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  • © 2019

Learning Technologies for Transforming Large-Scale Teaching, Learning, and Assessment

  • Represents the very latest work in the area where Internet, information and communications technology, learning psychology and instructional design intersect

  • Emphasizes implications for teacher education, planning and decision making

  • Contributes to a library of proceedings kept by many libraries and scholars in the field

  • Actively solicits contributions and participation from cognitive psychologists, information technologists and instructional designers from the CELDA conference

  • Represents a genuinely multi-disciplinary approach to the field

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  • ISBN: 978-3-030-15130-0
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Softcover Book USD 119.99
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Table of contents (14 chapters)

  1. Front Matter

    Pages i-x
  2. Teaching, Learning and Assessment at Large-Scale: Trends and Challenges

    1. Front Matter

      Pages 1-1
    2. Releasing Personal Information Within Learning Analytics Systems

      • Dirk Ifenthaler, Clara Schumacher
      Pages 3-18
    3. Measurement Challenges of Interactive Educational Assessment

      • David C. Gibson, Mary E. Webb, Dirk Ifenthaler
      Pages 19-33
  3. Analytics for Improving Learning Experiences

    1. Front Matter

      Pages 53-53
    2. Online Learners’ Navigational Patterns Based on Data Mining in Terms of Learning Achievement

      • Sinan Keskin, Muhittin Şahin, Halil Yurdugül
      Pages 105-121
    3. Performance Analysis of a Serial Natural Language Processing Pipeline for Scaling Analytics of Academic Writing Process

      • David Boulanger, Clayton Clemens, Jeremie Seanosky, Shawn Fraser, Vivekanandan Kumar
      Pages 123-151
  4. Analytics for Personalizing Teaching and Assessment

    1. Front Matter

      Pages 153-153
    2. An Analysis of Open Learner Models for Supporting Learning Analytics

      • Stylianos Sergis, Demetrios Sampson
      Pages 155-190
    3. Unraveling the Research on Deeper Learning: A Review of the Literature

      • Stylianos Sergis, Demetrios Sampson
      Pages 257-288
  5. Back Matter

    Pages 309-317

About this book

This volume provides a contemporary glance at the drastically expanding field of delivering large-scale education to unprecedented numbers of learners. It compiles papers presented at the CELDA (Cognition and Exploratory Learning in the Digital Age) conference, which has a goal of continuing to address these challenges and promote the effective use of new tools and technologies to support teaching, learning and assessment. Given the emerging global trend to exploit the potential of existing digital technologies to improve the teaching, learning and assessment experiences for all learners in real-life contexts, this topic is a unifying theme for this volume.

The book showcases how emerging educational technologies and innovative practices have been used to address core global educational challenges. It provides state-of-the-art insights and case studies of exploiting innovative learning technologies, including Massive Open Online Courses and educational data analytics, to address key global challenges spanning from online Teacher Education to large-scale coding competence development. This volume will be of interest to academics and professional practitioners working in the area of digital technology integration in teaching, learning and assessment, as well as those interested in specific conference themes (e.g., designing and assessing learning in online environments, assessing learning in complex domains) and presenters, invited speakers, and participants of the CELDA conference.


  • Large-Scale Teaching and Learning
  • Online Learning
  • Blended Learning
  • Educational Technology
  • Educational Data Analytics
  • Learning Environments
  • Instructional Design and Technology
  • Technology Integration in Learning and Instruction
  • Online Teacher Education
  • Professional Identity in Online Environments
  • Interactive E-Learning
  • Cultural Influence on Technology Enhanced Learning
  • Teaching and Learning Analytics
  • Web-Based Investigative Learning
  • learning and instruction

Editors and Affiliations

  • Department of Digital Systems, University of Piraeus, Piraeus, Greece

    Demetrios Sampson, Stylianos Sergis

  • School of Education, Curtin University, Perth, Australia

    Demetrios Sampson

  • Department of Learning Technologies, University of North Texas, Denton, USA

    J. Michael Spector

  • Curtin University, Perth, Australia

    Dirk Ifenthaler

  • Economic and Business Education Learning, Design and Technology, University of Mannheim, Mannheim, Germany

    Dirk Ifenthaler

  • Institute for Teaching & Learning Innovation (ITaLI), The University of Queensland, St. Lucia, Australia

    Pedro Isaías

About the editors

Demetrios Sampson is a Professor of Digital Systems for Learning and Education at the Department of Digital Systems, University of Piraeus, Greece, where he serves as Academic Staff since 2001, and a Professor of Learning Technologies at the School of Education, Curtin University, Australia since 2015. He is the co-author of 340 articles in scientific books, journals and conferences, and the editor of 12 books, 32 special issues and 35 international conference proceedings. He has received 10 times Best Paper Award in International Conferences. He has been a Keynote/Invited Speaker/Lecturer in 85 International/National Conferences and/or Postgraduate Programs around the world. He has been project director, principal investigator and/or research consultant in 70 Research and Innovation projects with external funding at the range of 16 M€.  He has supervised 155 honors and postgraduate students to successful completion. He has developed and delivers the first MOOC on the use of Educational Data Analytics by School Teachers (Analytics for the Classroom Teacher), offered by the edX platform which has attracted more than 12000 participants from 160 countries around the world since October 2016.  He served as Editor-in-Chief of one of the first open access journals in educational technology, the Educational Technology & Society Journal, 2003-2018. He has also served or serves as Member of the Steering Committee and/or Advisory and/or Editorial Board of 25 International/National Journals, in various leadership roles in 75 International Conferences and at the Program Committee of 525 International/National Conferences. He is the recipient of the IEEE Computer Society Distinguished Service Award (July 2012) and named a Golden Core Member of IEEE Computer Society in recognition of his contribution to the field of Learning Technologies (January 2013). He is also the recipient of the Golden Nikola Tesla Chain Award of the International Society for Engineering Pedagogy (IGIP) for "International outstanding achievements in the field of Engineering Pedagogy" (September 2018).

