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Theories of Learning and Studies of Instructional Practice

Theories of Learning and Studies of Instructional Practice Author Timothy Koschmann
ISBN-10 1441975829
Release 2011-04-19
Pages 488
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This is a book about an attempt to change the way math was taught in a particular classroom. Its title plays on our everyday usage of the terms theory and practice. In education, these terms are conventionally treated oppositionally—we have theories about what we should do and we have what teachers actually do do. In this way, theory stands prior, logically and chronologically, to practice; practice inevitably becoming theory’s imperfect realization. We seek in this volume, however, to develop a different stance with regard to the relationship between the two. Taking the details of instructional practice as our principle object of study, we explore what role theories of learning might play in illuminating such practices. The book is about actual practices by which teaching is done and how contemporary theories of learning might help us understand those practices. It seeks to provide a foundation for future practice-based inquiry in education, by addressing the methodological question: How do we go about studying instructional practice in a principled way?



Cognitive Load Theory

Cognitive Load Theory Author John Sweller
ISBN-10 1441981268
Release 2011-04-07
Pages 274
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Over the last 25 years, cognitive load theory has become one of the world’s leading theories of instructional design. It is heavily researched by many educational and psychological researchers and is familiar to most practicing instructional designers, especially designers using computer and related technologies. The theory can be divided into two aspects that closely inter-relate and influence each other: human cognitive architecture and the instructional designs and prescriptions that flow from that architecture. The cognitive architecture is based on biological evolution. The resulting description of human cognitive architecture is novel and accordingly, the instructional designs that flow from the architecture also are novel. All instructional procedures are routinely tested using randomized, controlled experiments. Roughly 1/3 of the book will be devoted to cognitive architecture and its evolutionary base with 2/3 devoted to the instructional implications that follow, including technology-based instruction. Researchers, teachers and instructional designers need the book because of the explosion of interest in cognitive load theory over the last few years. The theory is represented in countless journal articles but a detailed, modern overview presenting the theory and its implications in one location is not available.



New Perspectives on Affect and Learning Technologies

New Perspectives on Affect and Learning Technologies Author Rafael A. Calvo
ISBN-10 1441996257
Release 2011-07-15
Pages 284
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This monograph integrates theoretical perspectives on affect and learning with recent research in affective computing with an emphasis on building new learning technologies. The "new perspectives" come from the intersection of several research themes: -Basic research on emotion, cognition, and motivation applied to learning environments -Pedagogical and motivational strategies that are sensitive to affective and cognitive processes -Multimodal Human Computer Interfaces, with a focus on affect recognition and synthesis -Recent advances in affect-sensitive Intelligent Tutoring Systems -Novel methodologies to investigate affect and learning -Neuroscience research on emotions and learning



Educational Psychology Constructing Learning

Educational Psychology  Constructing Learning Author Dennis M McInerney
ISBN-10 9781486007073
Release 2013-08-15
Pages 558
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Educational Psychology: Constructing Learning 6e sets the standard for educational psychology texts in Australia and New Zealand, with its comprehensive, authoritative and research-based coverage of the subject. This edition includes completely updated content to reflect recent advances in the discipline, including revised theory into practice features from 39 international developmental psychologists. The author has retained the constructivist approach that made previous editions so engaging and relevant to student teachers, and content has been constructed around the new Australian Profession Standards for Teachers.



International Handbook of E Learning Volume 2

International Handbook of E Learning Volume 2 Author Mohamed Ally
ISBN-10 9781317643579
Release 2015-02-20
Pages 358
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The International Handbook of e-Learning, Volume 2 provides a comprehensive compendium of implementation and practice in all aspects of e-learning, one of the most significant ongoing global developments in the entire field of education. Covering the integration, challenges, implications, and context-appropriate use of open education networks, blended learning, mobile technologies, social media, and other platforms in a variety of unique international settings, these thirty contributions illustrate the wide-ranging applications and solutions made possible by this rapidly growing new paradigm. Case studies are driven by empirical research and attention to cultural specificity, while future research needs are discussed in relation to both confirmed practice and recent changes in the field. The book will be of interest to anyone seeking to create and sustain meaningful, supportive learning environments within today’s anytime, anywhere framework, from teachers, administrators, and policy makers to corporate and government trainers.



Handbook of Design in Educational Technology

Handbook of Design in Educational Technology Author Rosemary Luckin
ISBN-10 9781135118969
Release 2013-06-26
Pages 516
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The Handbook of Design in Educational Technology provides up-to-date, comprehensive summaries and syntheses of recent research pertinent to the design of information and communication technologies to support learning. Readers can turn to this handbook for expert advice about each stage in the process of designing systems for use in educational settings; from theoretical foundations to the challenges of implementation, the process of evaluating the impact of the design and the manner in which it might be further developed and disseminated. The volume is organized into the following four sections: Theory, Design, Implementation, and Evaluation. The more than forty chapters reflect the international and interdisciplinary nature of the educational technology design research field.



