Pedro Isaias

Learning and Instruction in the Digital Age

Instruction tailored to the individual student, learning and teaching outside the limits of time and spaceideas that were once considered science fiction are now educational reality, with the prospect of an intelligent Web 3.0 not far distant. Alongside these innovations exists an emerging set of critical-thinking challenges, as Internet users create content and learners (and teachers) take increased responsibility in their work. Learning and Instruction in the Digital Age nimbly balances the technological and pedagogical aspects of these rapid changes, gathering papers from noted researchers on a wealth of topics relating to cognitive approaches to learning and teaching, mental models, online learning, communications, and innovative educational technologies, among them: Cognition and student-centered, Web-based learning, The progression of mental models throughout a course of instruction, Experiencing education with 3D virtual worlds, Expanding educational boundaries through multi-school collaboration, Adapting e-learning to different learning styles, The student blog as reflective diary. With its blend of timely ideas and forward thinking, Learning and Instruction in the Digital Age will enrich the work of researchers in educational psychology, educational technology, and cognitive science.

Critical Success Factors for Web 2.0 --- A Reference Framework

The new generation of web-based communities, Web. 2.0, represents an innovation in terms of users interaction as it becomes increasingly dependent of it. It empowers users to create and manage content, placing them at the core of its success. This paper will propose a Web 2.0 Critical Success Factors (CSFs) theoretical framework. With the widespread popularity of these applications it becomes important to analyze the source of their success and unveil why some are more successful than others. More importantly, it may help Web 2.0 start-ups to understand what features they need to develop to make their applications succeed in an already very populated network.

Ubiquitous and Mobile Learning in the Digital Age

This edited volume with selected expanded papers from CELDA (Cognition and Exploratory Learning in the Digital Age) 2011 (http://www.celda-i?½-conf.org/) will focus on Ubiquitous and Mobile Informal and Formal Learning in the Digital Age, with sub-topics: Mobile and Ubiquitous Informal and Formal Learning Environments (Part I), Social Web Technologies for new knowledge representation, retrieval, creation and sharing in Informal and Formal Educational Settings (Part II), Virtual Worlds and Game-i?½-based Informal and Formal Learning (Part III), Location-i?½-based and Context-i?½- Aware Environments for Formal and Informal Learning Integration (Part IV) There will be approximately twenty chapters selected for this edited volume from among peer-i?½-reviewed papers presented at the CELDA (Cognition and Exploratory Learning in the Digital Age) 2011 Conference in Rio de Janeiro, Brazil in November, 2011.

Digital Systems for Open Access to Formal and Informal Learning

Today, Digital Systems and Services for Technology Supported Learning and Education are recognized as the key drivers to transform the way that individuals, groups and organizations learn and the way to assess learning in 21st Century. These transformations influence: Objectives - moving from acquiring new knowledge to developing new and relevant competences; Methods moving from classroom based teaching to context-aware personalized learning; and Assessment moving from life-long degrees and certifications to on-demand and in-context accreditation of qualifications. Within this context, promoting Open Access to Formal and Informal Learning, is currently a key issue in the public discourse and the global dialogue on Education, including Massive Open Online Courses (MOOCs) and Flipped School Classrooms. This volume on Digital Systems for Open Access to Formal and Informal Learning contributes to the international dialogue between researchers, technologists, practitioners and policy makers in Technology Supported Education and Learning. It addresses emerging issues related with both theory and practice, as well as, methods and technologies that can support Open Access to Formal and Informal Learning. In the twenty chapters contributed by international experts who are actively shaping the future of Educational Technology around the world, topics such as:- The evolution of University Open Courses in Transforming Learning- Supporting Open Access to Teaching and Learning of People with Disabilities- Assessing Student Learning in Online Courses- Digital Game-based Learning for School Education- Open Access to Virtual and Remote Labs for STEM Education- Teachers and Schools ICT Competence Profiling- Web-Based Education and Innovative Leadership in a K-12 International School Settingare presented. An in-depth blueprint of the promise, potential, and imminent future of the field, Digital Systems for Open Access to Formal and Informal Learning is necessary reading for researchers and practitioners, as well as, undergraduate and postgraduate students, in educational technology.

