In Issues in Technology, Learning, and Instructional Design, some of the best-known scholars in those fields produce powerful, original dialogues that clarify current issues, provide context and theoretical grounding, and illuminate a framework for future thought. Position statements are introduced and then responded to, covering a remarkably broad series of topics across educational technology, learning, and instructional design, from tool use to design education to how people learn. Reminiscent of the well-known Clark/Kozma debates of the 1990s, this book is a must-have for professionals in…mehr
In Issues in Technology, Learning, and Instructional Design, some of the best-known scholars in those fields produce powerful, original dialogues that clarify current issues, provide context and theoretical grounding, and illuminate a framework for future thought. Position statements are introduced and then responded to, covering a remarkably broad series of topics across educational technology, learning, and instructional design, from tool use to design education to how people learn. Reminiscent of the well-known Clark/Kozma debates of the 1990s, this book is a must-have for professionals in the field and can also be used as a textbook for graduate or advanced undergraduate courses.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Alison A. Carr-Chellman is Dean of the College of Education at the University of Idaho. Gordon Rowland is Professor of Communications at Ithaca College.
Inhaltsangabe
Introduction Part 1: The Nature of Design 1. The Relationship of Instructional Design to the Broad Field of Design by Patrick Parrish * Response by Harold Nelson * Rejoinder by Patrick Parrish * Toward Understanding the Nature of Design by Brenda Bannan * Response by Andrew S. Gibbons * Rejoinder by Brenda Bannan * Guerrilla Design: How Can We Accommodate Against-the-Grain Thinking in Our Practice? by Brent Wilson * Response by Barbara L. Martin * Rejoinder by Brent G. Wilson * Design Beyond Content: Extending the Value of Educational Technology; an Examination of the Role or the Anti-Role of Content in Educational Technology by Brad Hokanson * Response by Peter Samuelson Wardrip * Rejoinder by Brad Hokanson * The Systems Approach to Instructional Development by Michael Molenda * Response by Thomas Argondizza * Rejoinder by Michael Molenda * Instructional Design Models and the Expertise Required to Practice True Instructional Design by Robert Maribe Branch * Response by Lloyd P. Rieber * Rejoinder by Robert Maribe Branch Part 2: Preparing Designers Introduction to Part 2 * Developing Design Expertise by Kathleen Fortney * Response by Elizabeth Boling * Rejoinder by Kathleen Fortney * Design Education as a Site for Educating Disciplines by Kennon M. Smith * Response by Atsusi Hirumi * Rejoinder by Kennon M. Smith * Necessary Ingredients for the Education of Designers by Irene Visscher-Voerman * Response by Monica Tracey * Rejoinder by Irene Visscher-Voerman * Teaching the Complex Performance of Instructional Design: Why We Cannot Use the (Existing) Tools of Instructional Design by Elizabeth Boling * Response by M. David Merrill * Rejoinder by Elizabeth Boling * My Hope for the Future of Instructional Technology by M. David Merrill * Response by Tonia A. Dousay * Rejoinder by M. David Merrill * Preparing Instructional Designers by Monica W. Tracey * Response by Brad Hokanson * Rejoinder by Monica W. Tracey Part 3: Context Introduction to Part 3 * Education is Completely Broken by Roger C. Schank * Response by Kyle Peck * Rejoinder by Roger C. Schank * Paradigm Change: Its Time Is Now by Charles M. Reigeluth * Response by Roger C. Schank * Rejoinder by Charles M. Reigeluth * The Unbalancing of Corporate Systems: The Neuroscience of Intellect vs. Wisdom by Anthony Marker * Response by Rob Foshay * Rejoinder by Anthony Marker * Women in Educational Technology by Audrey Watters * Response by Rose Marra Part 4: Technology Introduction to Part 4 * The Learner-Centered Paradigm of Instruction by Charles M. Reigeluth * Response by Stephen W. Harmon * Rejoinder by Charles M. Reigeluth * Learning From and With Media and Technology by Thomas C. Reeves * Response by Wilhelmina C. Savenye * Rejoinder by Thomas C. Reeves * Building Educational Technologies to Scale in Schools by Rob Foshay * Response by MJ Bishop * Rejoinder by Rob Foshay * For the Foreseeable Future, Instructional Technology Devices and Products-No Matter How Well Designed-Will Not Eliminate the Need for Human Teachers by Ward Mitchell Cates and Thomas C. Hammond * Response by Sugata Mitra * Rejoinder by Ward Mitchell Cates and Thomas C. Hammond * What's Next for E-Learning? By John Savery * Response by Clark Quinn * Rejoinder by John Savery * Any Time, Any Place, Any Pace ... by Kathryn Kennedy and Joseph R. Friedhoff * Response by Victoria Raish * Rejoinder by Kathryn Kennedy and Joseph R. Friedhoff Part 5: Learning Science Introduction to Part 5 * Points of Contact: Educational Technology and the Learning Sciences by Andrew S. Gibbons * Response by Jason Yip * Rejoinder by Andy Gibbons * Bring Design to Design-Based Research by Gordon Rowland * Response by Heather Toomey Zimmerman * Rejoinder by Gordon Rowland * Participatory Design by Jason Yip * Response by Thomas C. Reeves * Rejoinder by Jason Yip Conclusion