Designing for Learning in an Open World

Designing for Learning in an Open World Author Gráinne Conole
ISBN-10 9781441985170
Release 2012-09-21
Pages 324
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The Internet and associated technologies have been around for almost twenty years. Networked access and computer ownership are now the norm. There is a plethora of technologies that can be used to support learning, offering different ways in which learners can communicate with each other and their tutors, and providing them with access to interactive, multimedia content. However, these generic skills don’t necessarily translate seamlessly to an academic learning context. Appropriation of these technologies for academic purposes requires specific skills, which means that the way in which we design and support learning opportunities needs to provide appropriate support to harness the potential of technologies. More than ever before learners need supportive ‘learning pathways’ to enable them to blend formal educational offerings, with free resources and services. This requires a rethinking of the design process, to enable teachers to take account of a blended learning context.



E Learning in the Workplace

E Learning in the Workplace Author Minhong Wang
ISBN-10 9783319645322
Release 2017-09-18
Pages 191
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This book analyzes the nature and requirements of workplace e-learning based on relevant theories such as adult learning, community of practice, organizational learning, and the systems thinking. By integrating considerations on organization, pedagogy and technology, a performance-oriented e-learning framework is then presented, where performance measurement is used to: 1) clarify and link organizational goals and individual learning needs, 2) direct learning towards work performance; and 3) support social communication and knowledge sharing and management in the workplace. E-learning and related emerging technologies have been increasingly used by organizations to enhance the skills and performance of knowledge workers. However, most of the efforts tend to focus on the technology, ignoring the organizational context and relevant pedagogies of workplace learning. Many e-learning projects in the workplace settings fail to connect learning with work performance and align organizational goals and individual needs in a systemic way. Moreover, there is insufficient effort on externalizing and transferring tacit knowledge embedded in practices and expertise, based on which to maintain and expand knowledge assets for sustainable development. The book presents a systemic theoretical framework, design principles, and implementation methods, together with a case study to demonstrate the use and effectiveness of the performance-oriented approach to workplace e-learning, in which organizational, social and individual perspectives are integrated in a systemic way. The performance-oriented approach to workplace e-learning enables self-regulated and socially constructed learning activities to be clearly motivated and driven towards the goal of performance improvement, and makes learning at the organizational, social and individual levels integrated in a systemic way. The effects of individual and social learning support and organizational learning environment on employees’ motivation to use performance-oriented e-learning are also investigated.



Annual Meeting Program

Annual Meeting Program Author American Educational Research Association
ISBN-10 STANFORD:36105113127737
Release 2003
Pages
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Annual Meeting Program has been writing in one form or another for most of life. You can find so many inspiration from Annual Meeting Program also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Annual Meeting Program book for free.



The Role of Criticism in Understanding Problem Solving

The Role of Criticism in Understanding Problem Solving Author Samuel Fee
ISBN-10 9781461435402
Release 2012-05-26
Pages 264
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In 1991, Denis Hlynka and John Belland released Paradigms Regained, a well received reader for graduate students in the field of educational technology. The Role of Criticism in Understanding Problem Solving updates some of those ideas initially proposed in Paradigms Regained, and extends the conversation into the contemporary discourse regarding problem based learning (PBL). Paradigms proposed the idea of criticism as a third method for the conduction of educational research, the first two being qualitative and qualitative. The concept of criticism as a tool for research is not well established in educational technology, although it is well established in other educational research traditions such as Curriculum Studies. Unfortunately, it is not always clear how criticism can be applied. This book views criticism as a way to step back and look at an educational intervention within educational technology through a particular critical lens. Criticism is viewed as a valuable approach to guiding meta analyses and theoretical studies, serving to prevent the proverbial "spinning of the wheels" that often happens in educational research. By indicating new potential research questions and directions, criticism approaches can invigorate educational research. This book revisits the ideals of criticism in order to establish their usefulness for studying educational technology interventions to support problem based learning. First, a few foundational chapters set the stage for the conversations on criticism. Then, the role criticism can play in enhancing analysis and interpretation of the PBL literature is explored. Finally, case studies addressing the central concepts of the text are presented and dissected. This book represents a complete overhaul and rethinking of the use of criticism as a method for understanding and furthering the research area of PBL within the field of Educational technology.



Cognitive Effects of Multimedia Learning

Cognitive Effects of Multimedia Learning Author Zheng, Robert
ISBN-10 9781605661599
Release 2008-12-31
Pages 440
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"This book identifies the role and function of multimedia in learning through a collection of research studies focusing on cognitive functionality"--Provided by publisher.



MAKING A DIFFERENCE

MAKING A DIFFERENCE Author SASHA A. BARAB
ISBN-10 0805861742
Release 2006-06-12
Pages 1168
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MAKING A DIFFERENCE has been writing in one form or another for most of life. You can find so many inspiration from MAKING A DIFFERENCE also informative, and entertaining. Click DOWNLOAD or Read Online button to get full MAKING A DIFFERENCE book for free.