Usability and digital inclusion: standards and guidelines

This article aims at discussing e-government website usability in relation to concerns about digital inclusion. E-government web design should consider all aspects of usability, including those that make it more accessible to all. Traditional concerns of social exclusion are being superseded by fears that lack of digital competence and information literacy may result in dangerous digital exclusion. Usability is considered as a way to address this exclusion and should therefore incorporate inclusion and accessibility guidelines. This article makes an explicit link between usability guidelines and digital inclusion and reports on a survey of local government web presence in Portugal.

Usability and Human Computer Interaction (HCI)

Usability and HCI are becoming core aspects of the system development process to improve and enhance system facilities and to satisfy users’ needs and necessities. HCI will assist designers, analysts and users to identify the system needs from text style, fonts, layout, graphics and color, while usability will confirm if the system is efficient, effective, safe, utility, easy to learn, easy to remember, easy to use and to evaluate, practical visible and provide job satisfaction to the users.

E-learning systems, environments and approaches : theory and implementation

Digital technologies and Information Systems (IS) are playing an increasing role in the planning, design and implementation of e-learning systems and environments. These developments have led to new research challenges that are discussed in this volume. This book entitled E-Learning Systems, Environments and Approaches: Theory and Implementation captures the current state-of-the-art in Exploratory Learning Technologies (Part I), e-Learning Social Web Design (Part II), Learner Communities through e-Learning Implementations (Part III) and Collaborative and Student-Centered e-Learning Design (Part IV). The volume consists of twenty chapters of expanded versions of highly rated peer-reviewed papers presented at the CELDA (Cognition and Exploratory Learning in the Digital Age) 2013 Conference as well as contributions from scholars from around the world who were invited to contribute on specific topics.

Towards Learning and Instruction in Web 3.0 Advances in Cognitive and Educational Psychology

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Sustainable Design: HCI, Usability and Environmental Concerns

This book is concerned with the importance of Human Computer Interaction (HCI), Usability, user participants, and Sustainability in the Information Communication Technology (ICT) industry throughout the world. ICT has become a crucial instrument for communication, entertainment, commerce and research and this increased usage is presenting new environmental and sustainability issues as we try and meet the ever growing needs of both businesses and individuals. Sustainability must become central to the design of new technologies to make a concerted effort to tackle the environmental concerns we face now and for the future. Development frameworks, tools and models are used and explored and the New Participative Methodology for Sustainable Design (NPMSD) is introduced as a way of identifying key factors needed in developing more sustainable systems including new smart technology and portable devices. It is hoped additional research will be carried out in the future to assess these sustainable design steps using larger, more diverse countries with developed and developing economies to further refine such methods. Sustainable Design will be an invaluable resource for students and researchers, designers and business managers who are interested in the human-centred, environmental concerns of sustainable technologies

Information Systems Research and Exploring Social Artifacts: Approaches and Methodologies

Pedro Isaías is a professor at the Universidade Aberta (Portuguese Open University) in Lisbon, Portugal, responsible for several courses and director of the master degree program in Electronic Commerce and Internet since its start in 2003. He holds a PhD in Information Management (in the speciality of information and decision systems) from the New University of Lisbon. Author of several books, book chapters, papers and research reports, all in the information systems area, he has headed several conferences and workshops within the mentioned area. He has also been responsible for the scientific coordination of several EU funded research projects. He is also member of the editorial board of several journals and program committee member of several conferences and workshops. At the moment he conducts research activity related to Information Systems in general, E-Learning, E-Commerce and WWW related areas. Pedro Isaias (Portuguese Open University, Portugal) and Miguel Baptista Nunes (University of Sheffield, UK)