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Die Wissenschaften des Lernens und des Lehrdesigns: Konstruktive Artikulation...-
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eBay-Artikelnr.:203370385225
Artikelmerkmale
- Artikelzustand
- Subject
- Design
- ISBN
- 9781138924321
- EAN
- 9781138924321
Über dieses Produkt
Product Identifiers
Publisher
Taylor & Francis Group
ISBN-10
1138924326
ISBN-13
9781138924321
eBay Product ID (ePID)
219312168
Product Key Features
Number of Pages
238 Pages
Publication Name
Sciences of Learning and Instructional Design : Constructive Articulation between Communities
Language
English
Subject
Computers & Technology, Educational Psychology, Distance, Open & Online Education
Publication Year
2017
Type
Textbook
Subject Area
Education
Format
Trade Paperback
Dimensions
Item Height
0.6 in
Item Weight
12 Oz
Item Length
9 in
Item Width
6 in
Additional Product Features
Intended Audience
College Audience
LCCN
2016-057295
Dewey Edition
23
TitleLeading
The
Reviews
"Hats off to Drs. Lin and Spector for this wonderful contribution to the ongoing dialogues around two complimentary fields: Learning Sciences and Instructional Design & Technology. This edited text offers significant glimpses into what could be a future of true collaboration, and the framing by Drs. Lin and Spector addresses the fundamental issues around why these two fields haven't collaborated earlier and how we can overcome those challenges in the future. Well done!" --Alison A. Carr-Chellman, Dean, College of Education and Professor, Curriculum & Instruction, University of Idaho, USA "Lin and Spector have admirably accomplished their goal of bridging the gap between the communities of the learning sciences, and instructional design and technology. The authors in this volume represent the leading lights in both communities as well as the "middle ground," tackling the tensions inherent to the various perspectives in deeply intellectual and highly practical discussions. The chapters are at once accessible for novices and thought-provoking for experts. It is essential reading for those devoted to improving human learning." --Wilhelmina C. Savenye, Professor of Educational Technology, Division of Educational Leadership and Innovation, Arizona State University, USA, Hats off to Drs. Lin and Spector for this wonderful contribution to the ongoing dialogues around two complimentary fields: Learning Sciences and Instructional Design & Technology. This edited text offers significant glimpses into what could be a future of true collaboration, and the framing by Drs. Lin and Spector addresses the fundamental issues around why these two fields haven't collaborated earlier and how we can overcome those challenges in the future. Well done! --Alison A. Carr-Chellman, Dean, College of Education and Professor, Curriculum & Instruction, University of Idaho, USA, "Hats off to Drs. Lin and Spector for this wonderful contribution to the ongoing dialogues around two complimentary fields: Learning Sciences and Instructional Design & Technology. This edited text offers significant glimpses into what could be a future of true collaboration, and the framing by Drs. Lin and Spector addresses the fundamental issues around why these two fields haven't collaborated earlier and how we can overcome those challenges in the future. Well done!" --Alison A. Carr-Chellman, Dean, College of Education and Professor, Curriculum & Instruction, University of Idaho, USA "Lin and Spector have admirably accomplished their goal of bridging the gap between the communities of the learning sciences, and instructional design and technology. The authors in this volume represent the leading lights in both communities as well as the "middle ground," tackling the tensions inherent to the various perspectives in deeply intellectual and highly practical discussions. The chapters are at once accessible for novices and thought-provoking for experts. It is essential reading for those devoted to improving human learning." --Wilhelmina C. Savenye, Professor of Educational Technology, Division of Educational Leadership and Innovation, Arizona State University, USA
Illustrated
Yes
Dewey Decimal
371.33
Table Of Content
Chapter 1: Historical Introduction J. Michael Spector and Lin Lin Chapter 2: The Sciences of Learning Pablo N. Pirnay-Dummer and Norbert M. Seel Chapter 3: Finding a Middle Ground: Wars Never Settle Anything Paul A. Kirschner and Kristine Lund Chapter 4: Comparing the Goals and Methodologies of Learning Scientists and Educational Technology Researchers Thomas C. Reeves and Eunjung Grace Oh Chapter 5: Learning Sciences and Instructional Design: Big Challenges, Multi-field, Multidisciplinary Solutions Wellesley R. Foshay and Jeremy Roschelle Chapter 6: Implications: Cherishing the Middle Ground Jan Elen Chapter 7: Reconsidering Design and Evaluation Andrew S. Gibbons and David D. Williams Chapter 8: Learning Science Applications for Research in Medicine Susanne P. Lajoie Chapter 9: An Asian Perspective on the Divide Allan H.K. Yuen Chapter 10: The Collaboration Imperative Ellen B. Meier Chapter 11: Synthetic Environmnts for Skills Training and Practice Robert Hubal and Thomas Parsons Chapter 12: Instructional Design and Learning Design Nancy Law Chapter 13: Learning Analytics Design Dirk Ifenthaler Chapter 14: Continuing the Discourse Lin Lin and J. Michael Spector
Synopsis
There are two distinct professional communities that share an interest in using innovative approaches and emerging technologies to design and implement effective support for learning. This edited collection addresses the growing divide between the learning sciences community and the instructional design and technology community, bringing leading scholars from both fields together in one volume in an attempt to find productive middle ground. Chapters discuss the implications of not bridging this divide, propose possible resolutions, and go on to lay a foundation for continued discourse in this important area., The Sciences of Learning and Instructional Design: Constructive Articulation Between Communities addresses the growing divide between the learning sciences community and the instructional design and technology community, bringing leading scholars from both fields together in one volume in an attempt to find productive middle ground.
LC Classification Number
LB1028.38.C659 2017
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