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These proceedings contain the papers of the 18th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2021), held virtually, due to an exceptional situation caused by the COVID-19 pandemic, from October 13-15, 2021, and organized by the International Association for Development of the Information Society (IADIS). The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. The CELDA 2021 Conference received 68 submissions from more than 21 countries. Out of the papers submitted, 34 were accepted as full papers for an acceptance rate of 50%; 16 were accepted as short papers, and 2 were accepted as reflection papers. In addition to the presentation of full, short and reflection papers, the conference also includes one keynote presentation from an internationally distinguished researcher: Dr. David Scaradozzi, Department of Information Engineering, Università Politecnica delle Marche, Italy. [Individual papers are indexed in ERIC.]

These proceedings contain the papers of the 16th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2019), held during November 7-9, 2019, which has been organized by the International Association for Development of the Information Society (IADIS) and co-organised by University Degli Studi di Cagliari, Italy. The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agent systems. These developments have created both opportunities and areas of serious concerns. This conference aims to cover both technological as well as pedagogical issues related to these developments. Main tracks have been identified. However, innovative contributions that do not easily fit into these areas will also be considered as long as they are directly related to the overall theme of the conference -- cognition and exploratory learning in the digital age. The CELDA 2019 Conference received 87 submissions from more than 25 countries. Out of the papers submitted, 48 were accepted as full papers for an acceptance rate of 55%; 15 were accepted as short papers and one was accepted as a reflection paper. In addition to the presentation of full, short and reflection papers, the conference also includes one keynote presentation from an internationally distinguished researcher, Baltasar Fernández Manjón, Director of the e-Learning Research Group e-UCM, Complutense University of Madrid (UCM), Spain. [Individual papers are indexed in ERIC.]

The aim of the 2018 International Association for Development of the Information Society (IADIS) Cognition and Exploratory Learning in the Digital Age (CELDA) conference was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agent systems. These developments have created both opportunities and areas of serious concerns. This conference aims to cover both technological as well as pedagogical issues related to these developments. Main tracks have been identified. However innovative contributions that do not easily fit into these areas will also be considered as long as they are directly related to the overall theme of the conference -- cognition and exploratory learning in the digital age. The CELDA 2018 Conference received 85 submissions from more than 31 countries. Each submission was reviewed in a double-blind review process by at least two independent reviewers to ensure quality and maintain high standards. Out of the papers submitted, 37 were accepted as full papers, 20 were accepted as short papers, and 5 were accepted as reflection papers. In addition to the presentation of full, short and reflection papers, the conference also includes one keynote presentation from internationally distinguished researcher, Professor Tobias Ley, Professor for Learning Analytics and Educational Innovation, Head of the Center of Excellence in Educational Innovation, Tallinn University, Estonia. Individual papers contain figures, tables, and references. An author index is provided.

These proceedings contain the papers of the 14th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2017), 18-20 October 2017, which has been organized by the International Association for Development of the Information Society (IADIS) and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA 2017 Conference received 72 submissions from more than 25 countries. Out of the papers submitted, 27 were accepted as full papers for an acceptance rate of 38%; 23 were accepted as short papers and 2 were accepted as reflection papers. In addition to the presentation of full, short and reflection papers, the conference also includes one keynote presentation from an internationally distinguished researcher, "Classroom Orchestration: From Practical Tips to Formal Models" (Pierre Dillenbourg). Full papers include: (1) Are Learning Logs Related to Procrastination? From the Viewpoint of Self-Regulated Learning (Masanori Yamada, Misato Oi and Shin'ichi Konomi); (2) Asymmetry in the Perception of Friendship in Student Groups (Luigi Lancieri); (3) Exploring Teacher Use of an Online Forum to Develop Game-Based Learning Literacy (Amanda Barany, Mamta Shah and Aroutis Foster); (4) Educational Assessment of Students in Primary School in Tunisia (Wiem Ben Khalifa, Dalila Souilem and Mahmoud Neji); (5) Impact of Early Numeracy Training on Kindergartners from Middle-Income Families (Carla Meloni, Rachele Fanari, Andrea Bertucci and Sara Berretti); (6) 360 Degree Videos within a Climbing MOOC (Michael Gänsluckner, Martin Ebner and Isidor Kamrat); (7) Cultivating Students' Reading Literacy Using Digital Textile-Based Reading in a Chinese Primary School (Patricia Norte, Joao Negreiros and Ana Correia); (8) How to Flip a Classroom and Improve Student Learning and Engagement: The Case of PSYC1030 (Pedro Isaias, Blake McKimmie, Aneesha Bakharia, John Zornig and Anna Morris); (9) Early Numerical Competence and Number Line Task Performance in Kindergartners (Rachele Fanari, Carla Meloni and Davide Massidda); (10) Exploring the Impact of the Informational Value of Feedback Choices on Performance Outcomes in an Online Assessment Game (Maria Cutumisu); (11) Refining Presentation Documents with Presentation Schema (Yuki Obara and Akihiro Kashihara); (12) The Knowledge Development Model: Responding to the Changing Landscape of Learning in Virtual Environments (Nan B. Adams); (13) Mobile Learning Analytics in Higher Education: Usability Testing and Evaluation of an APP Prototype (Matthias Kuhnel, Luisa Seiler, Andrea Honal and Dirk Ifenthaler); (14) Digital Competence Model of Distance