Theoretical Foundations of Learning Environments

Herausgegeben:Land, Susan; Jonassen, David

• Broschiertes Buch

Produktbeschreibung

Theoretical Foundations of Learning Environments provides students, faculty, and instructional designers with a clear, concise introduction to the major pedagogical and psychological theories and their implications for the design of new learning environments for schools, universities, or corporations. Leading experts describe the most important contemporary theories that form the foundation of the conception and design of student-centered learning environments and new applications of educational technologies. This book is well suited as a textbook for courses in instructional design, educational psychology, learning theory, curriculum theory and design, and related areas.

The rise of constructivism and its associated theories represented a paradigm shift for educators and instructional designers to a view of learning as necessarily more social, conversational, and constructive than traditional transmissive views of learning. This bestselling book was the first to provide a manageable overview of the altered field, and the second edition has been fully updated to include expert introductions to Metacognition, Argumentation, and other key contemporary theories.

Produktdetails

• Verlag: Routledge / Taylor & Francis
• 2. Aufl.
• Seitenzahl: 362
• Erscheinungstermin: 20. Januar 2012
• Englisch
• Abmessung: 229mm x 152mm x 20mm
• Gewicht: 514g
• ISBN-13: 9780415894227
• ISBN-10: 0415894220
• Artikelnr.: 34743604

Autorenporträt

David Jonassen is Curators' Professor at the University of Missouri. Susan Land is Associate Professor of Education and Professor-in-Charge of the Instructional Systems program at Penn State University.

Inhaltsangabe

Preface

Part 1: Overview

1. Student-Centered Learning Environments: Foundations, Assumptions and Design

Susan Land, The Pennsylvania State University

Michael Hannafin, University of Georgia

Kevin Oliver, North Carolina State University

Part 2: Theoretical Perspectives for Learning Environments

2. From Practice Fields to Communities of Practice

Sasha Barab, Arizona State University

Thomas Duffy, Indiana University

3. Designing Model-Based Learning Environments to Support Mental Models for Learning

Pablo Pirnay-Dummer

Dirk Ifenthaler

Norbert M. Seel

Albert-Ludwigs-University of Freiburg, Germany

4. Conceptual Change

David Jonassen

Matthew Easter

University of Missouri

5. Argumentation and Student-Centered Learning Environments

E. Michael Nussbaum, University of Nevada-Las Vegas

6. Theory and Practice of Case-Based Learning Aids

Janet L. Kolodner, Georgia Institute of Technology

Brian Dorn, University of Hartford

Jakita Owensby Thomas, Spelman College

Mark Guzdial, Georgia Institute of Technology

7. Metacognition and Self-Regulated Learning in Student-Centered Learning Environments

Roger Azevedo

Reza F. Behnagh

Melissa Duffy

Jason M. Harley

Gregory Trevors

McGill University

8. Embodied Cognition and Learning Environment Design

John B. Black

Ayelet Segal

Jonathan Vitale

Cameron Fadjo

Teacher's College of Colombia University

9. Everyday expertise: Learning within and across formal and informal settings

Heather Toomey Zimmerman, The Pennsylvania State University

Phillip Bell, University of Washington

10. Activity Theory in the Learning Technologies

Ben DeVane, University of Florida

Kurt Squire, University of Wisconsin-Madison

11. Learning Communities: Theoretical Foundations for Making Connections

Janette R. Hill, University of Georgia

12. What is a community of practice and how can we support it?

Christopher Hoadley, New York University

Part 3: Theoretical Perspective for Investigating Learning Environments

13. Learning Environments as Emergent Phenomena: Theoretical and Methodological Implications of Complexity

Michael Jacobson, University of Sydney

Manu Kapur, Nanyang Technological University

Author Index

Subject Index

Rezensionen

"This second edition has been fully updated to include contemporary thinking on learning theory. The book is well suited as a textbook for courses in instructional design, educational psychology, learning theory, curriculum theory and design, and related areas." Educational Media International