Cognitive Tools for Learning: Proceedings of the NATO Advanced Study Institute on Mindtools Volume 81

Kommers, Piet A.M., David H. Jonassen und J. Terry Mayes:

ISBN 10: 3540550453 / ISBN 13: 9783540550457

Published by Berlin : Springer, 1992

About this Item

X, 276 Pages ; With Figures NATO ASI Series F : Computer and Systems Sciences ; Vol. 81 - Hardcover, Pappeinband, mit den üblichen Bibliotheks-Markierungen, Stempeln und Einträgen, innen wie außen, siehe Bilder. (Evtl. auch Kleber- und/oder Etikettenreste, sowie -abdrücke durch abgelöste Bibliotheksschilder). Seiten mit Bleistiftmarkierungen im Text und/oder am Textrand. Etwas gebräunt. Einband fleckig. In Englischer Sprache B16-04-02F|S92 Sprache: Englisch Gewicht in Gramm: 635.

Seller Inventory # 76390

Bibliographic Details

• Title: Cognitive Tools for Learning: Proceedings of the NATO Advanced Study Institute on Mindtools Volume 81
• Publisher: Berlin : Springer
• Publication Date: 1992
• Language: English
• ISBN 10: 3540550453
• ISBN 13: 9783540550457
• Binding: 25 x 17 cm
• Condition: Gut
• Weight: 635 grams
• Seller catalogs:
  • Modernes Antiquariat

About this title

Synopsis

Hypermedia technology needs a creative approach from the outset in the design of software to facilitate human thinking and learning. This book opens a discussion of the potential of hypermedia and related approaches to provide open exploratory learning environments. The papers in the book are based on contributions to a NATO Advanced Research Workshop held in July1990 and are grouped into six sections: - Semantic networking as cognitive tools, - Expert systems as cognitive tools, - Hypertext as cognitive tools, - Collaborative communication tools, - Microworlds: context-dependent cognitive tools, - Implementing cognitive tools. The book will be valuable for those who design, implement and evaluate learning programs and who seek to escape from rigid tactics like programmed instruction and behavioristic approaches. The book presents principles for exploratory systems that go beyond existing metaphors of instruction and provokes the reader to think in a new way about the cognitive level of human-computer interaction.