Learning Students (Ketia Kellen A. da Silva and Patricia A. Behar); (15) How Dispositional Learning Analytics Helps Understanding the Worked-Example Principle (Dirk Tempelaar); (16) Pushing Buttons: A Sociomaterial Exploration of the Distributed Lecture (Anna MacLeod, Paula Cameron, Olga Kits and Cathy Fournier); (17) Multimodal Teaching and Learning with the Use of Technology: Meanings, Practices and Discourses (Vasiliki Papageorgiou and Petros Lameras); (18) Contrasts in Openness toward Mobile Learning in the Classroom: A Study of Elementary, Middle and High School Teachers (Rhonda Christensen and Gerald Knezek); (19) Classification of Learning Styles in Virtual Learning Environment Using J48 Decision Tree (Renato R. Maaliw, III and Melvin A. Ballera); (20) Using Short Videos as Testing Elements in Skill Matching--Test Design in the SMART Project (Marc Beutner and Frederike Anna Rüscher); (21) I Might Not Be as Tech as You Think: Collegiate Print versus Digital Preferences (Joan Ann Swanson, Susan L. Renes and Anthony T. Strange); (22) A Visualization System for Predicting Learning Activities Using State Transition Graphs (Fumiya Okubo, Atsushi Shimada, Yuta Taniguchi and Shin'ichi Konomi); (23) OCRA, A Mobile Learning Prototype for Understanding Chemistry Concepts (Tenku Putri Norishah Tenku Shariman and Othman Talib); (24) Teaching Strategies and Methods in Modern Environments for Learning of Programming (Slobodanka Djenic and Jelena Mitic); (25) A Lecture Supporting System Based on Real-Time Learning Analytics (Atsushi Shimada and Shin'ichi Konomi); (26) Characteristics of Effective Pedagogical Strategies for Self-Regulated Learning in Technology-Enhanced Environments: Towards Improving Learning Outcome (Ian S. McGowan); and (27) Pseudo-Haptic Feedback for Promoting Narrative Comprehension (Kazuaki Umetsu and Akihiro Kashihara). Short papers include: (1) Development of a Support Application and a Textbook for Practicing Facial Expression Detection for Students with Visual Impairment (Hirotaka Saito, Akinobu Ando, Shota Itagaki, Taku Kawada, Darold Davis and Nobuyuki Nagai); (2) Teaching Media Design by Using Scrum. A Qualitative Study within a Media Informatics Elective Course (Ines Herrmann, Sander Münster, Vincent Tietz and Rainer Uhlemann); (3) An Architecture to Support Wearables in Education and Wellbeing (Fernando Luis-Ferreira, Andreia Artifice, Gary McManus and João Sarraipa); (4) Differentiated Learning Environment--A Classroom for Quadratic Equation, Function, and Graphs (Emre Dinç); (5) Leveraging the Affordances of Mobile Learning for Vocabulary Gains (Michael Bowles); (6) Towards a Framework of Using Knowledge Tools for Teaching by Solving Problems in Technology-Enhanced Learning Environment (Sergei Kostousov and Dmitry Kudryavtsev); (7) Exploring Students' Learning Journals with Web-Based Interactive Report Tool (Yuta Taniguchi, Fumiya Okubo, Atsushi Shimada and Shin'ichi Konomi); (8) The Framework of Intervention Engine Based on Learning Analytics (Muhittin Sahin and Halil Yurdugül); (9) On the Use of E-TPCK for Situated Teacher Professional Development (Maria Mama Timotheou, Andri Christodoulou and Charoula Angeli); (10) Narb-Based Analysis of Tweets Related to United Airlines Controversy: Learning Beyond the Media (Ananda Mitra); (11) Learners' and Teachers' Perceptions of Learning Analytics (LA): A Case Study of South Hampton Solent University (SSU) (Osama Khan); (12) Issues of IT-Professionals Training in Traditional Educational Process (Farid Eminov and Irina Golitsyna); (13) The Isolation Emotion: An Emotional Point of View on Teaming and Group Tools in E-Learning Environments (Tarek Boutefara and Latifa Mahdaoui); (14) Development of Critical Thinking with Metacognitive Regulation and Toulmin Model (Yasushi Gotoh); (15) A Preliminary Investigation into Parents' Concerns about Programming Education in Japanese Primary Schools (Yukiko Maruyama, Hiroko Kanoh and Kinya Adachi); (16) Designing Philadelphia Land Science as a Game to Promote Identity Exploration (Amanda Barany, Mamta Shah, Jessica Cellitti, Migela Duka, Zachari Swiecki, Amanda Evenstone, Hannah Kinley, Peter Quigley, David Williamson Shaffer and Aroutis Foster); (17) Juxtapose: An Exploration of Mobile Augmented Reality Collaborations and Professional Practices in a Creative Learning Environment (Darren Menorath and Laurent Antonczak); (18) Gender, Games and Space (Suzanne de Castell, Hector Larios and Jennifer Jenson); (19) The Contribution of Collective Intelligence for the Analysis of the Phenomenon of Students Overcrowding (Dikagma Bassagou and Luigi Lancieri); (20) Integrated Collaborative E-Learning for the Global Management Education in the 21st Century (Barbara W. K. Son); (21) Relations between Cognitive Resources and Two Types of Germane Load for Learning (Kazuhisa Miwa, Hitoshi Terai and Yosuke Mizuno); (22) A Framework for People Re-Identification in Multi-Camera Surveillance Systems (Sirine Ammar, Nizar Zaghden and Mahmoud Neji); and (23) Connecting the Dots: Linking Creativity, Synthesis Skills, and the Students' Anxiety about the Future (Ioan Susnea, Emilia Pecheanu, Luminita Dumitriu and Adina Cocu). The two reflection papers are: (1) Localising Content for an XMOOC in the UAE (Jenny Eppard and Preeya Reddy); and (2) Academic Reading on a Collaborative, Online Platform (Jenny Eppard and Preeya Reddy). An author index is included. Individual papers contain references.

The Flipped Classroom model (FCM) is a promising blended educational innovation aiming to improve the teaching and learning practice in various subject domains and educational levels. However, despite this encouraging evidence, research on the explicit benefits of the FCM on K-12 Mathematics education is still scarce and, in some cases, even inconclusive. Thus, the contribution of this paper is to present an action research for investigating the impact of FCM in K-12 Math (Algebra) teaching and learning in order to support and extend the narrow existing pool of works. The action research was based on a quasi-experimental design (using an experimental-control group protocol), with a sample of 40 students, for a full semester of the school year. The results provide evidence for potential advantages in students' cognitive learning outcomes (on knowledge of subject domain), students' level of motivation, as well as better use of teaching time during the face-to-face school-based sessions. [For full proceedings, see ED571332.]

