Technology Enhanced Learning and Cognition -- Editorial page -- Title page -- LCC data -- Table of contents -- About the authors -- Brain friendly technology: What is it? And why do we need it? -- References -- Fostering general transfer with specific simulations -- 1. Introduction -- 2. Complex systems for science education -- 2.1 Advantages of simulations -- 3. Fostering transfer -- 4. Case study: Competitive specialization -- 4.1 Specialization in literal space -- 4.2 Specialization in metaphorical space -- 5. Experimental findings -- 5.1 Perceptual concreteness and idealization -- 5.2 Intuitive concreteness -- 6. Experiment 1 -- 6.1 Method -- 6.2 Results -- 7. Experiment 2 -- 7.1 Method -- 7.2 Results -- 8. Experiment 3 -- 8.1 Method -- 8.2 Results and discussion -- 9. Some design principles for interactive simulations -- 10. Conclusions -- References -- Appendix -- Attention management for dynamic and adaptive scaffolding -- 1. Introduction -- 2. Relevant background -- 2.1 Scaffolding learning -- 2.2 Attention and attention aware systems -- 2.3 Attention awareness for adaptive scaffolding -- 3. Conceptual framework for attention-based scaffolding -- 3.1 Model input: Events -- 3.2 Learner model -- 3.3 Task model -- 3.4 Model output: Interventions -- 3.5 Attention based approach to scaffolding -- 3.6 Discussion of the framework -- 4. A system for adaptive scaffolding supported by an attention aware system -- 4.1 The reasoning module -- 4.2 The tracking modules -- 4.3 The e-learning application -- 4.4 The embodied agent -- 4.5 Intervention model -- 5. Preliminary evaluation -- 5.1 The test-runs: User perception -- 5.2 The pilot -- 6. Conclusions -- Notes -- References -- Social, usability, and pedagogical factors influencing students' learning experiences with wikis and blogs -- 1. Introduction -- 2. Blogs and wikis.

3. The context of the case studies -- 3.1 An overview: Case studies of two courses at the OU -- 4. The approach to collaboration in wikis in the requirements engineering course -- 4.1 Introducing wikis to students -- 4.2 Collaborative requirements engineering -- 4.3 Research questions -- 4.4 Data Sources and Data Analysis -- 5. Evaluation of the wiki case study -- 5.1 Collaborative learning -- 5.2 Obstacles to collaboration -- 5.3 Collaborative authoring -- 5.4 Technological and social obstacles -- 6. The use of blogs on the 'E-Learning Professional' course -- 6.1 Introducing blogs and other e-learning tools to the students -- 6.2 Reflective learning and blogging -- 6.3 Research questions -- 6.4 Data sources and data analysis -- 7. Evaluation of the blogging case study -- 7.1 Usage of blogs on the course -- 7.2 Pedagogical effectiveness of blogs and blogging -- 7.3 Obstacles to blogging -- 7.4 Factors that influence blogging -- 8. Discussion -- Notes -- References -- Software-realized inquiry support for cultivating a disciplinary stance -- 1. Introduction -- 2. A Disciplinary Stance -- 2.1 Disciplinary stance: An example -- 2.2 Sociocultural and cognitive warrants for the notion of disciplinary stance -- 3. Discipline-specific strategic support (DSSS): Technological support for cultivating a disciplinary stance -- 4. The Galapagos Finches software: Instantiating DSSS in the context of natural selection in the wild -- 4.1 Evolution - a test case -- 4.2 The Galapagos Finches problem context -- 4.3 An investigation model for natural selection in the wild -- 4.4 Enabling novices to investigate from a disciplinary stance: Reflecting the investigation model in software tools and prompts -- 4.5 DSSS: Software as an agent in enculturation processes -- 4.6 DSSS against the backdrop of the challenges of inquiry-based science learning.

5. The present study: The role of software-realized scaffolding in cultivating a disciplinary stance in science classrooms -- 6. Methods -- 6.1 The schools -- 6.2 Groups of focus for the contrastive-case analysis -- 6.3 Data collection and analysis -- 7. Findings -- 7.1 Pre/post-test findings: Aggregate changes in disciplinary knowledge and skill -- 7.2 Contrastive-case analysis: Exploring differences in DSSS-supported interactions -- 8. Discussion -- 8.1 DSSS as a means for balancing content and process learning goals -- 8.2 DSSS and free exploration: From rudimentary exploration to disciplinary intent -- 8.3 Learning technology representations: From navigation to signification -- 9. Conclusion -- Notes -- References -- Appendix A: Biology Pre/Post-test Isomorphic Version A -- Appendix B: Biology Pre/Post-test Isomorphic Version B -- Appendix C: Coding Scheme for Observations Rating Justifications -- Appendix D: Sample Log File Excerpt (DEG group second session) -- Perceptual learning and the technology of expertise -- 1. Introduction -- 1.1 Perceptual learning -- 1.2 Research in perceptual learning -- 1.3 Elements of PLMs -- 1.4 Applying perceptual learning to high-level, symbolic, explicit tasks -- 1.5 Perceptual learning and cognitive load -- 1.6 Experimental objectives -- 2. Experiment 1: Perceptual learning in fractions -- 2.1 Methods -- 2.2 Results -- 2.3 Discussion -- 3. Perceptual learning in algebra: Experiment 2 -- 3.1 Methods -- 3.2 Results -- 3.3 Discussion -- 4. Perceptual learning in algebra: Experiment 3 -- 4.1 Method -- 4.2 Results -- 4.3 Discussion -- 5. General discussion -- 5.1 Discovery and fluency effects in PL -- 5.2 Accuracy and speed in mathematics learning -- 5.3 A paradox: Natural PL vs. PL technology -- 5.4 Other features of learning technology -- Notes -- References.

On foundations of technological support for addressing challenges facing design-based science learning -- 1. Introduction -- 2. Design-based science learning: Promises and challenges -- 2.1 Learning by Design™: Fulfilling the promises of DBSL -- 2.2 The challenges -- 3. Addressing DBSL challenges through software assistance -- 3.1 An explanation-construction tool to bridge the design-science gap -- 3.2 Simulation and modeling software to overcome time, materials, and other environmental constraints -- 3.3 Integrating the two software functionalities -- 4. The plausibility of proposed software solution: A pilot investigation -- 4.1 Context of the investigation: The Vehicles in Motion unit -- 4.2 The design of SIMCARS software -- 4.3 The pilot study details -- 4.4 Preliminary findings -- 4.5 Discussion -- 5. A Formal investigation: How might use of an explanation-construction tool influence classroom discourse? -- 5.1 Context of investigation: The Hovercraft unit -- 5.2 The design of SHADE software and its integration into the Hovercraft unit -- 5.3 Locale, setup, and participants of the study -- 5.4 Procedure -- 5.5 Findings and analysis -- 5.6 Discussion -- 6. Conclusion -- Notes -- References -- Index -- The series Benjamins Current Topics.