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- DescriptionEducation in today's techlogically advanced environments makes complex cognitive demands on students pre-learning, during, and post-learning. Not surprisingly, these analytical learning processes--metacognitive processes--have become an important focus of study as new learning techlogies are assessed for effectiveness in this area.Rich in theoretical models and empirical data, the International Handbook of Metacognition and Learning Techlogies synthesizes current research on this critical topic. This interdisciplinary reference delves deeply into component processes of self-regulated learning (SRL), examining theories and models of metacognition, empirical issues in the study of SRL, and the expanding role of educational techlogies in helping students learn. Invations in multimedia, hypermedia, microworlds, and other platforms are detailed across the domains, so that readers in diverse fields can evaluate the theories, data collection methods, and conclusions. And for the frontline instructor, contributors offer proven strategies for using techlogies to benefit students at all levels. For each techlogy covered, the Handbook: Explains how the techlogy fosters students' metacognitive or self-regulated learning.Identifies features designed to study or support metacognitve/SRL behaviors.Reviews how its specific theory or model addresses learners' metacognitive/SRL processes.Provides detailed findings on its effectiveness toward learning.Discusses its implications for the design of metacognitive tools.Examines any theoretical, instructional, or other challenges.These leading-edge perspectives make the International Handbook of Metacognition and Learning Techlogies a resource of great interest to professionals and researchers in science and math education, classroom teachers, human resource researchers, and industrial and other instructors.
- Author BiographyRoger Azevedo is an Associate Professor in the Department of Psychology and an affiliated member of the Institute for Intelligent Systems (IIS) at The University of Memphis. He is currently the Director of the Cognitive Psychology Area in the Department of Psychology and the Director of the Cognition and Technology Research Laboratory (azevedolab.autotutor.org). In 1998 he received his Ph.D. in Educational Psychology from McGill University. He did his postdoctoral training in the Department of Psychology at Carnegie Mellon University. Dr. Azevedo then earned a faculty appointment in the Department of Human Development at the University of Maryland. His primary research interests are in cognitive science, human learning and performance, and the learning sciences. More specific interests include metacognition and self-regulated learning, complex learning, human and computerized tutoring, intelligent computer-based learning environments, and education. He is an associate editor of the Journal of Educational Psychology and serves on the editorial board of six top-tiered international journals including Metacognition and Learning, Educational Psychologist, Educational Psychology Review, and Instructional Science. He reviews papers and performs committee functions for the American Educational Research Association, International Society of Artificial Intelligence in Education, International Society of the Learning Sciences, American Psychological Association, and European Association for Research on Learning and Instruction. He has received several research awards, including an NSF Early Career Grant and Educational Technology Research & Development's 2008 outstanding journal article. He is also the recipient of several NSF and NIH grants that focus on metacognition, SRL, and complex science topics with learning technologies. Dr. Azevedo is an advisory board member for the Pittsburgh Science of Learning Center (PSLC) and a regular panel member for the Institute of Education Sciences and National Science Foundation. In addition to publishing over 100 articles in journals, books, and conference proceedings, he has (co-)edited five special issues of key journals in the learning and cognitive sciences. He has played a major role in bringing in to the University of Maryland and the University of Memphis over $7 million in grant funding during the last ten years as either PI or co-PI. He has designed, developed, and tested advanced computerized, intelligent learning environments for medical and biological sciences including the RadTutor, SICUN tutor, CircSysWeb, and MetaTutor. Vincent Aleven is (as of July 1, 2009) an Associate Professor in Carnegie Mellon's Human-Computer Interaction Institute, and has over 17 years of experience in research and development of educational software based on cognitive science theory, with a focus on intelligent tutors for middle-school and high-school mathematics. His research has been published in journals such as Cognitive Science, Review of Educational Research, Educational Psychology Review, the International Journal on Artificial Intelligence and Education, and Artificial Intelligence. In a number of projects, he has demonstrated that intelligent tutor functionality can effectively support metacognition. He demonstrated empirically that students learn better when the tutor supports metacognition in the form of self-explanation; improvements developed in this research project were incorporated into Carnegie Learning's Cognitive Tutor Geometry(t), which is used daily in hundreds of U.S. schools. In research focused on a different metacognitive skill, help seeking, Aleven and colleagues showed that a tutor agent based on a detailed computer model of help seeking can lead to lasting improvement in students' help-seeking behavior with tutoring software. In other research, he and colleagues have created the CTAT authoring tools that enable non-programmers to create tutors much more cost-effectively than
- PublisherSpringer-Verlag New York Inc.
- Date of Publication23/04/2013
- SubjectEducation & Teaching
- Series TitleSpringer International Handbooks of Education
- Series Part/Volume Number28
- Place of PublicationNew York, NY
- Country of PublicationUnited States
- ImprintSpringer-Verlag New York Inc.
- Content Note34 black & white illustrations, 81 colour illustrations, 35 black & white tables, biography
- Weight1637 g
- Width178 mm
- Height254 mm
- Spine46 mm
- Edited byRoger Azevedo,Vincent Aleven
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