Orchestrating Outdoor Location-Based Learning Activities
The aim of this study was to find out to what extent teachers’ workload and orchestration challenges differ, when part of the creating process and orchestration load is shared to students. To compare teachers’ experience, two different pedagogical scenari
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Pedro Isaias Demetrios G. Sampson Dirk Ifenthaler Editors
Technology Supported Innovations in School Education
Cognition and Exploratory Learning in the Digital Age Series Editors Dirk Ifenthaler, Learning, Design and Technology, University of Mannheim, Mannheim, Baden-Württemberg, Germany Demetrios G. Sampson, Department of Digital Systems, University of Piraeus, Bentley, Perth, WA, Australia Pedro Isaías, Institute for Teaching & Learning Innovation University of Queensland, St. Lucia, QLD, Australia Editorial Board David C. Gibson, Curtin University, Perth, WA, Australia Ronghuai Huang, Faculty of Education Research, Beijing Normal University, Beijing, Beijing, China Kinshuk, College of Information, University of North Texas, Denton, TX, USA J. Michael Spector, Department of Learning Technologies, University of North Texas, Denton, TX, USA
his book series focuses on the implications of digital technologies for educators T and educational decision makers. Taking an interdisciplinary and visionary perspective on cognition and exploratory learning in the digital age, the series examines how digital technologies can or should be exploited to address the needs and propel the benefits of large-scale teaching, learning and assessment. It includes the newest technical advances and applications, and explicitly addresses digital technologies and educational innovations. The series incorporates volumes stemming from the Cognition and Exploratory Learning in the Digital Age (CELDA) conference. Since 2004 the CELDA conference has focused on discussing and addressing the challenges pertaining to the evolution of the learning process, the role of pedagogical approaches and the progress of technological innovation, in the context of the digital age. Some of CELDA’s main topics include: assessment of exploratory learning approaches and technologies, educational psychology, learning paradigms in academia and the corporate sector, student-centred learning and lifelong learning. In line with and in addition to these CELDA conference volumes, this series publishes monographs and edited volumes covering the following subject areas: • K-12, Higher Education, Vocational Education, Business Education, Health Education • Learning Design, Instructional Design • Change Management, Technology Adoption, Learning Organization • Data analytics • Learning, Teaching, Assessment The book series represents the most recent work in the area where cognitive psychology, information and communications technology and instructional design intersect. More information about this series at http://www.springer.com/series/16424
Pedro Isaias • Demetrios G. Sampson Dirk Ifenthaler Editors
Technology Supported Innovations in School Education
Editors Pedro Isaias Information Systems and Technology Management (ISTM) School UNSW Sydney, Kensington Campus Sydney, NSW, Australia
Demetrios G. Sampson Department of Digital Systems University of Piraeus Bentley, Perth, WA, Australia
Dirk Ifenthaler Learning, Design and Technology University of Mannheim M
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