Peter Reimann is a Professor for Education at the University of Sydney, Australia, and Senior Researcher in that university’s Research Centre for Computer-supported Learning and Cognition (CoCo).Susan Bull is Senior Lecturer of Electronic, Electrical, and Computer Engineering at University of Birmingham, UK.Michael D. Kickmeier-Rust is a Senior Researcher and Project Director at the Cognitive Science Section of the Knowledge Technologies Institute at Graz University of Technology and University Lecturer at the Department of Psychology at Karl-Franzens-University of Graz, Austria.Ravi Vatrapu is a Professor of Human Computer Interaction at the Department of IT Management, Copenhagen Business School; Professor of applied computing, Westerdals Oslo School of Arts, Communication and Technology; and Director of the Computational Social Science Laboratory (CSSL).Barbara Wasson is Professor in the Department of Information Science & Media Studies and Director of the Centre for the Science of Learning and Technology (SLATE) at University of Bergen, and Research Leader at Uni Research Health AS.

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• ContentsPrefaceIntroductionSection 1: Concepts and Research1. Infrastructures for Improving Learning in Information-Rich ClassroomsJeremy Roschelle and Andrew Krumm2. Influencing Cognitive Density and Enhancing Classroom OrchestrationCarmen Biel, Gabriele Ciernak, Matthew D. Johnson, Susan Bull, and Friedrich W. Hesse3. The Promise and Potential of e-assessment for LearningEric Ras, Denise Whitelock, and Marco Kalz4. Learning Analytics. How can Data be Used to Improve Learning Practice?Abelardo Pardo and Shane Dawson5. Data Literacy and Use for TeachingBarbara Wasson and Cecilie Hansen6. Teacher Inquiry into Students' Learning: Researching Pedagogical InnovationsRosemary Luckin, Cecile Hansen, Barbara Wasson, Wilma Clark, Katerina Avramides, Jade Hunter, and Martin Oliver7. Designing Authentic Assessments in Higher EducationPeter Reimann and Maryam KhosronejadSection 2: Methods for Measuring Learning8. Competence-based Knowledge Space Theory: Options for the 21st Century ClassroomMichael D. Kickmeier-Rust and Dietrich Albert9. Repertory Grids for Formative Assessment: Concept, Method, Tool and FindingsRavi Vatrapu10. Tracking and Assessing Students' Learning Strategies in Model-based Learning EnvironmentsLina Markauskaite and Michael Jacobson11. Formative Assessment of Computer-supported Collaborative Learning and Knowledge BuildingJan van Aalst, Jin Mu, and Yuqin Yang12. Integrating and Visualising Diagnostic Information for the Benefit of LearningSusan Bull, Matthew D. Johnson, Drew Masci, and Carmen BielSection 3: Technology13. Planning for Integration: A Meta-Modelling Approach using ADOxxWilfrid Utz, Robert Woitsch, and Zbigniew Misiak14. Competence diagnostics, activity tracking, and evidence-based visual feedback: Visions vs. school realitiesMichael Kickmeier-Rust, Klaus Hammermuller, Kolja Debus, Gerhilde Meissl-Egghart, and Carmen Biel15. Storing and sharing student learning data with e-portfoliosFabrizio Giorgini and Roland Unterberger16. Designing for Visualisation of Formative Information on LearningMatthew D. Johnson and Susan Bull

Peter Reimann is a Professor for Education at the University of Sydney, Australia, and Senior Researcher in that university’s Research Centre for Computer-supported Learning and Cognition (CoCo).Susan Bull is Senior Lecturer of Electronic, Electrical, and Computer Engineering at University of Birmingham, UK.Michael D. Kickmeier-Rust is a Senior Researcher and Project Director at the Cognitive Science Section of the Knowledge Technologies Institute at Graz University of Technology and University Lecturer at the Department of Psychology at Karl-Franzens-University of Graz, Austria.Ravi Vatrapu is a Professor of Human Computer Interaction at the Department of IT Management, Copenhagen Business School; Professor of applied computing, Westerdals Oslo School of Arts, Communication and Technology; and Director of the Computational Social Science Laboratory (CSSL).Barbara Wasson is Professor in the Department of Information Science & Media Studies and Director of the Centre for the Science of Learning and Technology (SLATE) at University of Bergen, and Research Leader at Uni Research Health AS.