Resources in Education

Resources in Education Author
ISBN-10 1573560766
Release 1998-05
Pages
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Resources in Education has been writing in one form or another for most of life. You can find so many inspiration from Resources in Education also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Resources in Education book for free.



Current Index to Journals in Education

Current Index to Journals in Education Author
ISBN-10 STANFORD:36105003616260
Release 1982
Pages
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Current Index to Journals in Education has been writing in one form or another for most of life. You can find so many inspiration from Current Index to Journals in Education also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Current Index to Journals in Education book for free.



Educational Psychology

Educational Psychology Author Thomas Fetsco
ISBN-10 UVA:X004805767
Release 2005
Pages 524
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"I applaud the vision the authors had in synthesizing this information in a way that makes the reader more confident in their application of these theories and principles to their own classrooms. The authors have wonderfully succeeded in their attempt to integrate this material, in a manner quite different from other texts I've read or reviewed." Jim Persinger, "Emporia State University" "Any textbook that overemphasizes theory, neglects the real-world; any textbook that overemphasizes practice, neglects the underlying foundation of theory. This book strikes a careful balance between theory and practice by explicitly linking the two." Gregory Cutler, "Bay de Noc Community College" "By far, this is the best educational psychology text I have read because it integrates and applies major learning theories to many of the daily issues future teachers will face." Krista Robertson, "Rhode Island College" "I see this textbook as well written, informative, clearly and logically organized, and a very useful component for a course in Educational Psychology. I like it!" Raymond E. Webster, "East Carolina University" "The authors have done an excellent job in producing an easy-to-follow format and style." Paula Holmes Miller, "Crichton College" "The authors' writing style and presentation level are clear and easy to read, along with tables, figures, concept maps, and other visual aids." Yuliang Liu, Ph.D, "Southern Illinois University" "The text is well written and some very difficult topics such as Attribution Theory and Constructivism (to name just two) are easy to understand, when compared to similar books. I think this is some of the clearest writing I have read in a long time." Michael P. Verdi, "California State University San Bernadino" "I really enjoyed reading this text, and I found its comprehensive nature to be a strength." Linda W. Morse, "Mississippi State University" "The authors' writing style is clear, simple, and direct. It speaks directly to the reader . . . the examples are concrete and related to education." John Isch, "Martin Luther College"



Medical Education Theory and Practice E Book

Medical Education  Theory and Practice E Book Author Tim Dornan
ISBN-10 9780702049866
Release 2011-12-02
Pages 396
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Medical Education: Theory and Practice is a new text linking the theory and the practice for graduate students and educators who want to go beyond the basics. The scholarship of medical education is, above all, a ‘practice’, but one that has a strong theoretical foundation. Neither theory nor practice stand still, and both are grounded in research. The novelty of this book lies in its interweaving of practice, theory, innovation and research. The book starts with a theorised, contemporary overview of the field. Next, it explores the theoretical foundations of medical education in depth. The remainder of the book reviews a whole a range of educational contexts, processes and outcomes. This work has been edited by a distinguished, international team of medical educationalists and written by equally accomplished authors from across the globe representing a spectrum of disciplines. This will be an invaluable text for all Masters Students in health professions education as well as PhD students and education researchers wanting a background to the discipline. Educators and medical students will also find it a very useful resource. Written by key figures in medical educational research combined with a strong editorial influence from the international editorial team. The text has a strong evidence-based approach that is fully cognisant of research methodology issues, The book provides a scholarly explanation on the topic, rather than aiming to say the last word. Written throughout in a clear and comprehensible style. The content is extensively referenced with additional suggestions for further reading.



Educational Technology in Practice

Educational Technology in Practice Author Wanjira Kinuthia
ISBN-10 9781607524533
Release 2010-05-01
Pages 323
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The field of educational technology is one that requires a high level of problem solving critical thinking, and interpersonal skills to solve problems that are often complex and multidimensional. Analyzing cases provides an opportunity to explore professional issues through an environment that allows action researchers, practitioners and students to analyze and reflect on relevant theories and techniques to understand a real problem, ponder solutions and consequences, and develop responses. Hence, this book seeks to provide relevant authentic and realistic cases for such exploration. This book is guided by the premise that the cases presented will serve as a platform for researchers, practitioners and students to share experiences and best practices in both developing and developed contexts, in an endeavor to bridge the knowledge divide. Throughout the book, various challenges are addressed and educational technology tools and strategies are subsequently employed in an effort to minimize the issues. Notwithstanding, the book also highlights successes and accomplishments in areas and contexts in which educational technology is being harnessed, including reaching more learners, providing more affordable options, and building capacity. Because of the interdisciplinary and multidisciplinary nature of the field and the cases, this book is useful not only in educational technology, but also in other fields. A “Facilitator Guide” is provided for each chapter for educators with their learners.