Constructivism and the Technology of Instruction: A Conversation

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9780805812725: Constructivism and the Technology of Instruction: A Conversation

This book is about the implications of constructivism for instructional design practices, and more importantly, it is about a dialogue between instructional developers and learning theorists. Working with colleagues in each discipline, the editors were amazed to find a general lack of familiarity with each others' work. From an instructional design perspective, it seems that the practice of instructional design must be based on some conception of how people learn and what it means to learn. From a learning theory perspective, it seems obvious that the value of learning theory rests in the ability to predict the impact of alternative learning environments or instructional practices on what is learned. Thus the interchange of ideas between these disciplines is essential.

As a consequence of both the information rich environment and the technological capability, business is seen moving away from a fixed curriculum and toward providing information and instruction when it is needed. These changes bring about a window of opportunity establishing a dialogue that will provide for a richer understanding of learning and the instructional environment required to achieve that learning. The editors hope that this book is the beginning of the conversation and that it will serve to spur continued conversation between those involved in learning theory and those involved in the design of instruction.

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ISBN 10: 0805812725 ISBN 13: 9780805812725
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Descrizione libro Condizione libro: New. Depending on your location, this item may ship from the US or UK. Codice libro della libreria 97808058127250000000

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Editore: Taylor Francis Inc, United States (1992)
ISBN 10: 0805812725 ISBN 13: 9780805812725
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Descrizione libro Taylor Francis Inc, United States, 1992. Paperback. Condizione libro: New. New.. Language: English . Brand New Book ***** Print on Demand *****.This book is about the implications of constructivism for instructional design practices, and more importantly, it is about a dialogue between instructional developers and learning theorists. Working with colleagues in each discipline, the editors were amazed to find a general lack of familiarity with each others work. From an instructional design perspective, it seems that the practice of instructional design must be based on some conception of how people learn and what it means to learn. From a learning theory perspective, it seems obvious that the value of learning theory rests in the ability to predict the impact of alternative learning environments or instructional practices on what is learned. Thus the interchange of ideas between these disciplines is essential. As a consequence of both the information rich environment and the technological capability, business is seen moving away from a fixed curriculum and toward providing information and instruction when it is needed. These changes bring about a window of opportunity establishing a dialogue that will provide for a richer understanding of learning and the instructional environment required to achieve that learning.The editors hope that this book is the beginning of the conversation and that it will serve to spur continued conversation between those involved in learning theory and those involved in the design of instruction. Codice libro della libreria AAV9780805812725

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3.

Editore: Taylor Francis Inc, United States (1992)
ISBN 10: 0805812725 ISBN 13: 9780805812725
Nuovi Paperback Quantità: 10
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Descrizione libro Taylor Francis Inc, United States, 1992. Paperback. Condizione libro: New. New.. Language: English . Brand New Book ***** Print on Demand *****. This book is about the implications of constructivism for instructional design practices, and more importantly, it is about a dialogue between instructional developers and learning theorists. Working with colleagues in each discipline, the editors were amazed to find a general lack of familiarity with each others work. From an instructional design perspective, it seems that the practice of instructional design must be based on some conception of how people learn and what it means to learn. From a learning theory perspective, it seems obvious that the value of learning theory rests in the ability to predict the impact of alternative learning environments or instructional practices on what is learned. Thus the interchange of ideas between these disciplines is essential. As a consequence of both the information rich environment and the technological capability, business is seen moving away from a fixed curriculum and toward providing information and instruction when it is needed. These changes bring about a window of opportunity establishing a dialogue that will provide for a richer understanding of learning and the instructional environment required to achieve that learning.The editors hope that this book is the beginning of the conversation and that it will serve to spur continued conversation between those involved in learning theory and those involved in the design of instruction. Codice libro della libreria AAV9780805812725

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Duffy
Editore: Routledge (2016)
ISBN 10: 0805812725 ISBN 13: 9780805812725
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Descrizione libro Routledge, 2016. Paperback. Condizione libro: New. PRINT ON DEMAND Book; New; Publication Year 2016; Not Signed; Fast Shipping from the UK. No. book. Codice libro della libreria ria9780805812725_lsuk

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Descrizione libro 1992. PAP. Condizione libro: New. New Book. Shipped from US within 10 to 14 business days. Established seller since 2000. Codice libro della libreria VT-9780805812725

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6.

DUFFY, THOMAS M.; JONASSEN, DAVID H.
Editore: Routledge (2017)
ISBN 10: 0805812725 ISBN 13: 9780805812725
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Herb Tandree Philosophy Books
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Descrizione libro Routledge, 2017. Paperback. Condizione libro: NEW. 9780805812725 This listing is a new book, a title currently in-print which we order directly and immediately from the publisher. Print on Demand title, produced to the highest standard, and there would be a delay in dispatch of around 10 working days. Codice libro della libreria HTANDREE0253236

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7.

Duffy, Thomas M.
Editore: Lawrence Erlbaum
ISBN 10: 0805812725 ISBN 13: 9780805812725
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Descrizione libro Lawrence Erlbaum. Condizione libro: BRAND NEW. BRAND NEW Softcover-232pp - This title is now printed on demand - please allow an added 2-3 weeks for shipment! A Brand New Quality Book from a Full-Time Bookshop in business since 1992!. Codice libro della libreria 2007761

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8.

Thomas M. Duffy
Editore: Routledge (1992)
ISBN 10: 0805812725 ISBN 13: 9780805812725
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Descrizione libro Routledge, 1992. PAP. Condizione libro: New. New Book. Delivered from our UK warehouse in 3 to 5 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000. Codice libro della libreria LQ-9780805812725

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9.

Editore: Taylor Francis Inc, United States (1992)
ISBN 10: 0805812725 ISBN 13: 9780805812725
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Book Depository hard to find
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Descrizione libro Taylor Francis Inc, United States, 1992. Paperback. Condizione libro: New. New.. Language: English . This book usually ship within 10-15 business days and we will endeavor to dispatch orders quicker than this where possible. Brand New Book. This book is about the implications of constructivism for instructional design practices, and more importantly, it is about a dialogue between instructional developers and learning theorists. Working with colleagues in each discipline, the editors were amazed to find a general lack of familiarity with each others work. From an instructional design perspective, it seems that the practice of instructional design must be based on some conception of how people learn and what it means to learn. From a learning theory perspective, it seems obvious that the value of learning theory rests in the ability to predict the impact of alternative learning environments or instructional practices on what is learned. Thus the interchange of ideas between these disciplines is essential. As a consequence of both the information rich environment and the technological capability, business is seen moving away from a fixed curriculum and toward providing information and instruction when it is needed. These changes bring about a window of opportunity establishing a dialogue that will provide for a richer understanding of learning and the instructional environment required to achieve that learning.The editors hope that this book is the beginning of the conversation and that it will serve to spur continued conversation between those involved in learning theory and those involved in the design of instruction. Codice libro della libreria BTE9780805812725

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10.

Duffy, Thomas M. (Edited by)/ Jonassen, David H. (Edited by)
Editore: Lawrence Erlbaum Assoc Inc (1992)
ISBN 10: 0805812725 ISBN 13: 9780805812725
Nuovi Paperback Quantità: 1
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Revaluation Books
(Exeter, Regno Unito)
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Descrizione libro Lawrence Erlbaum Assoc Inc, 1992. Paperback. Condizione libro: Brand New. 1st edition. 232 pages. 9.25x6.25x0.50 inches. In Stock. Codice libro della libreria __0805812725

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Spese di spedizione: EUR 6,69
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