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Learning and Instructional Technologies for the 21st Century Visions of the Future

:	Leslie Moller, Thomas Duffy, Jason Huett
:	Leslie Moller, Douglas M. Harvey
:	Learning and Instructional Technologies for the 21st Century Visions of the Future
:	Springer-Verlag
:	9780387096674
:	1
:	CHF 85.60
:

:	Schulpädagogik, Didaktik, Methodik
:	English

:	232
:	Wasserzeichen
:	PC/MAC/eReader/Tablet
:	PDF

Learning and Instructional Technologies for the 21st Century gathers research which identify models and approaches to improve learning through the inclusion of technology. These papers, from leading researchers and thinkers in instructional technology, begin by refuting the idea that education can be improved through more or better technology. Instead, the contributors emphasize specific, research-based ideas, which re-evaluate learning, reorganize schools, redirect technology, and provide instruction.

Acknowledg ng the critical role of technology, these contributions explore technology's main advantage--its ability to enable advanced learning designs and emerging paradigms as well as to evolve learning interactions. While each paper explores a specific aspect of the role of technology, the collection shares this common theme. Without sufficient consideration to the process of learning and its many facets, technological availability alone will not provide a sustained impact on the educational process.

Originating from the first AECT Research Symposium,Learning and Instructional Technologies for the 21st Century will be of interest to researchers and practitioners alike.

	Preface	5
	Contents	8
	Contributors	10
	Adventures and Advances in Instructional Design Theory and Practice	18
	Introduction	18
	Research on Learning and Instruction	20
	Assessing Learning in Complex Domains	23
	To Go Where None Have Gone	28
	References	29
	Coming at Design from a Different Angle: Functional Design	32
	Design Metaphors from Many Fields	33
	Functional Design	35
	Benefits to the Design Process	38
	Benefits in the Application of Theory to Designs	39
	Conclusion	41
	References	41
	Robust Designs for Scalability	43
	Introduction	43
	The Importance of an Innovation’s Scalability	44
	Dimensions of Scale	45
	Identifying Critical Contextual Features	47
	Student Level Variables	47
	Teacher Level Variables	48
	Technology Infrastructure Conditions	48
	School/Class Variables	48
	Administrative/School Level Culture Variables	48
	Developing a ‘‘Scalability’’ Index for Innovations	49
	River City MUVE as a Case Study	50
	Research Design	52
	Findings	55
	Designing Framework for Scalability and Ruggedization	57
	Teacher Conditions for Success	58
	Professional Development	58
	Teacher Ownership and Comfort Level	58
	Student Affective Conditions for Success	60
	Powers	60
	Pedagogical Agents	61
	Roles and Collaboration	62
	Conclusion	62
	References	63
	Externally Modeling Mental Models	65
	What is Meaningful Learning?	65
	What is the Cognitive Residue from Meaningful Learning?	67
	Individual Mental Models	68
	Structural Knowledge	68
	Performance/Procedural Knowledge	68
	Image of System	69
	Metaphors	69
	Executive Knowledge	69
	Beliefs	69
	Collaborative Group Mental Models	70
	Activity-Based Knowledge	70
	Conversational/Discursive Knowledge	70
	Social/Relational Knowledge	70
	Artifactual Knowledge	71
	Summary	71
	Modeling Mental Models	71
	What Is Being Modeled	73
	Modeling Domain Knowledge	73
	Modeling Problems	75
	Modeling Systems	76
	Modeling Semantic Structure	79
	Modeling Thinking	81
	Types of Model-Based Learning Systems	83
	Building Deductive Simulations	84
	Building Inductive Simulation Models	85
	Exploring Black Box Models or Simulations	86
	Qualitative Causal Models	86
	Semantic Modeling Tools	86
	Critical Caveat About Modeling Tools	87
	Rationales for Model Construction	87
	Summary	88
	References	88
	Applying a Critical and Humanizing Framework of Instructional Technologies to Educational Practice	91
	Introduction	92
	Ideologies of Technology	93
	Technological Determinism/Social Determinism	93
	Technological Utopianism/Dystopianism	94
	Conclusion for Ideologies	95
	A Humanizing Framework	96
	Rationale for a Humanizing Framework	96
	Question Technology	97
	Abandon the Fiction of the ‘‘Technological Fix’’	98
	Integration of Theory into Practice for Educators and Students	99
	Examine Activity System and its Historicity	100
	Design ‘‘Minds On’’ Learning	101
	Using Tools to Build Community	102
	Share Control	104
	Participatory Design: Using ‘‘Learners as Designers’’	105
	Conclusion	105
	References	106
	When a Peer Group Isn’t Needed: Effective Online Learning in an Individual Mentoring Model	110
	Introduction	110
	The Current LTTS System	111
	Overall Evaluation and Impact of LTTS Courses	113
	The Initial Design: Commitments and Consequences	114
	Relevance to the Teacher	115
	Flexible Ease of Access	116
	Individualization	117
	Evaluating the Initial Design	118
	Integrating Interaction in Anytime, Anywhere, Anypace Professional Development	122
	Lessons Learned: The Role of a Peer Group and Balancing Design Commitments	126
	Conclusions for LTTS and Beyond	128
	References	130
	Linking the POV-ing Theory to Multimedia Representations of Teaching, Learning, Research in the Age of Social Networking	133
	Introduction	133
	Are Multimedia Representations New?	137
	The Importance of Video in Multimedia Representations	138
	The Perspectivity Framework	140
	Cases	141
	POV-ing Meets MR-TLRs in the Twenty-First Century	142
	References	143
	Creating Shared Visions of the Future for K-12 Education: A Systemic Transformation Process for a Learner-Centered Paradigm	145
	Introduction	145
	Idealized Design Versus Leveraged Emergent Design	146
	Idealized Design	146
	Definitions	146
	How it Works	147
	Leveraged Emergent Design	149
	Definitions	149
	How it Works	150
	Comparison	152
	School-Wide Versus District-Wide Transformation	153
	Sc