000924844 000__ 05490cam\a2200457Ia\4500
000924844 001__ 924844
000924844 005__ 20230306151157.0
000924844 006__ m\\\\\o\\d\\\\\\\\
000924844 007__ cr\un\nnnunnun
000924844 008__ 200111s2019\\\\sz\\\\\\o\\\\\001\0\eng\d
000924844 019__ $$a1137830872
000924844 020__ $$a9783030265786$$q(electronic book)
000924844 020__ $$a3030265781$$q(electronic book)
000924844 020__ $$z9783030265779
000924844 0247_ $$a10.1007/978-3-030-26
000924844 035__ $$aSP(OCoLC)on1135665416
000924844 035__ $$aSP(OCoLC)1135665416$$z(OCoLC)1137830872
000924844 040__ $$aEBLCP$$beng$$cEBLCP$$dGW5XE$$dLQU$$dOCLCF
000924844 049__ $$aISEA
000924844 050_4 $$aLB1060
000924844 08204 $$a370.15/23$$223
000924844 24500 $$aFrontiers and advances in positive learning in the age of InformaTiOn (PLATO) /$$cOlga Zlatkin-Troitschanskaia, editor.
000924844 260__ $$aCham :$$bSpringer,$$cc2019.
000924844 300__ $$a1 online resource (316 pages)
000924844 336__ $$atext$$btxt$$2rdacontent
000924844 337__ $$acomputer$$bc$$2rdamedia
000924844 338__ $$aonline resource$$bcr$$2rdacarrier
000924844 500__ $$aIncludes index.
000924844 5050_ $$aPart I: Positive and Negative Learning in Higher Education -- Towards Quality Higher Education: Barriers and Enablers -- The Role of Modeling for "Seeking Truth" in an Educational Policy Classroom -- Critical Thinking in Social Domains -- Part II: Learning with New Media and Technology -- Positive and Negative Media Effects on University Students Learning: Preliminary Findings and a Research Program -- Explicating Logic of Biology to Support Critical Thinking -- Picture Bias in Upper-Division Physics Education -- The Role of Media Conversion for Positive Learning -- Part III: Innovative Analytical Approaches for Modeling of Learning -- Towards a Computational Model for Measuring the Complexity of Learning Tasks: A Combined Cognitive and Computational Approach -- Automated Methods for the Comparison of Natural Languages -- Grounding Educational Language: From Situation Modeling to Cognitive Structures -- Successful and Positive Learning through Study Crafting: A Self-Control Perspective -- Literature, Simulation, and the Path towards Deeper Learning -- On the Way of Developing a Holistic Explanatory Model of Positive Learning -- Part IV: Measuring of Intra- and Interindividual Learning -- From Neural Correlates to Language Topology -- The Neural Basis of Idea Density During Natural Spoken Language -- What Can the Eyes and the Brain Tell Us About Learning? The Role of Information Density in the Comprehension and Retrieval of Complex Concepts -- IRT Modeling of Decomposed Student Learning Patterns as Positive and Negative Learning in Higher Education Economics -- Performance in Knowledge Assessment Tests from the Perspective of Linguistic Typology -- Challenges in the Modeling and Assessment of Complex Constructs: Some Examples from the PLATO Project -- Part V: Perspectives -- Positive Learning at Risk -- Mapping Information Structures of Learning Sources in Economics and Computer Science (PLATO-i) -- PLATO in Search of Identity.
000924844 506__ $$aAccess limited to authorized users.
000924844 520__ $$aResearch on students media use outside of education is just slowly taking off. Influences of information and communication technologies (ICT) on human information processing are widely assumed and particularly effects of dis- and misinformation are a current threat to democracies. Today, higher education competes with a very diverse (online) media landscape and domain-specific content from sources of varying quality, ranging from high-quality videographed lectures by top-level university lecturers, popular-scientific video talks, collaborative wikis, anonymous forum comments or blog posts to YouTube remixes of discipline factoids and unverified twitter feeds. Self-organizing learners need more knowledge, skills, and awareness on how to critically evaluate quality and select trustworthy sources, how to process information, and what cognitive, affective, attitudinal, behavioral, and neurological effects it can have on them in the long term. The PLATO program takes on the ambitious goal of uniting strands of research from various disciplines to address these questions through fundamental analyses of human information processing when learning with the Internet. This innovative interdisciplinary approach includes elements of ICT innovations and risks, learning analytics and large-scale computational modelling aimed to provide us with a better understanding of how to effectively and autonomously acquire reliable knowledge in the Information Age, how to design ICTs, and shape social and human-machine interactions for successful learning. This volume will be of interest to researchers in the fields of educational sciences, educational measurement and applied branches of the involved disciplines, including linguistics, mathematics, media studies, sociology of knowledge, philosophy of mind, business, ethics, and educational technology.
000924844 588__ $$aDescription based on print version record.
000924844 650_0 $$aLearning, Psychology of.
000924844 650_0 $$aLearning$$xPhilosophy.
000924844 650_0 $$aComputer-assisted instruction.
000924844 7001_ $$aZlatkin-Troitschanskaia, Olga.
000924844 77608 $$iPrint version:$$aZlatkin-Troitschanskaia, Olga$$tFrontiers and Advances in Positive Learning in the Age of InformaTiOn (PLATO)$$dCham : Springer,c2020$$z9783030265779
000924844 852__ $$bebk
000924844 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-3-030-26578-6$$zOnline Access$$91397441.1
000924844 909CO $$ooai:library.usi.edu:924844$$pGLOBAL_SET
000924844 980__ $$aEBOOK
000924844 980__ $$aBIB
000924844 982__ $$aEbook
000924844 983__ $$aOnline
000924844 994__ $$a92$$bISE