Introduction -- Background of the 4C/ID Model -- Description of the 4C/ID Model -- Future Developments -- Discussion -- Further Readings -- References -- Chapter 18: Classroom Orchestration -- The Concept of Orchestration -- Study 1: Empowering Teachers ([pi]2/[pi]3) -- Study 2: Orchestration Load ([pi]1/[pi]2/[pi]3) -- Study 3: Extracting Orchestration Graphs ([pi]2/[pi]3) -- Study 4: Plane Switching ([pi]1/[pi]2) -- Discussion -- Further Readings -- NAPLeS Resources -- References -- Chapter 19: Research on Scaffolding in the Learning Sciences: A Methodological Perspective -- Introduction -- Scaffolding in the Learning Sciences -- How Knowledge on Scaffolding Is Created in the Learning Sciences -- Conclusions and Future Directions -- Further Readings -- NAPLeS Resources -- References -- Chapter 20: Example-Based Learning -- What Is Example-Based Learning? -- Why Is Example-Based Learning Effective? -- When and for Whom Is Example-Based Learning Effective? -- For What Kind of Tasks and Skills Is Example-Based Learning Suitable? -- What Should Be Considered When Designing Examples? -- How Can We Promote Active Learning from Examples? -- Summary and Conclusions -- Acknowledgment -- Further Readings -- NAPLeS Resources -- Note -- References -- Chapter 21: Learning Through Problem Solving -- Productive Success and Failure: A Framework for Understanding Learning Through Problem Solving -- Research Methods and Findings in PBL and PF -- Designing for PBL and Productive Failure -- Technology in Learning Through Problem Solving -- Implications for the Learning Sciences -- Further Readings -- NAPLeS Resources -- References -- Chapter 22: Inquiry Learning and Opportunities for Technology -- Historical Trends Culminating in Impact of Learning Sciences -- Modeling, Computational Thinking, and Inquiry -- Design and Inquiry -- Reflection, Guidance, and Inquiry -- Conclusions