computer-assisted instruction
TLDR
Empirical evidence is presented on locus of instructional control, and guidelines for determining learner versus lesson control in computer-assisted instruction are presented.
Cognitive strategies and learning from the world wide web
The purpose of this study was to identify the strategies used by adult learners in an open-ended hypermedia information system. Four participants were drawn from an introductory educational
Scaffolding 6th graders’ problem solving in technology-enhanced science classrooms: a qualitative case study
TLDR
It is suggested that to support scientific inquiry in problem-solving contexts, technology-enhanced scaffolds are effective when supported by clear project goals, relevant evidence, peer- and teacher-assessments, and exemplars of knowledge articulation.
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