J. Michael Spector is Professor of Learning Technologies in the College of Information at the University of North Texas. His recent research is in the areas of intelligent support for instructional design, system dynamics based learning environments, assessing learning in complex domains, distance learning, and technology integration in education. He served on the International Board of Standards for Training, Performance and Instruction (IBSTPI) as Executive Vice President; he is on the Executive Committee of the IEEE Learning Technology Technical Committee and is Past-President of the Association for Educational and Communications Technology (AECT). He is the editor of the Development Section of Educational Technology Research & Development, and he serves on numerous other editorial boards. He co-edited the third and fourth editions of the Handbook of Research on Educational Communications and Technology, and he is editor of the Encyclopedia of Educational Technology, Professor Spector has more than 160 journal articles, book chapters and books to his credit, and has received over 4161 citations resulting in an h-index of 32 (Google Scholar, February 2017).

Dirk Ifenthaler is Chair of Learning, Design and Technology at the University of Mannheim, Germany and UNESCO Deputy Chair of Data Science in Higher Education Learning and Teaching at Curtin University, Australia. His previous roles include Professor for Applied Learning and Teaching Research at the University of Potsdam, Germany, Professor, Director of the Centre for Research in Digital Learning at Deakin University, Australia, and Manager of Applied Research and Learning Analytics at Open Universities Australia. He was a 2012 Fulbright Scholar-in-Residence at the Jeannine Rainbolt College of Education, the University of Oklahoma, USA. His research focuses on the intersection of cognitive psychology, educational technology, data science, and organisational learning. He developed automated and computer-based methodologies for the assessment, analysis, and feedback of graphical and natural language representations. His research outcomes include numerous co-authored books, book series, book chapters, journal articles, and international conference papers. He is the Editor-in-Chief of Technology, Knowledge and Learning. He was the 2013-2014 President for the AECT (Association for Educational Communications and Technology) Division Design and Development, 2013-2014 Chair for the AERA (American Educational Research Association) Special Interest Group Technology, Instruction, Cognition and Learning and Co-Program Chair for the international conference on Cognition and Exploratory Learning in the Digital Age (CELDA). He received the 2015 Presidential Award, AECT (Association for Educational Communications and Technology), the 2012 Outstanding Journal Article Award by AECT, 2009 Outstanding Reviewer Award for Educational Technology Research and Development and the 2006 Outstanding Dissertation Award by the University of Freiburg, Germany. He has more than 250 journal articles, book chapters and books to his credit and has received over 3800 citations resulting in an h-index of 31 (Google Scholar, October 2018).

Pedro Isaías is an Associate Professor at the Institute for Teaching and Learning Innovation (ITaLI), The University of Queensland, Australia. He has served as Associate professor at Universidade Aberta (Portuguese Open University) in Lisbon, Portugal, responsible for several courses and director of the master degree program in Electronic Commerce and Internet since its start in 2003. He is co-founder and president of IADIS – International Association for Development of the Information Society, a scientific non-profit association. He holds a PhD in Information Management (in the specialty of information and decision systems) from the New University of Lisbon. Author of several books (both as author/co-author and editor/co-editor), journal and conference papers, and research reports, all in the information systems area, he has headed several conferences and workshops within the mentioned area. He has also been responsible for the scientific coordination of several EU funded research projects. He is also member of the editorial board of several journals and program committee member of several conferences and workshops. At the moment he conducts research activity related to Information Systems in general, E-Learning, E-Commerce and WWW related areas. He has more than 160 journal articles, book chapters and books to his credit and has received over 1719 citations resulting in an h-index of 18 (Google Scholar, October 2018).

Stylianos Sergis received a Ph.D. on Learning Technologies from the Department of Digital Systems at the University of Piraeus, Greece. His research focuses on exploiting Teaching and Learning Analytics in Online Education. Stylianos is the co-author of 34 scientific publications (h-index 8, Google Scholar, October 2018) and he has received two Best Full Paper Awards in the 16th and the 17th IEEE International Conferences on Advanced Learning Technologies (ICALT 2016, ICALT 2017). Stylianos has served as a member of the Executive Board of the IEEE Technical Committee on Learning Technology and an Assistant Editor of the Educational Technology and Society Journal.

Bibliographic Information

  • Book Title: Learning Technologies for Transforming Large-Scale Teaching, Learning, and Assessment

  • Editors: Demetrios Sampson, J. Michael Spector, Dirk Ifenthaler, Pedro Isaías, Stylianos Sergis

  • DOI:

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer Nature Switzerland AG 2019

  • Hardcover ISBN: 978-3-030-15129-4Published: 07 June 2019

  • Softcover ISBN: 978-3-030-15132-4Published: 14 August 2020

  • eBook ISBN: 978-3-030-15130-0Published: 24 May 2019

  • Edition Number: 1

  • Number of Pages: X, 317

  • Number of Illustrations: 13 b/w illustrations, 31 illustrations in colour

  • Topics: Digital Education and Educational Technology, Instructional Psychology

Buying options

eBook USD 89.00
Price excludes VAT (USA)
  • ISBN: 978-3-030-15130-0
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Softcover Book USD 119.99
Price excludes VAT (USA)
Hardcover Book USD 169.99
Price excludes VAT (USA)