The two-volume set LNCS 8523-8524 constitutes the refereed proceedings of the First International Conference on Learning and Collaboration Technologies, LCT 2014, held as part of the 16th International Conference on Human-Computer Interaction, HCII 2014, in Heraklion, Crete, Greece in June 2014, jointly with 13 other thematically similar conferences. The total of 1476 papers and 220 posters presented at the HCII 2014 conferences were carefully reviewed and selected from 4766 submissions. These papers address the latest research and development efforts and highlight the human aspects of design and use of computing systems. The papers thoroughly cover the entire field of human-computer interaction, addressing major advances in knowledge and effective use of computers in a variety of application areas. The total of 93 contributions included in the LCT proceedings were carefully reviewed and selected for inclusion in this two-volume set. The 45 papers included in this volume are organized in the following topical sections: virtual and augmented learning environments; mobile and ubiquitous learning; technology@school; collaboration, learning and training.

Two developments in recent years have converged to dramatically alter most conceptions of the teaching and learning process. First, technology has become increasingly interactive and distributed, such that individual learners have available the means to participate in incredibly complex networks of information, resources, and instruction. As these technological advancements facilitate interaction across classroom, university, and worldwide learning communities in both real-time and delayed formats, various instructional design and implementation problems spring forth. Second, the conventional teacher-centered model wherein knowledge is transmitted from the teacher to the learner is being replaced by social constructivist and learner-centered models of instruction. These new learner-centered models place emphasis on guiding and supporting students as they meaningfully construct their understanding of various cultures and communities. As a consequence of these developments, teachers need guidelines from educational researchers about integrating collaboration and communication tools into their classrooms. This volume presents research on such collaborative technology as it facilitates, augments, and redefines academic learning environments. The studies illustrate how schools, teachers, and students are discovering, employing, and modifying the numerous new computer conferencing and collaborating writing tasks and tools, and their effects on social interaction and resulting student learning. Documentation is given that will help teachers to make decisions that productively transform learning environments. Three key objectives underlie this volume: *to discover some of the electronic collaboration tools and formats currently employed by teachers in schools and universities and to situate these within a five-level taxonomy of computer conferencing and collaborative writing tools and approaches; *to examine some of the sociocultural learning variables embedded in the use of electronic collaborative tools and approaches; and *to participate in a dialogue about the importance of student electronic social interaction and dialogue from a sociocultural perspective. This is a must-read volume for all researchers, scholars, graduate students, and practitioners interested in such fields as sociocultural theory, process writing, cooperative learning, learner-centeredness, distance education, peer conferencing and tutoring, mentoring, electronic collaboration, problem- and project-based learning, collaborative writing, and educational reform.

This book relates contemporary information and communication technologies (ICT) to their specific teaching and learning functions, including how ICT is appropriated for and by educational or learning communities. The technological "hot spots" of interest in this book include: groupware or multi-user technologies such as group archives or synchronous co-construction environments, embedded interactive technologies in the spirit of ubiquitous computing, and modeling tools based on rich representations.

This volume presents research findings on the use of technology to support learning and reasoning in collaborative contexts. Featuring a variety of theoretical perspectives, ranging from sociocultural to social psychological to information processing views, Collaborative Learning, Reasoning, and Technology includes an international group of authors

Exploring the latest developments in the technology and pedagogy of higher education, Technological Advances in Interactive Collaborative Learning presents information technology-oriented educational programs for the next generation of scientists and researchers. It highlights the importance of technology, pedagogy, and management in the higher education ecosystem. With a focus on technological innovations, the book explains how Web 2.0 technologies can enhance collaborative learning and how immersive learning environments and mobile technologies can improve the learning process. The text then describes novel pedagogical and methodological approaches that underpin the technological advances, facilitate collaborative learning, and enable the efficient use of games. The book also covers managerial aspects and best practices through case studies and examples. Drawing on the work of longtime researchers in computational science and e-learning, this book shows how interactive collaborative learning can help scientists and researchers acquire the multidisciplinary skills to understand and use complex mathematical models, high performance computing, and other advanced technology necessary in today’s interconnected, data-rich world. It will also help computer scientists and engineers create easy-to-use and research-friendly systems.

Digital Learning and Collaborative Practices offers a comprehensive overview of design-based, technology-enhanced approaches to teaching and learning in virtual settings. Today’s digital communications foster new opportunities for sharing culture and knowledge while also prompting concerns over division, disinformation and surveillance. This book uniquely emphasises playful, collaborative experiences and democratic values in a variety of environments—adaptive, augmented, dialogic, game-based and beyond. Graduate students and researchers of educational technology, the learning sciences and interaction design will discover rich theories, interventions, models and approaches for concretising emerging practices and competencies in digital learning spaces.