These proceedings contain the papers of the 13th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2016), October 28-30, 2016, which has been organized by the International Association for Development of the Information Society (IADIS), co-organized by the University of Mannheim, Germany, and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. These proceedings contain the following keynote lectures: (1) From Digital to Double Blended Learning (Jeroen J. G. van Merrienboer); and (2) Open Educational Resources: Educational Technology as a Driver for Educational Reform? (Michael Kerres). Full papers in these proceedings include: (1) A Service-Learning Project Using Crowdfunding Strategy: Students' Experience and Reflection (Jessnor Elmy Mat-jizat and Khalizul Khalid); (2) Towards a Theory-Based Design Framework for an Effective E-Learning Computer Programming Course (Ian S. McGowan); (3) An Ontology for Learning Services on the Shop Floor (Carsten Ullrich); (4) The Impact of Technology Integration upon Collegiate Pedagogy from the Lens of Multiple Disciplines (Joan Ann Swanson); (5) A Learning Support System Regarding Motion Trigger for Repetitive Motion Having an Operating Instrument (Hiroshi Toyooka, Kenji Matsuura, and Naka Gotoda); (6) Task-Based Assessment of Students' Computational Thinking Skills Developed through Visual Programming or Tangible Coding Environments (Takam Djambong and Viktor Freiman); (7) Framework for Intelligent Teaching and Training Systems--A Study of the Systems (Nikolaj Troels Graf von Malotky and Alke Martens); (8) Mobile Device Usage in Higher Education (Jan Delcker, Andrea Honal, and Dirk Ifenthaler); (9) Features Students Really Expect from Learning Analytics (Clara Schumacher and Dirk Ifenthaler); (10) Music Technology Competencies for Education: A Proposal for a Pedagogical Architecture for Distance Learning (Fátima Weber Rosas, Leticia Rocha Machado, and Patricia Alejandra Behar); (11) Increasing Students' Science Writing Skills through a PBL Simulation (Scott W. Brown, Kimberly A. Lawless, Christopher Rhoads, Sarah D. Newton, and Lisa Lynn); (12) The Effect of Choosing versus Receiving Feedback on College Students' Performance (Maria Cutumisu and Daniel L. Schwartz); (13) The Impact of Middle-School Students' Feedback Choices and Performance on Their Feedback Memory (Maria Cutumisu and Daniel L. Schwartz); (14) Numerical Acuity Enhancement in Kindergarten: How Much Does Material Presentation Form Mean? (Maria Lidia Mascia, Maria Chiara Fastame, Mirian Agus, Daniela Lucangeli, and Maria Pietronilla Penna); (15) A Video Game for Learning Brain Evolution: A Resource or a Strategy? (Luisa Fernanda Barbosa Gomez, Maria Cristina Bohorquez Sotelo, Naydu Shirley Roja Higuera, and Brigitte Julieth Rodriguez Mendoza); (16) Communication Vulnerability in the Digital Age: A Missed Concern in Constructivism (Fusa Katada); (17) Online Learners' Navigational Patterns Based on Data Mining in Terms of Learning Achievement (Sinan Keskin, Muhittin Sahin, Adem Ozgur, and Halil Yurdugul); (18) Amazed by Making: How Do Teachers Describe Their PBL Experience (Dalit Levy and Olga Dor); (19) Group Work and the Impact, If Any, of the Use of Google Applications for Education (Jannat Maqbool); (20) Fractangi: A Tangible Learning Environment for Learning about Fractions with an Interactive Number Line (Magda Mpiladeri, George Palaigeorgiou, and Charalampos Lemonidis); (21) Evaluation of Learning Unit Design with Use of Page Flip Information Analysis (Izumi Horikoshi, Masato Noguchi, and Yasuhisa Tamura); (22) Einstein's Riddle as a Tool for Profiling Students (Vildan Özeke and Gökhan Akçapinar); (23) Exploring Students' E-Learning Effectiveness through the Use of Line Chat Application (Tassaneenart Limsuthiwanpoom, Penjira Kanthawongs, Penjuree Kanthawongs, and Sasithorn Suwandee); (24) Factors Affecting Perceived Satisfaction with Facebook in Education (Penjuree Kanthawongs, Penjira Kanthawongs, and Chaisak Chitcharoen); (25) Interactive Video, Tablets and Self-Paced Learning in the Classroom: Preservice Teachers' Perceptions (Anthia Papadopoulou and George Palaigeorgiou); (26) Cognitive Design for Learning: Cognition and Emotion in the Design Process (Joachim Hasebrook); (27) Investigating the Potential of the Flipped Classroom Model in K-12 Mathematics Teaching and Learning (Maria Katsa, Stylianos Sergis, and Demetrios G. Sampson; (28) Learning Analytics to Understand Cultural Impacts on Technology Enhanced Learning (Jenna Mittelmeier, Dirk Tempelaar, Bart Rienties, and Quan Nguyen); (29) Widening and Deepening Questions in Web-Based Investigative Learning (Akihiro Kashihara and Naoto Akiyama); (30) Year 9 Student Voices Negotiating Digital Tools and Self-Regulated Learning Strategies in a Bilingual Managed Learning Environment (Ulla Freihofner, Simone Smala, and Chris Campbell); (31) Purposeful Exploratory Learning with Video Using Analysis Categories (Meg Colasante); (32) Building a Learning Experience: What Do Learners' Online Interaction Data Imply (Mehmet Kokoç and Arif Altun); (33) Rules for Adaptive Learning and Assistance on the Shop Floor (Carsten Ullrich); and (34) Participation and Achievement in Enterprise MOOCs for Professional Learning (Florian Schwerer and Marc Egloffstein). Short papers included in these proceedings include: (1) Connectivist Communication Networks (Ingolf Waßmann, Robin Nicolay, and Alke Martens); (2) Learning and Skills Development in a Virtual Class of Educommunications Based on Educational Proposals and Interactions (Maria Cristina Bohorquez Sotelo, Brigitte Julieth Rodriguez Mendoza, Sandra Milena Vega, Naydu Shirley Roja Higuera, and Luisa Fernanda Barbosa Gomez); (3) The Relationship among ICT Skills, Traditional Reading Skills and Online Reading Ability (I-Fang Liu and Hwa-Wei Ko); (4) Towards Concept Understanding Relying on Conceptualisation in Constructivist Learning (Farshad Badie); (5) E-Learning in Chemistry Education: Self-Regulated Learning in a Virtual Classroom (Rachel Rosanne Eidelman and Yael Shwartz); (6) Relationship of Mobile Learning Readiness to Teacher Proficiency in Classroom Technology Integration (Rhonda Christensen and Gerald Knezek); (7) Human Computer Interaction (HCI) and Internet Residency: Implications for Both Personal Life and Teaching/Learning (Linda Crearie); (8) A Portfolio for Optimal Collaboration of Human and Cyber Physical Production Systems in Problem-Solving (Fazel Ansari and Ulrich Seidenberg); (9) Innovative Collaborative Learning Strategies for Integrated Interactive E-Learning in the 21st Century (Barbara Son); (10) Educational Criteria for Evaluating Simple Class Diagrams Made by Novices for Conceptual Modeling (Mizue Kayama, Shinpei Ogata, David K. Asano, and Masami Hashimoto); (11) Digital Natives and Digital Divide: Analysing Perspective for Emerging Pedagogy (Uriel U. Onye and Yunfei Du); (12) E-Learning System Using Segmentation-Based MR Technique for Learning Circuit Construction (Atsushi Takemura); (13) Students' Google Drive Intended Usage: A Case Study of Mathematics Courses in Bangkok University (Krisawan Prasertsith, Penjira Kanthawongs, and Tan Limpachote); (14) An Empirical Study on the Impact of Self-Regulation and Compulsivity towards Smartphone Addition of University Students (Penjira Kanthawongs, Felicito Angeles Jabutay, Ruangrit Upalanala, and Penjuree Kanthawongs); (15) Adaptive Game Based Learning Using Brain Measures for Attention--Some Explorations (Jelke van der Pal, Christopher Roos, Ghanshaam Sewnath, and Christian Rosheuvel); (16) Evaluation of the Course of the Flight Simulators from the Perspective of Students and University Teachers (Feyzi Kaysi, Bünyamin Bavli and Aysun Gürol); (17) Development of Critical Thinking with Metacognitive Regulation (Yasushi Gotoh); (18) Enacting STEM Education for Digital Age Learners: The "Maker" Movement Goes to School (Dale S. Niederhauser and Lynne Schrum); (19) New Scenarios for Audience Response Systems in University Lectures (Daniel Schön, Stephan Kopf, Melanie Klinger, and Benjamin Guthier); (20) Academic Retention: Results from a Study in an Italian University College (Maria Lidia Mascia, Mirian Agus, Maria Assunta Zanetti, Eliano Pessa, and Maria Pietronilla Penna); and (21) Learning How to Write an Academic Text: The Effect of Instructional Method and Reflection on Text Quality. Reflection papers in these proceedings include: (1) Teachers' Attitude towards ICT Use in Secondary Schools: A Scale Development Study (Mehmet Kemal Aydin, Ali Semerci, and Mehmet Gürol); and (2) Inventing the Invented for STEM Understanding (Alicia Stansell, Tandra Tyler-Wood, and Christina Stansell). An author index is included. Individual papers contain references.

