p. 1-13
Abstract Syntax Tree (AST) Infrastructure in Problem Solving Research
Joseph M. Scandura
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p. 15-18
LOÆLA From a Learning Object Centric View to a Learning Activity Perspective
Hans G. K. Hummel, Rob Koper and Colin Tattersall
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p. 19-24
Pedagogical Neutrality and Engagement
Norm Frinsen
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p. 24-31
Learning Objects: Promise versus Reality
Joseph M. Scandura
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p. 33-41
Learning Objects, Collaborative Learning Designs and Knowledge Representation
Gilbert Paquette and Olga Marino
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p. 43-50
Problem Solving Support in Constraint-Based Tutors
Antonija Mitrovic, Stellan Ohlsson and Brent Martin
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p. 51-62
Facilitating Case Reuse During Problem Solving
David Jonassen
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p. 63-72
Building the Wrong Simulation: Matching Instructional Intent in Teaching Problem Solving to Simulation Architecture
Wellesley R. Foshay
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p. 73-80
Intelligent Learning Environments to Support Problem Solving through Example Studying
Cristina Conati and Kasia Muldner
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p. 81-87
Promoting Self-Regulation in Medical Students Through the Use of Technology
Susanne P. Lajoie, Sonia Faremo, Jeffrey Wiseman and Genevieve Gauthier
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p. 89-95
Gender and Cognitive Differences in Help Effectiveness During Problem Solving
Beverly P. Woolf, Ivon Arroyo, Carole R. Beale and Tom Murray
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p. 97-104
Using Computers as MetaCognitive Tools to Foster Students’ Self-Regulated Learning
Roger Azevedo, Jennifer G. Cromley, Fielding I. Winters, Daniel C. Moos and Jeffrey A. Greene
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p. 105-113
Supporting Self-Regulated Learning with gStudy Software: The Learning Kit Project
Philip H. Winne, John C. Nesbit, Vive Kumar, Allyson F. Hadwin, Susanne P. Lajoie, Roger Azevedo and Nancy E. Perry
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p. 115-128
Informing Teachers Live about Student Learning: Reporting in the Assistment System
Mingyu Feng and Neil T. Heffernan
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p. 129-133
Role of Dyslexia in Developing Spatial Mental Models for Problem Solving by Simulating a Marine Environment
William Winn
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p. 135-143
Use of Multimedia for Problem-Solving Tasks
Robert Zheng, Susan M. Miller, Glenn E. Snelbecker and Ian Cohen
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p. 145-149
Implicit and Explicit Learning of Task Regularities in Problem Solving
Hilde Haider and Peter A. Frensch
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p. 151-166
Diagnostic Assessment in Mathematics Problem Solving
Valerie Shute and Jody Underwood
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p. 167-183
Causal Maps, Mental Models and Assessing Acquisition of Expertise
J. Micheal Spector, Vanessa P. Dennen and Titiffany A. Koszalka
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p. 185-189
How to Cut CBI Development Costs in Half: Commentary on Foshay and Preese
Joseph M. Scandura
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p. 191-193
Can We Really Halve Development Time? Reaction to Scandura’s Commentary
Wellesley R. Foshay and Frank Preese
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p. 195-197
Reaction to Foshay and Preese Reaction
Joseph M. Scandura
Abstract
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