Literatura académica sobre el tema "Implicazioni Cognitive Digital Textbook"

Abstract Digital interventions have been employed in psychiatry since the 1980s, when computerized cognitive behaviour therapy was rolled out. There has been an explosion in technological advances since then, with the development of the internet, smartphones, and social media. Social media, in particular, provides a new platform on which mental health interventions may be given. This chapter will first outline the technological advances over the last 40 years, including the various aspects of artificial intelligence. Specific examples through which technology can enhance our ability to assess and diagnose, monitor, and treat patients with mental health illnesses will then be described. The relevant ethical issues on the use of technology in mental health, especially the concerns over privacy, data algorithms, and fairness will also be discussed. The chapter will conclude with a discussion on the specific roles in the treatment of mental illness artificial intelligence is likely to adopt in the future.

This chapter investigates a case of interdisciplinary pedagogical innovation for sustainability: digital textbooks in personal learning portfolios. In particular, its aim to provide a mean by which the metasystems learning design approach can be applied in sustainable development of user engaged in a powerful learning environment. Indeed, it is suggested that learning is a complex process within the learning environment and is composed of information/communication, cognitive activity and environmental assessment. The analysis of learning requires a complex investigation of the educational system based on understanding the inputs, outputs and process charactersitics and theirs trends. These can be done on the basis of interdisciplinary pedagogical innovation for sustainability. Such innovation could be achieved if learning outcomes will be designed according to core crossprinciples and their norms of application. The chapter is motivated by the fact that Google Drive provides a useful service for the metasystems learning design approach, allowing to store, personalise, peer review and access files anywhere. These results highlight how both core concepts and metasystems learning design principles need to be considered in tandem in order to create a powerful learning environment that will guarantee the learning outcomes.

This chapter aims to describe a new knowledge management (KM) model, which can be considered an enterprise resources planning model proved in Electronic Textbook in Electronic Portfolio technology. The model comprises a dynamic and flexible instructional strategy which allows constructing the personalized digital content through development of core structure of competence. This strategy allows bidirectional transitions from tacit to explicit knowledge and hermeneutic dialogues. The KM model can be described using adjacency matrix and optimized knowledge graphs techniques. The target audience of this chapter is expected to be consisted of educational management students, professionals and researchers working in the field of education including policy makers, consultants, and agencies. Applications and methodologies validate the educational efficiency of KM model for electronic textbook design. The affordance of the KM model for education relies on informational / communicational processes, cognitive processes, and computerized assessment processes.

This chapter analyses the issue of effective design based on cross-principles. Based on theoretical-practical data, it proposes a new didactical model that reflects both the digital textbook' structure and the processes triggered by the digital textbook. It is argued that there are many instructional system design models, but the didactic model is a conceptualisation of processes based on postmodernism philosophy. The core of the didactical model is the processes for and of cognitive activity, designed as a pedagogical scenarios and managed through externalization, internalization, intermediation and cognition. At all knowledge management phases the personalisation of the digital content can be made on cognitive, affective and psychomotor levels. Conclusions and future research are provided at end.

Innovation and creativity are two moderns concerns in educational sciences. These terms cannot be understood without the investigation of technology of contemporary learning environments. The learning design of these environments aims to describe (meta)cognitive activities and sequences of teaching, assessment and learning processes. Recent years have seen a ground in the number of peer-reviewed articles that investigate innovation and creativity in digital textbook learning environments. This chapter analyses EBSCO HOST and Google Scholar databases in order to prove MetaSystems Learning Design approach. This presents unique insight into significance of frontier research in pedagogy. These chapter reviews peer review articles and interprets their findings in order to answer the following questions: (1) What is the theoretical basis for understanding innovation and creativity in applied learning theory of digital textbooks? and (2) How do pre-existing innovation and creativity tendencies influence the way of frontier research in pedagogy?