Lessons from Learning 1993: Archamps, France

A cognitive psychologist's approach

• Hans Spada, Rolf Plötzner: Multiple Mental Representations of Information. 1-11
• Edith Ackermann: Direct and mediated Experience: Their Role in Learning. 13-22
• Joan Bliss: Knowledge Acquisition as an active Process. 23-37
• Jean-François Rouet: Question answering and learning with Hypertext. 39-52

An educationalist's perspective

• Monique Linard: From learner's style to learner's activity: lessons from various learner-centred research. 57-79
• Betty A. Collis: Collaborative learning and CSCW: research perspectives for interworked educational environments. 81-104
• Yaacov J. Katz: Self-image, locus of control and computer-related attitudes. 105-109

The design of learning tasks and environments

• Erik De Corte: Technology-supported learning in a stage of transition: the case of mathematics. 113-123
• Jon Ogborn: The design of exploratory and expressive learning environments. 125-135
• Nicolas Balacheff, Rosamund Sutherland: Epistemological domain of validity of microworlds: the case of LOGO and Cabri-Géomètre. 137-150

Models and formalisms

• Stephen W. Draper: Education as communication. 155-166
• Roland Sussex, Geoff Cumming, Samantha Cropp: Teaching and learning strategies in vocabulary acquisition: pedagogical and lexical architectures. 167-180
• Jean-François Nicaud: Building ITSs to be used: lessons learned from the APLUSIX project. 181-198
• Pierre Dillenbourg, Patrick Mendelsohn, Daniel Schneider: The distribution of pedagogical roles in a Multi-agent Learning Environment. 199-216

Paradigms and cognition

• Jacobijn Sandberg: Educational paradigms: issues and trends. 219-230
• William J. Clancey: Situated cognition: how representations are created and given meaning. 231-242

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