Nowadays, there is a consensus that inquiry-based learning contributes to developing students' scientific literacy in schools. Inquiry-based teaching strategies are promoted for the development (among others) of the cognitive processes that cultivate problem solving (PS) competence. The build up of PS competence is a central objective for most compulsory education (K-12) curricula and a critical competence for both professional career readiness and effective citizenship. A widely accepted framework for assessing individual students' PS competence at large scale is PISA 2012 Problem Solving Framework (PSF). Nevertheless, PISA 2012 PS competence assessment is primarily summative (one-off assessment) and disconnected from the daily school science teaching practice. Within this context, the aim of this paper is to address this issue by proposing a framework for incorporating assessment tasks of PISA 2012 PSF to the various phases of an inquiry teaching model. This framework sets the ground for supporting domain specific assessment of students' problem solving competence during day-to-day school science teaching practice. [For the full proceedings, see ED562093.]

Technological advancements in the field of World Wide Web have led to a plethora of remote and virtual labs (RVLs) that are currently available online and they are offered with or without cost. However, using a RVL to teach a specific science subject might not be a straightforward task for a science teacher. As a result, science teachers need to be able to find existing lesson plans supported by RVLs (designed by other science teachers), so as to (a) be informed on how specific RVLs can be used in the context of a science education lesson and (b) be inspired and possibly adapt existing lesson plans supported by RVLs to cover their specific teaching needs. The most common way to facilitate this process using web technologies is to (a) characterize lesson plans with appropriately selected educational metadata and (b) to build a web repository that collects the metadata descriptions of lesson plans following a common metadata schema and offers search and retrieval facilities. Within this context, the scope of this paper is twofold: (a) to propose a metadata schema that can be used for characterizing school science education lesson plans supported by RVLs and (b) to validate this metadata schema with 82 European school science teachers that was performed in the framework of a major European Initiative namely, the Go-Lab project, so as to identify which metadata elements are considered important when science teachers are searching in web-based repositories. [For the full proceedings, see ED562093.]

These proceedings contain the papers of the 12th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2015), October 24-26, 2015, which has been organized by the International Association for Development of the Information Society (IADIS), co-organized by Maynooth University, Ireland, and endorsed by the Japanese Society for Information and Systems in Education (JSISE). Full papers in these proceedings include: (1) Towards a Metadata Schema for Characterizing Lesson Plans Supported by Virtual and Remote Labs in School Science Education (Panagiotis Zervas, Eleftheria Tsourlidaki, Sofoklis Sotiriou, and Demetrios G. Sampson); (2) Divulging Personal Information within Learning Analytics Systems (Dirk Ifenthaler and Clara Schumacher); (3) Tagalong: Informal Learning from a Remote Companion with Mobile Perspective Sharing (Scott W. Greenwald, Mina Khan, Christian D. Vazquez and Pattie Maes); (4) Accounting Professor Qualification in Digital Age: A Perception Study on Brazilian Professors (Maria Ivanice Vendruscolo and Patrícia Alejandra Behar); (5) Supervisory and Digital Literacy Practices in Postgraduate Supervision: A Case Study (Sarjit Kaur, Gurnam Kaur Sidhu, Lee Lai Fong and Leele Suzana Jamian); (6) Postgraduate Students' Level of Dependence on Supervisors in Coping with Academic Matters and Using Digital Tools (Gurnam Kaur Sidhu, Sarjit Kaur, Lim Peck Choo and Chan Yuen Fook); (7) Towards Gathering Initial Requirements of Developing a Mobile Service to Support Informal Learning at Cultural Heritage Sites (Alaa Alkhafaji, Sanaz Fallahkhair and Mihaela Cocea); (8) The Development and Empowerment of Mathematical Abilities: The Impact of Pencil and Paper and Computerised Interventions for Preschool Children (Maria Lidia Mascia, Mirian Agus, Maria Chiara Fastame, Maria Pietronilla Penna, Eliana Sale and Eliano Pessa); (9) The Relationship among Self-Regulated Learning, Procrastination, and Learning Behaviors in Blended Learning Environment (Masanori Yamada, Yoshiko Goda, Takeshi Matsuda, Hiroshi Kato and Hiroyuki Miyagawa); (10) Sounds as Affective Design Feature in Multimedia Learning--Benefits and Drawbacks from a Cognitive Load Theory Prospective (Anke Königschulte); (11) The Will, Skill, Tool Model of Technology Integration: Adding Pedagogy as a New Model Construct (Gerald Knezek and Rhonda Christensen); (12) Challenges of Big Data in Educational Assessment (David C. Gibson, Mary Webb and Dirk Ifenthaler); (13) Evaluating the Interactive Learning Tool SimReal+ for Visualizing and Simulating Mathematical Concepts (Said Hadjerrouit); (14) Predicting the Risk of Attrition for Undergraduate Students with Time Based Modelling (Kevin EK Chai and David Gibson); (15) Inside the Digital Wild West: How School Leaders Both Access and Avoid Social Media (Laurie Corrigan and Lorayne Robertson) (16) More than a Broker: A Case Study of Knowledge Mobilization in a Digital Era (Lorayne Robertson); (17) How Do High School Students Prefer to Learn? (Leila A. Mills and Putthachat Angnakoon); (18) Process Models in e-Learning--Bottom-Up or Top-Down? (Sarah Sahl and Alke Martens); (19) A Model for Ubiquitous Serious Games Development Focused on Problem Based Learning (Sandro Oliveira Dorneles, Cristiano André da Costa and Sandro José Rigo) (20) Blended Interactions for Augmented Learning--An Assistive Tool for Cognitive Disability (Suman Deb, Subir Saha and Paritosh Bhattacharya); (21) Studies Relating to Computer Use of Spelling and Grammar Checkers and Educational Achievement (Odette Bourjaili Radi); (22) Design Thinking and Metacognitive Reflective Scaffolds: A Graphic Design--Industrial Design Transfer Case Study (Chien-Sing Lee and Kuok-Shoong Daniel Wong); (23) Developing a Disposition for Social Innovations: An Affective-Socio-Cognitive Co-Design Model (Chien-Sing Lee and Kuok-Shoong Daniel Wong); (24) Technology Goes Bush: Using Mobile Technologies to Support Learning in a Bush Kinder Program (Jennifer Masters and Leanne Grogan); (25) Moving in Time to a Digital Tune: A Crisis in Our Identity? (Breda Mc Taggart); (26) Examining the Effects of