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• ContentsPrefaceIntroductionSection 1: Concepts and Research1. Infrastructures for Improving Learning in Information-Rich ClassroomsJeremy Roschelle and Andrew Krumm2. Influencing Cognitive Density and Enhancing Classroom OrchestrationCarmen Biel, Gabriele Ciernak, Matthew D. Johnson, Susan Bull, and Friedrich W. Hesse3. The Promise and Potential of e-assessment for LearningEric Ras, Denise Whitelock, and Marco Kalz4. Learning Analytics. How can Data be Used to Improve Learning Practice?Abelardo Pardo and Shane Dawson5. Data Literacy and Use for TeachingBarbara Wasson and Cecilie Hansen6. Teacher Inquiry into Students' Learning: Researching Pedagogical InnovationsRosemary Luckin, Cecile Hansen, Barbara Wasson, Wilma Clark, Katerina Avramides, Jade Hunter, and Martin Oliver7. Designing Authentic Assessments in Higher EducationPeter Reimann and Maryam KhosronejadSection 2: Methods for Measuring Learning8. Competence-based Knowledge Space Theory: Options for the 21st Century ClassroomMichael D. Kickmeier-Rust and Dietrich Albert9. Repertory Grids for Formative Assessment: Concept, Method, Tool and FindingsRavi Vatrapu10. Tracking and Assessing Students' Learning Strategies in Model-based Learning EnvironmentsLina Markauskaite and Michael Jacobson11. Formative Assessment of Computer-supported Collaborative Learning and Knowledge BuildingJan van Aalst, Jin Mu, and Yuqin Yang12. Integrating and Visualising Diagnostic Information for the Benefit of LearningSusan Bull, Matthew D. Johnson, Drew Masci, and Carmen BielSection 3: Technology13. Planning for Integration: A Meta-Modelling Approach using ADOxxWilfrid Utz, Robert Woitsch, and Zbigniew Misiak14. Competence diagnostics, activity tracking, and evidence-based visual feedback: Visions vs. school realitiesMichael Kickmeier-Rust, Klaus Hammermuller, Kolja Debus, Gerhilde Meissl-Egghart, and Carmen Biel15. Storing and sharing student learning data with e-portfoliosFabrizio Giorgini and Roland Unterberger16. Designing for Visualisation of Formative Information on LearningMatthew D. Johnson and Susan Bull

Peter Reimann is a Professor for Education at the University of Sydney, Australia, and Senior Researcher in that university’s Research Centre for Computer-supported Learning and Cognition (CoCo).Susan Bull is Senior Lecturer of Electronic, Electrical, and Computer Engineering at University of Birmingham, UK.Michael D. Kickmeier-Rust is a Senior Researcher and Project Director at the Cognitive Science Section of the Knowledge Technologies Institute at Graz University of Technology and University Lecturer at the Department of Psychology at Karl-Franzens-University of Graz, Austria.Ravi Vatrapu is a Professor of Human Computer Interaction at the Department of IT Management, Copenhagen Business School; Professor of applied computing, Westerdals Oslo School of Arts, Communication and Technology; and Director of the Computational Social Science Laboratory (CSSL).Barbara Wasson is Professor in the Department of Information Science & Media Studies and Director of the Centre for the Science of Learning and Technology (SLATE) at University of Bergen, and Research Leader at Uni Research Health AS.

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• ContentsPrefaceIntroductionSection 1: Concepts and Research1. Infrastructures for Improving Learning in Information-Rich ClassroomsJeremy Roschelle and Andrew Krumm2. Influencing Cognitive Density and Enhancing Classroom OrchestrationCarmen Biel, Gabriele Ciernak, Matthew D. Johnson, Susan Bull, and Friedrich W. Hesse3. The Promise and Potential of e-assessment for LearningEric Ras, Denise Whitelock, and Marco Kalz4. Learning Analytics. How can Data be Used to Improve Learning Practice?Abelardo Pardo and Shane Dawson5. Data Literacy and Use for TeachingBarbara Wasson and Cecilie Hansen6. Teacher Inquiry into Students' Learning: Researching Pedagogical InnovationsRosemary Luckin, Cecile Hansen, Barbara Wasson, Wilma Clark, Katerina Avramides, Jade Hunter, and Martin Oliver7. Designing Authentic Assessments in Higher EducationPeter Reimann and Maryam KhosronejadSection 2: Methods for Measuring Learning8. Competence-based Knowledge Space Theory: Options for the 21st Century ClassroomMichael D. Kickmeier-Rust and Dietrich Albert9. Repertory Grids for Formative Assessment: Concept, Method, Tool and FindingsRavi Vatrapu10. Tracking and Assessing Students' Learning Strategies in Model-based Learning EnvironmentsLina Markauskaite and Michael Jacobson11. Formative Assessment of Computer-supported Collaborative Learning and Knowledge BuildingJan van Aalst, Jin Mu, and Yuqin Yang12. Integrating and Visualising Diagnostic Information for the Benefit of LearningSusan Bull, Matthew D. Johnson, Drew Masci, and Carmen BielSection 3: Technology13. Planning for Integration: A Meta-Modelling Approach using ADOxxWilfrid Utz, Robert Woitsch, and Zbigniew Misiak14. Competence diagnostics, activity tracking, and evidence-based visual feedback: Visions vs. school realitiesMichael Kickmeier-Rust, Klaus Hammermuller, Kolja Debus, Gerhilde Meissl-Egghart, and Carmen Biel15. Storing and sharing student learning data with e-portfoliosFabrizio Giorgini and Roland Unterberger16. Designing for Visualisation of Formative Information on LearningMatthew D. Johnson and Susan Bull