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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Contenuti:

Contents: Part I: Introduction. T.M. Duffy, D.H. Jonassen, Constructivism: New Implications for Instructional Technology. Part II: Constructivist Perspectives. A.K. Bednar, D. Cunningham, T.M. Duffy, J.D. Perry, Theory into Practice: How Do We Link? D.J. Cunningham, Assessing Constructions and Constructing Assessments: A Dialogue. D.N. Perkins, Technology Meets Constructivism: Do They Make a Marriage? R.J. Spiro, P.J. Feltovich, M.J. Jacobson, R.L. Coulson, Cognitive Flexibility, Constructivism, and Hypertext: Random Access Instruction for Advanced Knowledge Acquisition in Ill-structured Domains. Cognition and Technology Group at Vanderbilt University, Technology and the Design of Generative Learning Environments. Part III: Instructional Technology Perspectives. W. Dick, An Instructional Designer's View of Constructivism. M.D. Merrill, Constructivism and Instructional Design. Part IV: Clarifying the Relationship. Cognition and Technology Group at Vanderbilt University, Some Thoughts About Constructivism and Instructional Design. R.J. Spiro, P.L. Feltovich, M.J. Jacobson, R.L. Coulson, Knowledge Representation, Content Specification, and the Development of Skill in Situation Specific Knowledge Assembly: Some Constructivist Issues as They Relate to Cognitive Flexibility Theory and Hypertext. T.M. Duffy, A.K. Bednar, Attempting to Come to Grips with Alternative Perspectives. D.H. Jonassen, Evaluating Constructivistic Learning. C.M. Reigeluth, Reflections on the Implications of Constructivism for Educational Technology. D.J. Cunningham, In Defense of Extremism. D.N. Perkins, What Constructivism Demands of the Learner. Part V: Reflections on the Conversation. C. Fosnot, Constructing Constructivism. W. Winn, The Assumptions of Constructivism and Instructional Design. B.S. Allen, Constructive Criticisms. S. Tobias, An Eclectic Examination of Some Issues in the Constructivist-ISD Controversy.

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ISBN 10: 0805812725 ISBN 13: 9780805812725
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Editore: Lawrence Erlbaum Associates Inc, United States (1992)
ISBN 10: 0805812725 ISBN 13: 9780805812725
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Descrizione libro Lawrence Erlbaum Associates Inc, United States, 1992. Paperback. Condizione libro: New. New.. 224 x 163 mm. 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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Editore: Lawrence Erlbaum Associates Inc, United States (1992)
ISBN 10: 0805812725 ISBN 13: 9780805812725
Nuovi Paperback Quantità: 10
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Descrizione libro Lawrence Erlbaum Associates Inc, United States, 1992. Paperback. Condizione libro: New. New.. 224 x 163 mm. 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, THOMAS M.; JONASSEN, DAVID H.
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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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Duffy
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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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Thomas M. Duffy
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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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Duffy, Thomas M.
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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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Duffy, Thomas M. (Edited by)/ Jonassen, David H. (Edited by)
Editore: Lawrence Erlbaum Assoc Inc (1992)
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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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Thomas M. Duffy
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Descrizione libro Routledge, 1992. PAP. Condizione libro: New. New Book. Shipped from US within 10 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000. Codice libro della libreria IQ-9780805812725

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Descrizione libro Routledge, 1992. Paperback. Condizione libro: New. book. Codice libro della libreria 0805812725

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