Field Trips on Science Identity (Leila A. Mills and William Katzman); (27) Education on the Cloud: Researching Student-Centered, Cloud-Based Learning Prospects in the Context of a European Network (Hercules Panoutsopoulos, Karl Donert, Panos Papoutsis and Ioannis Kotsanis); (28) University and Flipped Learning TIC & DIL Project: Framework and Design (Stefania Pinnelli and Andrea Fiorucci); (29) Technology-Enhanced Pedagogical Framework for Collaborative Creativity: Analyses of Students' Perception (Manoli Pifarré, Laura Martí and Andreea Cujba); (30) Collaborative Problem Solving in Share Space (Lin Lin, Leila A. Mills and Dirk Ifenthaler); and (31) A Social Networks in Education (Blanka Klimova and Petra Poulova). Short papers in these proceedings include: (1) The Work of Children: Seeking Patterns in the Design of Educational Technology (Michael Eisenberg and Zack Jacobson-Weaver); (2) Towards Supporting Communication in Relationship and Sexuality Education through a VLE (Marion McGinn and Inmaculada Arnedillo-Sánchez); (3) The Development of Computational Thinking in the Context of Science and Engineering Practices: A Self-Regulated Learning Approach (Erin E. Peters-Burton, Timothy J. Cleary and Anastasia Kitsantas); (4) A Program Complexity Metric Based on Variable Usage for Algorithmic Thinking Education of Novice Learners (Minori Fuwa, Mizue Kayama, Hisayoshi Kunimune, Masami Hashimoto and David K. Asano); (5) Apps. Accessibility and Usability by People with Visual Disabilities (Eva María Olmedo-Moreno and Adrian López-Delgado); (6) Comparing Learner Community Behavior in Multiple Presentations of a Massive Open Online Course (Silvia Elena Gallagher and Timothy Savage); (7) Developing Adolescents' Resistance to Sexual Coercion through Role-Playing Activities in a Virtual World (Marion McGinn and Inmaculada Arnedillo-Sánchez); (8) How Can One Learn Mathematical Word Problems in a Second Language? A Cognitive Load Perspective (Jase Moussa-Inaty, Mark Causapin and Timothy Groombridge); (9) Ontological Relations and the Capability Maturity Model Applied in Academia (Jerônimo Moreira de Oliveira, Laura Gómez Campoy and Lilian Vilarino); (10) Cognitive Curations of Collaborative Curricula (Amy S. Ackerman); (11) How Older Adults Use Virtual Personal Learning Networks to Support Informal, Self-Directed Lifelong Learning Goals: A Research Program Description (Dirk Morrison); (12) Significant Changes in the Environment and in Teaching Methodology of a e-Learning Discipline to Avoid Dropouts in a Course at the Federal (Gustavo Prado Oliveira, Päivi Aarreniemi-Jokipelto and Ricardo Soares Boaventura); (13) E-Fundi as a Viable Way to Do e-Mentoring (George A. Lotter); (14) Health Care: Role of ICT in Autism (Hafiza Maimoona Shahid, Sohaib Tariq, Imran Saleem, Muhammad Adil Butt, Arslan Tariq and Iqra Tariq); (15) Investigation into Undergraduate International Students' Use of Digital Technology and Their Application in Formal and Informal Settings (Rebecca Strachan and Sanaa Aljabali); (16) E-Learning System for Learning Virtual Circuit Making with a Microcontroller and Programming to Control a Robot (Atsushi Takemura); (17) A Study on the Effects of the Rubric on Concurrent Discussion in Web-Based Environment (Jaewon Jung); (18) Brain 3M--A New Approach to Learning about the Brain, Behavior, and Cognition (Ping Li, Lauren E. Chaby, Jennifer Legault and Victoria A. Braithwaite); (19) Learner-Content-Interface as an Approach for Self-Reliant and Student-Centered Learning (Robin Nicolay, Bastian Schwennigcke, Sarah Sahl and Alke Martens); (20) Cache-Cache Comparison for Supporting Meaningful Learning (Jingyun Wang and Seiji Fujino); (21) Creating Innovative, Student-Centered Projects with App Smashing (Aimee M. Brenner and Janel S. Hauser); (22) Smart Learning: Are We Ready for It? (Petra Poulova and Blanka Klimova); (23) A Fundamental Study for Efficient Implementation of Online Collaborative Activities in Large-Scale Classes (Ryuichi Matsuba, Yusei Suzuki, Shin-Ichiro Kubota and Makoto Miyazaki); (24) Encouraging User Participation in Blended Learning: Course Reorientation (Alea M. Fairchild); (25) Assessing Problem Solving Competence through Inquiry-Based Teaching in School Science Education (Panagiotis Zervas, Sofoklis Sotiriou, Rüdiger Tiemann and Demetrios G. Sampson); (26) Music as Active Information Resource for Players in Video Games (Marian Nagorsnick and Alke Martens); (27) Making Construals as a New Digital Skill for Learning (Meurig Beynon, Russell Boyatt, Jonathan Foss, Chris Hall, Elizabeth Hudnott, Steve Russ, Erkki Sutinen, Hamish Macleod and Piet Kommers); and (28) A Semantic Basis for Meaning Construction in Constructivist Interactions (Farshad Badie). Reflection papers in these proceedings include: (1) Exploring Technology Supported Collaborative and Cooperative Group Formation Mechanisms (Mia Carapina and Ivica Boticki); (2) Developing Self-Regulated Learners through Collaborative Online Case Discussion in Educational Psychology (Patricia P. Willems and Alyssa Gonzalez-DeHass); (3) Students' Perspectives on Taking Courses Online, Blended, or a Combination (Catherine C. Schifter, Dirk Ifenthaler and Daniel White); (4) An Innovative Interdisciplinary Approach to Providing Internships for College Seniors (Kathy Fuller); (5) Fostering 21st Century Skills through Game Design and Development (Gregory P. Garvey); and (6) Development of Critical Thinking Self-Assessment System Using Wearable Device (Yasushi Gotoh). An author index is included. (Individual papers contain references.)

Recommender Systems (RS) have been applied in the Technology enhanced Learning (TeL) field for facilitating, among others, Learning Object (LO) selection and retrieval. Most of the existing approaches, however, aim at accommodating the needs of learners and teacher-oriented RS are still an under-investigated field. Moreover, the systems that focus on teachers, do not explicitly exploit their ICT competence profiles when providing LO recommendations. This is a significant drawback, since it can result in LO recommendations that are beyond the teachers' competence to use. Towards tackling this issue, this paper extends previous work and proposes a teacher ICT Competence-based RS that considers teachers' ICT Competence Profiles when recommending Learning Objects. Moreover, the results of its accuracy evaluation are presented. The results indicate that the proposed approach provides high predictive accuracy and outperforms commonly used, existing RS approaches. [The work presented in this paper has been partly supported by the Open Discovery Space Project that is funded by the European Commission's CIP-ICT Policy Support Programme (Project Number: 297229). For complete proceedings, see ED557311.]