Introduction Part 1: The Nature of Design 1. The Relationship of Instructional Design to the Broad Field of Design by Patrick Parrish * Response by Harold Nelson * Rejoinder by Patrick Parrish * Toward Understanding the Nature of Design by Brenda Bannan * Response by Andrew S. Gibbons * Rejoinder by Brenda Bannan * Guerrilla Design: How Can We Accommodate Against-the-Grain Thinking in Our Practice? by Brent Wilson * Response by Barbara L. Martin * Rejoinder by Brent G. Wilson * Design Beyond Content: Extending the Value of Educational Technology; an Examination of the Role or the Anti-Role of Content in Educational Technology by Brad Hokanson * Response by Peter Samuelson Wardrip * Rejoinder by Brad Hokanson * The Systems Approach to Instructional Development by Michael Molenda * Response by Thomas Argondizza * Rejoinder by Michael Molenda * Instructional Design Models and the Expertise Required to Practice True Instructional Design by Robert Maribe Branch * Response by Lloyd P. Rieber * Rejoinder by Robert Maribe Branch Part 2: Preparing Designers Introduction to Part 2 * Developing Design Expertise by Kathleen Fortney * Response by Elizabeth Boling * Rejoinder by Kathleen Fortney * Design Education as a Site for Educating Disciplines by Kennon M. Smith * Response by Atsusi Hirumi * Rejoinder by Kennon M. Smith * Necessary Ingredients for the Education of Designers by Irene Visscher-Voerman * Response by Monica Tracey * Rejoinder by Irene Visscher-Voerman * Teaching the Complex Performance of Instructional Design: Why We Cannot Use the (Existing) Tools of Instructional Design by Elizabeth Boling * Response by M. David Merrill * Rejoinder by Elizabeth Boling * My Hope for the Future of Instructional Technology by M. David Merrill * Response by Tonia A. Dousay * Rejoinder by M. David Merrill * Preparing Instructional Designers by Monica W. Tracey * Response by Brad Hokanson * Rejoinder by Monica W. Tracey Part 3: Context Introduction to Part 3 * Education is Completely Broken by Roger C. Schank * Response by Kyle Peck * Rejoinder by Roger C. Schank * Paradigm Change: Its Time Is Now by Charles M. Reigeluth * Response by Roger C. Schank * Rejoinder by Charles M. Reigeluth * The Unbalancing of Corporate Systems: The Neuroscience of Intellect vs. Wisdom by Anthony Marker * Response by Rob Foshay * Rejoinder by Anthony Marker * Women in Educational Technology by Audrey Watters * Response by Rose Marra Part 4: Technology Introduction to Part 4 * The Learner-Centered Paradigm of Instruction by Charles M. Reigeluth * Response by Stephen W. Harmon * Rejoinder by Charles M. Reigeluth * Learning From and With Media and Technology by Thomas C. Reeves * Response by Wilhelmina C. Savenye * Rejoinder by Thomas C. Reeves * Building Educational Technologies to Scale in Schools by Rob Foshay * Response by MJ Bishop * Rejoinder by Rob Foshay * For the Foreseeable Future, Instructional Technology Devices and Products-No Matter How Well Designed-Will Not Eliminate the Need for Human Teachers by Ward Mitchell Cates and Thomas C. Hammond * Response by Sugata Mitra * Rejoinder by Ward Mitchell Cates and Thomas C. Hammond * What's Next for E-Learning? By John Savery * Response by Clark Quinn * Rejoinder by John Savery * Any Time, Any Place, Any Pace ... by Kathryn Kennedy and Joseph R. Friedhoff * Response by Victoria Raish * Rejoinder by Kathryn Kennedy and Joseph R. Friedhoff Part 5: Learning Science Introduction to Part 5 * Points of Contact: Educational Technology and the Learning Sciences by Andrew S. Gibbons * Response by Jason Yip * Rejoinder by Andy Gibbons * Bring Design to Design-Based Research by Gordon Rowland * Response by Heather Toomey Zimmerman * Rejoinder by Gordon Rowland * Participatory Design by Jason Yip * Response by Thomas C. Reeves * Rejoinder by Jason Yip Conclusion
Es gelten unsere Allgemeinen Geschäftsbedingungen: www.buecher.de/agb
Impressum
www.buecher.de ist ein Internetauftritt der buecher.de internetstores GmbH
Geschäftsführung: Monica Sawhney | Roland Kölbl | Günter Hilger
Sitz der Gesellschaft: Batheyer Straße 115 - 117, 58099 Hagen
Postanschrift: Bürgermeister-Wegele-Str. 12, 86167 Augsburg
Amtsgericht Hagen HRB 13257
Steuernummer: 321/5800/1497
USt-IdNr: DE450055826
