Learning and Instructional
Technologies for the 21st
Century

Learning and Instructional
Technologies for the 21st
Century

Learning and Instructional
Technologies for the 21st
Century

Learning is fundamentally about change – persistent change in a person’s abilities, attitudes, beliefs, knowledge, mental models, and skills. In the past, technology to support learning has been touted as offering many opportunities for dramatic improvements in learning. Unfortunately, many of these so-called advanced learning technologies have not resulted in substantial and sustained improvements in learning. Critical to progress in improving learning is measuring a person’s abilities, attitudes, beliefs, knowledge and so on before, during, after, and long after instruction. Such assessments are rarely made in a way that can demonstrate that learning has occurred. These assessments are even more challenging when the domain of interest involves complex and ill-structured problems. In this chapter, some progress in assessing learning in complex problem domains will be described.

Leslie Moller l Jason Bond Huett Douglas M. Harvey l