These proceedings contain the papers of the 11th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2014), October 25-27, 2014, which has been organized by the International Association for Development of the Information Society (IADIS) and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA 2014 conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The conference included the Keynote Lecture: "Designing Learning Environments in a Digital Age: The Quest for What to Consider," by Professor Jan Elen, Faculty of Psychology and Educational Sciences, K.U. Leuven, Belgium. The conference included a panel entitled: "Competencies, Challenges, and Changes: A Global Conversation About 21st Century Teachers and Leaders" by Lynne Schrum, Rose Dolan, Dirk Ifenthaler, Ronghuai Huang, Dale Niederhauser, and Neal Strudler. Papers in the proceedings include: (1) Interactive Application in Spanish Sign Language for a Public Transport Environment (José Guillermo Viera-Santana, Juan C. Hernández-Haddad, Dionisio Rodríguez-Esparragón, and Jesús Castillo-Ortiz); (2) A Game-Based Assessment of Students' Choices to Seek Feedback and to Revise (Maria Cutumisu, Doris B. Chin, and Daniel L. Schwartz); (3) Investigating Teachers' Readiness, Understanding and Workload in Implementing School Based Assessment (SBA) (Norsamsinar Samsudin, Premila A/P Rengasamy, Jessnor Elmy Mat Jizat, Hariyaty Ab Wahid, and Norasibah Abdul Jalil; (4) The Effects of Frequency of Media Utilization on Decision Making of Media Choice (Yasushi Gotoh); (5) Comparing Novices & Experts in Their Exploration of Data in Line Graphs (Bruce H. Tsuji and Gitte Lindgaard); (6) Assessment Intelligence in Small Group Learning (Wanli Xing and Yonghe Wu); (7) Collaborative Creativity Processes in a Wiki: A Study in Secondary Education (Manoli Pifarré, Laura Marti, and Alex Guijosa); (8) LSQuiz: A Collaborative Classroom Response System to Support Active Learning Through Ubiquitous Computing (Ricardo Caceffo and Rodolfo Azevedo); (9) Impacts of MediaWiki on Collaborative Writing Among Teacher Students (Said Hadjerrouit); (10) Teachers' Perceptions of the Individual Case Studies' Literacy Performance and Their Use of Computer Tools (Odette Bourjaili Radi); (11) Exploring Opportunities to Boost Adult Students' Graduation--The Reasons Behind the Delays and Drop-Outs of Graduation (Päivi Aarreniemi-Jokipelto and Asta Bäck; (12) Effective Use of a Learning Management System to Influence On-Line Learning (Xu Hongjiang, Sakthi Mahenthiran, and Kenton Smith); (13) Order Effects of Learning with Modeling and Simulation Software on Field-Dependent and Field-Independent Children's Cognitive Performance: An Interaction Effect (Charoula Angeli, Nicos Valanides, Eirini Polemitou, and Elena Fraggoulidou); (14) Comparative Case Study on Designing and Applying Flipped Classroom at Universities (Cheolil Lim, Sunyoung Kim, Jihyun Lee, Hyeonsu Kim, and Hyeongjong Han); (15) Organizational Leadership Process for University Education (Ricardo Llamosa-Villalba, Dario J. Delgado, Heidi P. Camacho, Ana M. Paéz, and Raúl F. Valdivieso); (16) Academic versus Non-Academic Emerging Adult College Student Technology Use (Joan Ann Swanson and Erica Walker); (17) Creative Stories: A Storytelling Game Fostering Creativity (Antonis Koukourikos, Pythagoras Karampiperis, and George Panagopoulos); (18) An EVS Clicker Based Hybrid Assessment to Engage Students with Marking Criteria (Steve Bennett, Trevor Barker, and Mariana Lilley); (19) ICT Competence-Based Learning Object Recommendations for Teachers (Stylianos Sergis, Panagiotis Zervas, and Demetrios G. Sampson); (20) Improving Content Area Reading Comprehension with 4-6th Grade Spanish ELLs Using Web-Based Structure Strategy Instruction (Kausalai [Kay] Wijekumar, Bonnie J.F. Meyer, and Puiwa Lei); (21) Preparing Special Education Teachers to Use Educational Technology to Enhance Student Learning (Teresa Wallace and David Georgina); (22) ASK4Labs: A Web-Based Repository for Supporting Learning Design Driven Remote and Virtual Labs Recommendations (Panagiotis Zervas, Stefanos Fiskilis, and Demetrios G. Sampson); (23) Digital Storytelling: Emotions in Higher Education (Sandra Ribeiro, António Moreira, and Cristina Pinto da Silva); (24) Design in Practice: Scenarios for Improving Management Education (Lee Schlenker and Sébastien Chantelot); (25) Factors Influencing Students' Choice of Study Mode: An Australian Case Study (Dirk Ifenthaler, Maree Gosper, Matthew Bailey, and Mandy Kretzschmar); (26) Addressing Standardized Testing Through a Novel Assessment Model (Catherine C. Schifter and Martha Carey); (27) "It's Just Like Learning, Only Fun"--A Teacher's Perspective of Empirically Validating Effectiveness of a Math App (Ka Rene Grimes); (28) A User Centered Faculty Scheduled Development Framework (Shohreh Hadian and Nancy Sly); (29) Musical Peddy-Paper: A Collaborative Learning Activity Supported by Augmented Reality (José Duarte Cardoso Gomes, Mauro Jorge Guerreiro Figueiredo, Lúcia da Graça Cruz Domingues Amante, and Cristina Maria Cardoso Gomes); (30) Undergraduate Students' Experiences of Time in a MOOC: A Term of Dino 101 (Catherine Adams and Yin Yin); (31) The Answering Process for Multiple-Choice Questions in Collaborative Learning: A Mathematical Learning Model Analysis (Yasuyuki Nakamura, Shinnosuke Nishi, Yuta Muramatsu, Koichi Yasutake, Osamu Yamakawa, and Takahiro Tagawa); (32) Using Five Stage Model to Design of Collaborative Learning Environments in Second Life (Sevil Orhan and M. Kemal Karaman); (33) Students' Reflections Using Visualized Learning Outcomes and E-Portfolios (Takatsune Narumi and Yasushi Gotoh); (34) The Efficiency of Different Online Learning Media--An Empirical Study (Franziska J. Kößler and Marco M. Nitzschner); (35) Microblogging Best Practices (Shohreh Hadian and Maria-Elena Froese); (36) DIY Analytics for Postsecondary Students (Timothy Arndt and Angela Guercio); (37) Project "Flappy Crab": An Edu-Game for Music Learning (Cristina Maria Cardoso Gomes, Mauro Jorge Guerreiro Figueiredo, José Bidarra, and José Duarte Cardoso Gomes); (38) Higher Education Institutions (HEI) Students Take on MOOC: Case of Malaysia (Jessnor Elmy Mat-jizat, Norsamsinar Samsudin, and Rusliza Yahaya); (39) A Cross Cultural Perspective on Information Communication Technologies Learning Survey (Hale Ilgaz, Sacide Güzin Mazman, and Arif Altun); (40) An App for the Cathedral in Freiberg--An Interdisciplinary Project Seminar (Cindy Kröber and Sander Münster); (41) Possible Science Selves: Informal Learning and the Career Interest Development Process (Leila A. Mills); (42) A Case Study of MOOCs Design and Administration at Seoul National University (Cheolil Lim, Sunyoung Kim, Mihwa Kim, Songlee Han, and Seungil Seo); (43) Persistent Possible Science Selves (Leila A. Mills and Lin Lin); and (44) Towards a Collaborative Intelligent Tutoring System Classification Scheme (Rachel Harsley). Individual papers contain references. An author index is included.

