Learning today is no longer confined to schools and classrooms. Modern information and communication technologies make the learning possible anywhere, any time. The emerging and evolving technologies are creating a knowledge era, changing the educational landscape, and facilitating the learning innovations. In recent years educators find ways to cultivate curiosity, nurture creativity and engage the mind of the learners by using innovative approaches.
Contemporary Approaches to Research in Learning Innovations explores approaches to research in learning innovations from the learning sciences view. Learning sciences is an interdisciplinary field that draws on multiple theoretical perspectives and research with the goal of advancing knowledge about how people learn. The field includes cognitive science, educational psychology, anthropology, computer and information science and explore pedagogical, technological, sociological and psychological aspects of human learning. Research in this approaches examine the social, organizational and cultural dynamics of learning environments, construct scientific models of cognitive development, and conduct design-based experiments.
Contemporary Approaches to Research in Learning Innovations covers research in developed and developing countries and scalable projects which will benefit everyday learning and universal education. Recent research includes improving social presence and interaction in collaborative learning, using epistemic games to foster new learning, and pedagogy and praxis of ICT integration in school curricula.
Myint Swe Khine, Curtin University, Australia
International Advisory Board:
Jerry Andriessen, University of Utrecht, The Netherlands
Kanji Akahori, Tokyo Institute of Technology, Japan
Tom Boyles, London Metropolitan University, United Kingdom
Thanasis Daradoumis, University of Catalonia, Spain
Arnold Depickere, Murdoch University, Australia
Roger Hartley, University of Leeds, United Kingdom
Victor Kaptelinin, Umea University, Sweden
Paul Kirschner, Open University of the Netherlands, The Netherlands
Konrad Morgan, University of Bergen, Norway
Richard Oppermann, University of Koblenz-Landau, Germany
Joerg Zumbach, University of Salzburg, Austria