The centrality of knowledge construction to student learning is well-recognised in education. In this study, we explore what it means to go beyond knowledge construction to knowledge evaluation, and how knowledge evaluation combined with direct disciplinary access improves opportunities for meaningful learning. We first review literature to…

This paper reflects on a teaching problem highlighted as part of a second-year undergraduate module in sociology, taught at a UK based institution of higher education. The specific teaching problem -- that of student learning as encountered and revealed in seminars -- was nested within other issues; some of which related to the characteristics of…

For the thirty-seventh year, the Research and Theory Division and the Division of Instructional Design of the Association for Educational Communications and Technology (AECT) sponsored the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, Florida. This year's Proceedings…

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a…