Concluding Thoughts: What Can(’t) we Research About Emergency e-Learning?

Erythema nodosum :what should we consider about it?

Developing Thoughts About What Might Have Been

Recent research has changed how developmental psychologists understand counterfactual thinking or thoughts of what might have been. Evidence suggests that counterfactual thinking develops over an extended period into at least middle childhood, depends on domain-general processes including executive function and language, and dissociates from counterfactual emotions such as regret. In this artic...

What We Know About Technological Support for Project-Based Learning

This paper describes our experiences in building tools to support project-based learning. We briefly describe our successes and failures in three areas: team management and collaboration, supporting reflection, and providing information in project-based form. Our approach combines insights on learning from cognitive science with an appreciation for the practical challenges raised by focusing on...

What have we learnt about mobile LifeLong Learning (mLLL)?

Mobile technologies are becoming ubiquitous in education, yet the wider implications of this phenomenon are not well understood. The paper discusses how mobile lifelong learning (mLLL) may be defined, and the challenges of forging a suitable definition in an evershifting technological and socio-economic landscape. mLLL appears as a ubiquitous concept that puts together mobile learning, essentia...

Diagrams about Thoughts about Thoughts about Diagrams

The study of diagrammatic reasoning often focuses on computational models of diagram use rather than on studies of human performance. This paper considers diagrams as a notational system that can be used and studied in an experimental context. It presents a review of the experimental psychology literature rather than a complete theoretical framework, and is intended as an introduction to the fi...