Extending the purpose of the first volume to writings of the 1970s and 1980s, this new work provides a convenient collection of seminal papers that are considered to be foundations in the field of instructional technology. Offering a substantive grounding for the principles and procedures required in applied settings, this work also documents the history and conceptual growth of the field. A revised and updated bibliography is included.
Extending the purpose of the first volume to writings of the 1970s and 1980s, this new work provides a convenient collection of seminal papers that are considered to be foundations in the field of instructional technology. Offering a substantive grounding for the principles and procedures required in applied settings, this work also documents the history and conceptual growth of the field. A revised and updated bibliography is included.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Contents for Volume 1 Introduction Part 1: Definition and Conceptual Background Chapter 1: The Proper Study of Instructional Technology Chapter 2: Situated Congnition and the Culture of Learning Chapter 3: Objectivism Versus Constructivism: Do We Need a New Philosophical Paradigm? Part 2: Design and Development Functions Chapter 4: The Systematic Design of Instruction: Origins of Systematically Designed Instruction Chapter 5: In Search of a Better Way to Organize Instruction: The Elaboration Theory Chapter 6: Emerging Technologies, ISD, and Learning Envirnoments: Critical Perspectives Chapter 7: Levels of Use of the Innovation: A Framework for Analyzing Innovation Adoption Chapter 8: Course Improvement Through Evaluation Part 3: Delivery Options Chapter 9: Reconsidering Research on Learning from Media Chapter 10: Learning with Media Chapter 11: Who Needs Computers in Schools, and Why? Chapter 12: Displays and Communciation Chapter 13: Development and Use of the ARCS Model of Motivational Design Chapter 14: Distance Teaching and Industrial Production: A Comparative Interpretation in Outline Part 4: The Profession Chapter 15: Educational Technology-Adolescence to Adulthood
Contents for Volume 1 Introduction Part 1: Definition and Conceptual Background Chapter 1: The Proper Study of Instructional Technology Chapter 2: Situated Congnition and the Culture of Learning Chapter 3: Objectivism Versus Constructivism: Do We Need a New Philosophical Paradigm? Part 2: Design and Development Functions Chapter 4: The Systematic Design of Instruction: Origins of Systematically Designed Instruction Chapter 5: In Search of a Better Way to Organize Instruction: The Elaboration Theory Chapter 6: Emerging Technologies, ISD, and Learning Envirnoments: Critical Perspectives Chapter 7: Levels of Use of the Innovation: A Framework for Analyzing Innovation Adoption Chapter 8: Course Improvement Through Evaluation Part 3: Delivery Options Chapter 9: Reconsidering Research on Learning from Media Chapter 10: Learning with Media Chapter 11: Who Needs Computers in Schools, and Why? Chapter 12: Displays and Communciation Chapter 13: Development and Use of the ARCS Model of Motivational Design Chapter 14: Distance Teaching and Industrial Production: A Comparative Interpretation in Outline Part 4: The Profession Chapter 15: Educational Technology-Adolescence to Adulthood
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