Beyond Knowledge -- Beyond knowledge -- Collaborative Learning with ICT and Knowledge Sharing -- Interdisciplinary Perspectives on Cognitive Load Research as a Key to Tackle Challenges of Contemporary Education -- Interpersonal Knowledge in Virtual Seminars -- Individual Versus Group Learning as a Function of Task Complexity: An Exploration into the Measurement of Group Cognitive Load -- Mentored Innovation in Teacher Training Using Two Virtual Collaborative Learning Environments -- Instructor Scaffolding in Support of Students’ Metacognition Through an Online Course -- Research Notes on Collaborative Learning with ICT and Knowledge Sharing -- Fostering collaborators’ ability to draw inferences from distributed information: a training approach -- Collaborative Problem Solving with Cases in a Virtual Professional Training -- Students’ Perceptions of a Competency Assessment Program in an Online Course -- E-Learning and Mobile Learning -- Mobile Phones to Enhance Reflection Upon Collaborative Problem-Solving -- The Use of iPods in Education: The Case of Multi-Tasking -- Which Design Principles Influence Acceptance and Motivation in Professional E-Learning? -- Preparing Pre-Service Teachers for Professional Education Within a Metacognitive Computer-Based Learning Environment -- Designing a Well-Formed Activity System for an ICTs-Supported Classroom -- Research Notes on E-Learning and Mobile Learning -- A Comparison of Group and Individualized Motivational Messages Sent by SMS and E-mail to Improve Student Achievement -- Computer Assisted Learning And its Impact on Educational Programs Within The Past Decade: A Bibliometric Overview of Research -- Fostering the Translation Between External Representations: Does it Enhance Learning with an Intelligent Tutoring Program? -- Oversold – Underused Revisited: Factors Influencing Computer Use in Swiss Classrooms -- Competence-Based Instruction in Mathematics and Science -- Analyzing Computer-Based Fraction Tasks on the Basis of a Two-Dimensional View of Mathematics Competences -- How does it Swim? -- Accuracy of Self-Evaluation of Competence: How is it Affected Through Feedback in a Computer-Based Arithmetic Training? -- Inquiry Web-Based Learning to Enhance Information Problem Solving Competence in Science -- Virtual vs. Physical Materials in Early Science Instruction: Transitioning to an Autonomous Tutor for Experimental Design -- A Design-Based Approach to Professional Development: The Need to See Teachers as Learners to Achieve Excellence in Inquiry-Based Science Education -- The Effect of Intervening Tests on Text Retention -- Guiding Students’ Attention During Example Study by Showing the Model’s Eye Movements -- Research Notes on Competence-Based Instruction in Mathematics and Science -- What Makes a Problem Complex? -- Activation of Learning Strategies When Writing Learning Protocols: The Specificity of Prompts Matters -- Multimedia Learning -- One More Expertise Reversal Effect in an Instructional Design to Foster Coherence Formation -- The Influence of Spatial Text Information on the Multimedia Effect -- Arguing a Position from Text: The Influence of Graphic Themes on Schema Activation -- The Role of Attribution, Modality, and Supplantation in Multimedia Learning -- Tool Support -- To Embed or Not to Embed, That’s the Question -- Learner Variables, Tool-Usage Behaviour and Performance in an Open Learning Environment -- Fostering Hypermedia Learning with Different Argumentation Tools: The Role of Argument Visualisation -- Supporting Prewriting Activities in Academic Writing by Computer-Based Scaffolds -- Research Notes on Tool Support -- Presentation Manager And Web2.0: Understanding Online Presentations -- Hypertext Didactics and its Incidence in the Quality Of Academic Literacy During the Initial Training of Primary School Teachers -- Learner-Controlled Use of Interactive Videos in the Context of Classroom Education: Learning strategies and Knowledge Acquisition.

The edited and peer reviewed volume presents selected papers of the conference "Beyond knowlegde: the legacy of competence" organized by EARLI SIG Learning and Instruction with Computers in cooperation with SIG Instructional Design. It reflects the current state-of-the-art work of scholars worldwide within the area of learning and instruction with computers. Mainly, areas of computer-based learning environments supporting competence-focused knowledge acquisition but also foundational scientific work are addressed. More specific, contents cover cognitive processes in hypermedia and multimedia learning, social issues in computer-supported collaborative learning, motivation and emotion in Blended Learning and e-Learning.