Cognition and learning in the digital age: Promising research and practice

This paper is primarily conceptual in nature and explores issues pertaining to the interdisciplinary nature of research and practice in learning and instruction with particular emphasis on 21st technology-facilitated means and methods (e.g., modeling tools and online discussions). Examples of new concept mapping tools used to support and assess learning in complex domains are provided. A context for designing instruction that integrates new approaches and tools (model-facilitated learning) is presented, and research findings from a particular concept-mapping assessment methodology are presented. Research methods and perspectives to assist in understanding learning that is associated with online discussions are also suggested. The implications for competency development in educational technology are discussed, and suggestions for further research are provided.