Buch, Englisch, 1232 Seiten, Format (B × H): 219 mm x 291 mm, Gewicht: 2608 g
Reihe: AECT Series
A Project of the Association for Educational Communications and Technology
Buch, Englisch, 1232 Seiten, Format (B × H): 219 mm x 291 mm, Gewicht: 2608 g
Reihe: AECT Series
ISBN: 978-0-8058-4145-9
Verlag: Taylor & Francis Inc
Sponsored by the Association of Educational Communications and Technology (AECT), the second edition of this groundbreaking handbook updates and expands its review of the research, theory, issues, and methodology that constitute the field of educational communications and technology. Organized into seven sections, it profiles and integrates the following elements of this rapidly changing field: theoretical foundations, hard technologies, soft technologies, instructional design, instructional strategies, instructional message design, and research methodologies. All chapters have been updated, some extensively. New chapters include those on programmed instruction, everyday cognition and situated learning, ecological psychology, Internet-based learning, library media centers, foreign language labs, microworlds, automated instructional design, cognitive apprenticeship, case-based learning aids, and conversational analysis. All articles are organized around a numerical cross-referencing system that permits the construction of front-end databases, hypertexts, and summaries.This handbook is intended for graduate students, professors, instructional designers and researchers in educational communication and technology.
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Contents: Preface. Part I: Theoretical Foundations for Educational Communications and Technology. J.K. Burton, D.M. Moore, S.G. Magliaro, Behaviorism and Instructional Technology. B.H. Banathy, P.M. Jenlink, Systems Inquiry and Its Application in Education. K.A. Krendl, R. Warren, Communication Effects of Noninteractive Media: Learning in Out-of-School Contexts. W. Winn, Cognitive Perspectives in Psychology. S.T. Kerr, Toward a Sociology of Educational Technology. P.H. Henning, Everyday Cognition and Situated Learning. M. Young, An Ecological Psychology of Instructional Design: Learning and Thinking by Perceiving--Acting Systems. G.M. Boyd, Conversation Theory. S.A. Barab, M.A. Evans, E-O. Baek, Activity Theory as a Lens for Characterizing the Participatory Unit. B.S. Allen, R.G. Otto, B. Hoffman, Media as Lived Environments: The Ecological Psychology of Educational Technology. D. Hlynka, Postmodernism in Educational Technology: Update 1996-2002. Part II: Hard Technologies. B. Seels, K. Fullerton, L. Berry, L.J. Horn, Research on Learning From Television. C.H. Orrill, M.J. Hannafin, E.M. Glazer, Disciplined Inquiry and the Study of Emerging Technology. C.N. Gunawardena, M.S. McIsaac, Distance Education. A. Romiszowski, R. Mason, Computer-Mediated Communication. J.R. Hill, D. Wiley, L.M. Nelson, S. Han, Exploring Research on Internet-Based Learning: From Infrastructure to Interactions. H. McLellan, Virtual Realities. D. Neuman, The Library Media Center: Touchstone for Instructional Design and Technology in the Schools. W.B. Roby, Technology in the Service of Foreign Language Learning: The Case of the Language Laboratory. Part III: Soft Technologies. B. Lockee, D.M. Moore, J. Burton, Foundations of Programmed Instruction. M.E. Gredler, Games and Simulations and Their Relationships to Learning. L.P. Rieber, Microworlds. A. Shapiro, D. Niederhauser, Learning From Hypertext: Research Issues and Findings. Part IV: Instructional Design Approaches. T.J. Ragan, P.L. Smith, Conditions Theory and Models for Designing Instruction. O-C. Park, J. Lee, Adaptive Instructional Systems. J.M. Spector, C. Ohrazda, Automating Instructional Design: Approaches and Limitations. A. Carr-Chellman, M. Savoy, User-Design Research. Part V: Instructional Strategies. B.L. Grabowski, Generative Learning Contributions to the Design of Instruction and Learning. E.H. Morey, Feedback Research Revisited. D.W. Johnson, R.T. Johnson, Cooperation and the Use of Technology. V.P. Dennen, Cognitive Apprenticeship in Educational Practice: Research on Scaffolding, Modeling, Mentoring, and Coaching as Instructional Strategies. J.L. Kolodner, J.N. Owensby, M. Guzdial, Case-Based Learning Aids. Part VI: Instructional Message Design. G.J. Anglin, H. Vaez, K.L. Cunningham, Visual Representations and Learning: The Role of Static and Animated Graphics. J. Hartley, Designing Instructional and Informational Text. A.E. Barron, Auditory Instruction. D.M. Moore, J.K. Burton, R.J. Myers, Multiple-Channel Communication: The Theoretical and Research Foundations of Multimedia. Part VII: Research Methodologies. J.R. Koetting, M. Malisa, Philosophy, Research, and Education. S.M. Ross, G.R. Morrison, Experimental Research Methods. W.C. Savenye, R.S. Robinson, Qualitative Research Issues and Methods: An Introduction for Educational Technologists. J.M. Mazur, Conversation Analysis for Educational Technologists: Theoretical and Methodological Issues for Researching the Structures, Processes, and Meaning of On-Line Talk. R.C. Richey, J.D. Klein, W.A. Nelson, Developmental Research: Studies of Instructional Design and Development.
