| |  | Ebner, Martin | E-Learning 2.0 = e-Learning 1.0 + Web 2.0? read moreAbstract: You" has been elected as person of the year by the Time Magazine, Web 2.0 is the most quoted article of Wikipedia in 2006 and e-Learning 2.0 is the buzzword of today. This article likes to point out what are the advantages and disadvantages of this hype. Is e-Learning 1.0 a thing of the past or still necessary for the learning future. The question whether Web 2.0 will change the education of tomorrow or not will be answered in a very critical way. The summary of this article pointed out that there is considerably more than using new applications and bring them together with the experiences of e-Learning 1.0. Due to the fact that the importance of e-Learning 2.0 is growing very fast it can be summarized that a lot of more research work must be done in future | 2007 |
| | | Merrill, M. D. | Knowledge objects and mental models read moreAbstract: This paper describes knowledge components that are thought to be appropriate and sufficient to precisely describe certain types of cognitive subject matter content (knowledge). It also describes knowledge structures that show the relationships among these knowledge components and among other knowledge objects. It suggests that a knowledge structure is a form of schema such as those that learners use to represent knowledge in memory. A mental model is a schema plus cognitive processes for manipulating and modifying the knowledge stored in a schema. We suggested processes that enable learners to manipulate the knowledge components of conceptual network knowledge structures for purposes of classification, generalization, and concept elaboration. We further suggested processes that enable learners to manipulate the knowledge components of process knowledge structures (PEAnets) for purposes of explanation, prediction, and troubleshooting. The hypothesis of this paper is that knowledge components and knowledge structures, such as those described in this paper, could serve as meta mental models that would enable learners to more easily acquire conceptual and causal networks and their associated processes. The resulting specific mental models would facilitate their ability to solve problems of conceptualization and interpretation | 2000 |
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