Over the past years, a number of international initiatives that recognize the importance of sharing and reusing digital educational resources among educational communities through the use of Learning Object Repositories (LORs) have emerged. Typically, these initiatives focus on collecting digital educational resources that are offered by their creators for open access and potential reuse. Nevertheless, most of the existing LORs are designed more as digital repositories, rather than as systems for organizing and sharing educational communities' explicit knowledge (depicted in digital educational resources constructed by teachers and/or instructional designers) and tacit knowledge (depicted in teachers' and students' experiences and interactions of using digital educational resources available in LORs). Within this context, in this paper we present an approach for designing LORs as systems for facilitating the organization and sharing of different types of educational communities' knowledge. [For the full proceedings see ED562107.]

During the last decade, Open Educational Resources (OERs) have gained increased attention for their potential to support open access, sharing and reuse of digital educational resources. Therefore, a large amount of digital educational resources have become available worldwide through web-based open access repositories which are referred to as Learning Object Repositories (LORs). These resources have the potential to facilitate teachers to improve and enhance their day-to-day teaching activities. On the other hand, it has been identified that teachers could benefit from their participation in communities of best teaching practices by sharing, not only educational resources, but also learning designs that represent their pedagogical approach. As a result, there is an increased interest for the development of web-based repositories that facilitate open access to both educational resources and learning designs. However, the process of developing and sharing learning designs through web-based repositories requires authoring tools that can represent learning designs in a machine-readable way. A commonly accepted way that provides a standard notation language for the description of learning designs is the IMS Learning Design (LD) Specification. Consequently, a number of IMS LD compatible learning design authoring tools has already been developed. Nevertheless, most of these tools (a) are not supporting the process of importing and editing learning designs and (b) they are stand-alone tools restricting their widespread use. To this end, in this paper we present a web-based learning design authoring tool that aims to overcome the previous identified problems. [For Full Proceedings, see: ED562107.]

These proceedings contain the papers of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2013), October 22-24, 2013, which has been organized by the International Association for Development of the Information Society (IADIS), co-organized by The University of North Texas (UNT), sponsored by the Association for Educational Communication and Technologies (AECT), and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA 2013 conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning, and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality, and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aims to cover both technological as well as pedagogical issues related to these developments. However, innovative contributions that do not easily fit into these areas are also included as long as they are directly related to the overall theme of the conference--cognition and exploratory learning in the digital age. The conference included the Keynote Lecture: "Ubiquitous Learning Analytics for Adaptive and Authentic Instruction," by Professor Kinshuk, Associate Dean of Faculty of Science and Technology, NSERC/iCORE/Xerox/Markin Industrial Research Chair--School of Computing and Information Systems, Athabasca University, Canada. The conference also included a panel entitled "Interactive Technologies for Teacher Training: Two Technology Approaches and Their Implications," with Julia Meritt, David Gibson, Rhonda Christensen, Gerald Knezek, and Wilhelmina Savenye. Papers presented in this conference include: (1) Working Memory Intervention: A Reading Comprehension Approach (Tracy L. Perry and Evguenia Malaia); (2) Suggestions for the Design of E-Learning Environments to Enhance Learner Self-Efficacy (Charles B. Hodges); (3) Student and Teacher Use of Technology at the University Level (Peter Gobel and Makimi Kano); (4) Understanding and Applying Technology in Faculty Development Programs (Sharon L. Burton and Dustin Bessette); (5) Measuring Problem Solving Skills in "Portal 2" (Valerie J. Shute and Lubin Wang); (6) Students' Facebook Usage and Academic Achievement: A Case Study of Private University in Thailand (Wilailuk Sereetrakul); (7) Students' Usage of Facebook for Academic Purposes: A Case Study of Public and Private Universities in Thailand (Ampai Thongteeraparp); (8) Persistence of Cognitive Constructs Fostered by Hands-On Science Activities in Middle School Students (Rhonda Christensen, Gerald Knezek, Tandra Tyler-Wood, and David Gibson); (9) Spanning Knowledge Barriers in E-Learning Content Design (Tsai-Hsin Chu, Yi Lee, and Yen-Hsien Lee); (10) ASK LDT 2.0: A Web-Based Graphical Tool for Authoring Learning Designs (Panagiotis Zervas, Konstantinos Fragkos, and Demetrios G. Sampson); (11) Model of Emotional Expressions in Movements (Vladimir L. Rozaliev and Yulia A. Orlova); (12) The ANCESTOR Project: Aboriginal Computer Education through Storytelling (Marla Weston and Dianne Biin); (13) Context-Based Semantic Annotations in CoPEs: An Ontological and Rule-Based Approach (Souâad Boudebza, Lamia Berkani, and Faiçal Azouaou); (14) Mobile Augmented Reality in Supporting Peer Assessment: An Implementation in a Fundamental Design Course (Chung-Hsien Lan, Stefan Chao, Kinshuk, and Kuo-Hung Chao); (15) Intelligent Tutors in Immersive Virtual Environments (Peng Yan, Brian M. Slator, Bradley Vender, Wei Jin, Matti Kariluoma, Otto Borchert, Guy Hokanson, Vaibhav Aggarwal, Bob Cosmano, Kathleen T. Cox, André Pilch, and Andrew Marry); (16) Can Free-Range Students Save Some Schools? A Case Study on a Hybrid Classroom (Christopher Francis White); (17) ICT Support for Collaborative Learning--A Tale of Two Cities (Teresa Consiglio and Gerrit C. van der Veer); (18) Issues of Learning Games: From Virtual to Real (Thibault Carron, Philippe Pernelle, and Stéphane Talbot); (19) Data Challenges of Leveraging a Simulation to Assess Learning (David Gibson and Peter Jakl); (20) Self-Assessment and Reflection in a 1st Semester Course for Software Engineering Students (Jacob Nielsen, Gunver Majgaard, and Erik Sørensen); (21) Journey of Exploration on the Way towards Authentic Learning Environments (Merja Meriläinen and Maarika Piispanen); (22) Supporting the Strengths and Activity of Children with Autism in a Technology-Enhanced Learning Environment (Virpi Vellonen, Eija Kärnä, and Marjo Virnes); (23) Transforming Education in a Primary School: A Case Study (Cathleen A. Norris, Elliot Soloway, Chun Ming Tan, Chee Kit Looi, and Akhlaq Hossain); (24) Using Generic and Context-Specific Scaffolding to Support Authentic Science Inquiry (Brian R. Belland, Jiangyue Gu, Sara Armbrust, and Brant Cook); (25) Using a Facebook Group as a Forum to Distribute, Answer and Discuss Content: Influence on Achievement (Blanche W. O'Bannon, Virginia G. Britt, and Jeffrey L. Beard); (26) Some Psychometric and Design Implications of Game-Based Learning Analytics (David Gibson and Jody Clarke-Midura); (27) Piaget, Inhelder and "Minecraft" (Catherine C. Schifter, Maria Cipollone, and Frederick Moffat); (28) Math on a Sphere: Making Use of Public Displays in Education (Michael Eisenberg, Antranig Basman, and Sherry Hsi); (29) Research on the E-Textbook and E-Schoolbag in China: Constructing an Ecosystem of E-Textbook and E-Schoolbag (Yonghe Wu, Lin Lin, Xiaoling Ma, and Zhiting Zhu); (30) A Study on Improving Information Processing Abilities Based on PBL (Du Gyu Kim and JaeMu Lee); (31) Tablets in the Classroom: Improvisational Rhythms and Change through Bricolage (Bente Meyer); (32) Using REU Projects and Crowdsourcing to Facilitate Learning on Demand (Hong P. Liu and Jerry E. Klein); (33) iPads in Inclusive Classrooms: Ecologies of Learning (Bente Meyer); (34) Designing Learning Object Repositories as Systems for Managing Educational Communities Knowledge (Demetrios G. Sampson and Panagiotis Zervas); (35) The Configuration Process of a Community of Practice in the Collective Text Editor (Cláudia Zank and Patricia Alejandra Behar); (36) Cross-Continental Research Collaborations about Online Teaching (Kevin P. Gosselin and Maria Northcote); (37) Leverage Learning in the University Classroom (Melissa Roberts Becker, Pam Winn, and Susan Erwin); (38) Using Loop Learning and Critical Dialogue in Developing Innovative Literature Reviews (Marilyn K. Simon and Jim Goes); (39) Developing a Connectivist MOOC at a College of Education: Narrative of Disruptive Innovation? (Dalit Levy and Sarah Schrire); (40) The Cognitive Cost of Chatting While Attending a Lecture: A Temporal Analysis (Chris Bigenho, Lin Lin, Caroline Gold, Arjun Gupta, and Lindsay Rawitscher); (41) "Visual Selves": Construction Science Students' Perceptions about Their Abilities to Represent Spatial Related Problems Internally and Externally (Tamera McCuen and Xun Ge); (42) Educational Affordances That Support Development of Innovative Thinking Skills in Large Classes (Julaine Fowlin, Catherine Amelink, and Glenda Scales); (43) Technology and Curriculum Standards: How Well Do Internet-Based Learning Games Support Common Core Standards for Mathematics? (Teri Bingham and Jan Ray); (44) English Proficiency and Participation in Online Discussion for Learning (Steve Leung); (45) Problem-Based Educational Game Becomes Student-Centered Learning Environment (Pornpimon Rodkroh, Praweenya Suwannatthachote, and Wannee Kaemkate); (46) Technology and Cognition Merge with Challenge-Based Learning Cycles Online (Shelley L. Cobbett); (47) Student-Driven Classroom Technologies: Transmedia Navigation and Transformative Communications (Leila A. Mills, Gerald A. Knezek, and Jenny S. Wakefield); (48) The Investigation of Pre-Service Teachers' Concerns about Integrating Web 2.0 Technologies into Instruction (Yungwei Hao, Shiou-ling Wang, Su-jen Chang, Yin-hung Hsu, and Ren-yen Tang); (49) An Examination of Teachers' Integration of Web 2.0 Technologies in Secondary Classrooms: A Phenomenological Study (Ling Wang); (50) Perceived Affordances of a Technology-Enhanced Active Learning Classroom in Promoting Collaborative Problem Solving (Xun Ge, Yu Jin Yang, Lihui Liao, and Erin G. Wolfe); (51) Authentic Learning through GBL: Using Inquiry and PBL Strategies to Accomplish Specific Learning Outcomes through Smart Games in Formal and Informal Settings (Brad Hoge); (52) Dealing with Unseen Obstacles to Education in the Digital Age (Valerie J. H. Powell, Arif Sirinterlikci, Christopher Zomp, Randall S. Johnson, Phillip Miller, and James C. Powell); (53) Implementing Collaborative Design in the Next Series of eLearning Platforms (Dorothy Kropf); (54) Facing the Challenge--Developing an Instructional Plan for Portuguese as Foreign Language in Brazil Based on Multiliteracy (Ana Flora Schlindwein); (55) Life-Long Learning and Social Responsibility Obligations (Robin Mayes); (56) The Contributions of Digital Concept Maps to Assessment for Learning Practices (Mehmet Filiz, David Trumpower, and Sait Atas); (57) Don't Waste Student Work: Using Classroom Assignments to Contribute to Online Resources (Jim Davies); (58) Leveraging Sociocultural Theory to Create a Mentorship Program for Doctoral Students (Matt Crosslin, Jenny S. Wakefield, Phyllis Bennette, and James William Black, III); (59) Demonstrable Competence: An Assessment Method for Competency Domains in Learning and Leadership Doctoral Program (David W. Rausch and Elizabeth K. Crawford); (60) Confidence-Based Assessments within an Adult Learning Environment (Paul Novacek); (61) Effect of Digitally-Inspired Instruction on Seventh Grade Science Achievement (Pam Winn, Susan Erwin, Melissa Becker, and Misty White); (62) Interactive Technologies for Teacher Training: Comparing Performance and Assessment in Second Life and SimSchool (Julia Meritt, David Gibson, Rhonda Christensen, and Gerald Knezek); (63) Some Considerations on Digital Reading (Rodrigo Esteves de Lima-Lopes); (64) An Alternative Approach to Test Analysis and Interpretation (J. C. Powell); (65) Volition Support Design Model (ChanMin Kim); (66) Tekking: Transversing Virtual and International Boundaries to Explore and Develop Effective Adult Learner Experiences (Ruth Gannon Cook); (67) Strengthening Parent-Child Relationships through Co-Playing Video Games (Anneliese Sheffield and Lin Lin); and (68) Reflection Paper on a Ubiquitous English Vocabulary Learning System: Evidence of Active/Passive Attitude vs. Usefulness/Ease-of-Use (Jeff Lim). An author index is included. Individual papers contain references. Luís Rodrigues is the associate editor of these proceedings.