First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 2004. This special issue of Cognition and Instruction features three manuscripts investigating particular aspects of classroom participant structures, specifically in the context of science instruction. Participant structures is a term introduced four decades ago to describe the roles, rights, and responsibilities regarding who can say what, to whom, and when in the course of classroom activity.

"This book addresses e-learning patterns in software development, providing an accessible language to communicate sophisticated knowledge and important research methods and results"--Provided by publisher.

More than a decade has passed since the First International Conference of the Learning Sciences (ICLS) was held at Northwestern University in 1991. The conference has now become an established place for researchers to gather. The 2004 meeting is the first under the official sponsorship of the International Society of the Learning Sciences (ISLS). The theme of this conference is "Embracing Diversity in the Learning Sciences." As a field, the learning sciences have always drawn from a diverse set of disciplines to study learning in an array of settings. Psychology, cognitive science, anthropology, and artificial intelligence have all contributed to the development of methodologies to study learning in schools, museums, and organizations. As the field grows, however, it increasingly recognizes the challenges to studying and changing learning environments across levels in complex social systems. This demands attention to new kinds of diversity in who, what, and how we study; and to the issues raised to develop coherent accounts of how learning occurs. Ranging from schools to families, and across all levels of formal schooling from pre-school through higher education, this ideology can be supported in a multitude of social contexts. The papers in these conference proceedings respond to the call.

Understanding the complexity of the natural world and making sense of phenomena is one of the main goals of science and science education. When investigating complex phenomena, such as climate change or pandemic outbreaks, students are expected to engage in systems thinking by considering the boundaries of the investigated system, identifying the relevant components and their interactions, and exploring system attributes such as hierarchical organization, dynamicity, feedback loops, and emergence. Scientific models are tools that support students’ reasoning and understanding of complex systems, and students are expected to develop their modeling competence and to engage in the modeling process by constructing, testing, revising, and using models to explain and predict phenomena. Computational modeling tools, for example, provide students with the opportunity to explore big data, run simulations and investigate complex systems. Therefore, both systems thinking and modeling approaches are important for science education when investigating complex phenomena.

The digital transformation of healthcare delivery remains a work in progress, and contextual variation continues to be one of the barriers to the development of sustainable health information technology. Context-sensitive health informatics concerns health information technologies and their environments, which may be people such as patients, users, designers and evaluators, but also non-human constructs such as organizations, work practices, guidelines and protocols, or buildings and markets. This book presents papers from CSHI 2019, the international conference on Context Sensitive Health Informatics, held in Lille, France, on 23 and 24 August 2019. The subtitle of the conference was Sustainability in Dynamic Ecosystems, and the thirty papers included here are divided into six sections: understanding organizational contexts; towards sustainable EHR; different contexts for medication errors and patient safety; methods and models to study contexts for health information systems; citizens in health contexts; and designing and evaluating in contexts. Two keynote speeches from the conference are also included. With its focus on context sensitivity and sustainability in digital healthcare, the book will be of interest to all those working in the field of health informatics.

This book presents an international perspective of the influence of educational context on science education. The focus is on the interactions between curriculum development and implementation, particularly in non-Western and non-English-speaking contexts (i.e., outside the UK, USA, Australia, NZ, etc. ). An important and distinguishing feature of the book is that it draws upon the experiences and research from local experts from an extremely diverse cohort across the world (26 countries in total). The book addresses topics such as: curriculum development; research or evaluation of an implemented curriculum; discussion of pressures driving curriculum reform or implementation of new curricula (e. g., technology or environmental education); the influence of political, cultural, societal or religious mores on education; governmental or ministerial drives for curriculum reform; economic or other pressures driving curriculum reform; the influence of external assessment regimes on curriculum; and so on.

The Handbook of Design in Educational Technology provides up-to-date, comprehensive summaries and syntheses of recent research pertinent to the design of information and communication technologies to support learning. Readers can turn to this handbook for expert advice about each stage in the process of designing systems for use in educational settings; from theoretical foundations to the challenges of implementation, the process of evaluating the impact of the design and the manner in which it might be further developed and disseminated. The volume is organized into the following four sections: Theory, Design, Implementation, and Evaluation. The more than forty chapters reflect the international and interdisciplinary nature of the educational technology design research field.