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This chapter describes a successful research-developed representation construction approach to teaching and learning that links student learning and engagement with the epistemic practices of science. This approach involves challenging students to generate and negotiate the representations (text, graphs, models, diagrams) that constitute the discursive practices of science, rather than focusing on the text-based, definitional versions of concepts. The representation construction approach is based on sequences of representational challenges that involve students constructing representations to actively explore and make claims about phenomena. The key principles of the representation construction approach, considered a form of directed inquiry, are outlined with illustrations from case studies of whole topics in forces and astronomy within several middle-years’ science classrooms. This chapter also outlines the manner in which the representation construction approach has been translated into wider scale implementation through a large-scale Professional Development (PD) workshop program. Issues associated with wider scale implementation of the approach are discussed.

There have been calls to embed Information and Communication Technology (ICT) into pre-service teacher courses in preference to technology only courses as a means to provide graduate pre-service teachers with the necessary skills to integrate ICT into their teaching practice. This chapter describes a case study of a pre-service science education curriculum course that was designed to embed ICT into its curriculum, assessment and delivery. The tutor modelled best teaching practice in the use of learning technologies. The theoretical framework is Technological Pedagogical and Content Knowledge (TPACK) viewed through a representation construction approach. This approach involved the students undertaking a series of representational challenges where they constructed and critiqued representations. The study found increased student engagement with learning technologies and an enhanced TPACK over the period of the course. Several factors that may have led to these findings are discussed.

Catherine Althaus, Ph.D., is an Assistant Professor at the University of Victoria in Canada. Her present research interests focus on public policy and public administration as well as bioethics, leadership in the public service, and the interface between politics and religion. She teaches online courses in the Master of Public Administration and Master of Arts in Community Development programs.

The chapters in this book focus on using an array of different Web 2.0 technologies and web-enabled learning platforms to create technology-rich learning environments. These types of social learning technologies can be used to build flexible and agile learning environments and foster collaborative learning activities for students. Whereas Web 1.0 is considered a content-centric paradigm, Web 2.0 is considered a social-centric paradigm. In other words, at the heart of Web 2.0 is social networking, social media, and a vast array of participatory applications and tools. This book examines the possibilities of Web 2.0 technologies in general and social technologies in particular, including blended (hybrid) learning technologies and applications. At least four factors have driven the rapid changes we have experienced in the way we teach and learn with these technologies: (1) these technologies are digital, making them highly versatile and integrative, (2) these technologies are globally ubiquitous, making them accessible to anyone and anywhere there is an Internet connection, (3) these technologies are generally low cost or free, making them accessible to anyone with a computer or mobile device, and (4) the development of more sophisticated learning theories, greatly increasing our understanding of how to best apply these technologies in an academic setting.

This chapter provides an introduction to how the inquiry-based learning (IBL) approach is being used by colleges and universities around the world to improve faculty and institutional development and to strengthen the interconnections between teaching, learning, and research. This chapter provides a synthesis and analysis of all the chapters in the volume, which present a range of perspectives, case studies, and empirical research on how IBL is being used across a range of courses across a range of institutions to enhance faculty and institutional development. This chapter argues that the IBL approach has great potential to enhance and transform teaching and learning. Given the growing demands placed on education to meet a diverse range of complex political, economic, and social problems and personal needs, this chapter argues that education should be a place where lifelong and lifewide learning is cultivated and where self-directed learning is nurtured. To that end, this chapter argues that IBL helps cultivate a learning environment that is more meaningful, responsive, integrated, and purposeful.

The aim of the research described was to identify reasons for differences between discourses on electronic voting in the UK and The Netherlands, from a qualitative point of view.

From both countries, eight e‐voting experts were interviewed on their expectations, risk estimations, cooperation and learning experiences. The design was based on the theory of strategic niche management. A qualitative analysis of the data was performed to refine the main variables and identify connections.

The results show that differences in these variables can partly explain the variations in the embedding of e‐voting in the two countries, from a qualitative point of view. Key differences include the goals of introducing e‐voting, concerns in relation to verifiability and authenticity, the role of the Electoral Commissions and a focus on learning versus a focus on phased introduction.

The current study was limited to two countries. More empirical data can reveal other relevant subvariables, and contribute to a framework that can improve our understanding of the challenges of electronic voting.

This study shows the context‐dependent character of discussions on information security. It can be informative for actors involved in e‐voting in the UK and The Netherlands, and other countries using or considering electronic voting.

Based on stimulus-organism-response model, the purpose of this paper is to develop an integrated model to explore the effects of six marketing-mix components (stimuli) on consumer loyalty (response) through consumer value (organism) in social commerce (SC).

In order to target online social buyers, a web-based survey was employed. Structural equation modeling with partial least squares (PLS) is used to analyze valid data from 599 consumers who have repurchase experience via Facebook.

The results from PLS analysis show that all components of SC marketing mix (SCMM) have significant effects on SC consumer value. Moreover, SC customer value positively influences SC customer loyalty (CL).

The data for this study are collected from Facebook only and the sample size is limited; thus, replication studies are needed to improve generalizability and data representativeness of the study. Moreover, longitudinal studies are needed to verify the causality among the constructs in the proposed research model.

SC sellers should implement more effective SCMM strategies to foster SC CL through better SCMM decisions.

The SCMM components represent the collective benefits of social interaction, exemplifying the importance of effective communication and interaction among SC customers.

This study develops a parsimonious model to explain the over-arching effects of SCMM components on CL in SC mediated by customer value. It confirms that utilitarian, hedonic, and social values can be applied to online SC and that SCMM can be leveraged to achieve these values.