Buch, Englisch, 492 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 653 g
International Perspectives I: Volume I: Theory, Research, and Models: volume Ii: Solving Instructional Design Problems
Buch, Englisch, 492 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 653 g
ISBN: 978-0-8058-1398-2
Verlag: Taylor & Francis Ltd (Sales)
The goal of this two-volume set is to establish international foundations for ID theory, research, and practice within the framework of the two following objectives:
* to identify and define the theoretical, research, and model foundations for ID, and
* to bridge the gap between ID foundations and application.
Volume I includes chapters on philosophical and theoretical issues on learning theory and ID models. Volume II provides an overview of the state of the art of solving ID problems. The contributors offer contrasting points of view which provide a rare opportunity to see the diversity and complexity in the field. The editorial committee has selected a wide range of internationally known authors to make presentations in the topic areas of the field.
Autoren/Hrsg.
Fachgebiete
- Sozialwissenschaften Pädagogik Berufliche Bildung Wirtschaftspädagogik, Berufspädagogik
- Interdisziplinäres Wissenschaften Wissenschaften: Allgemeines Enzyklopädien, Nachschlagewerke, Wörterbücher
- Wirtschaftswissenschaften Betriebswirtschaft Management
- Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
Weitere Infos & Material
Contents: Volume I: Theory, Research, and Models. R.D. Tennyson, F. Schott, Instructional Design Theory, Research, and Models. Part I:Theoretical Foundations of Instructional Design. S. Dijkstra, Theoretical Foundations of Instructional Design: Introduction and Overview. K-H. Flechsig, Cultural Transmission, Teaching and Organized Learning as Culture-Embedded Activities. M. Molenda, Historical and Philosophical Foundations of Instructional Design: A North American View. R.D. Tennyson, R.L. Elmore, Learning Theory Foundations for Instructional Design. G. Steiner, Educational Learning Theory. R.D. Tennyson, K. Breuer, Psychological Foundations for Instructional Design Theory. F. Schott, M.P. Driscoll, On the Architechtonics of Instructional Theory. Part II:Research Foundations for Instructional Design. R.D. Tennyson, Research Foundations for Instructional Design: Introduction and Overview. R.E. Clark, S.B. Blake, Designing Cognitively-Based Training for the Far Transfer of Problem Solving Expertise. R. Snow, Individual Differences. T. Andre, Selected Microinstructional Methods to Facilitate Knowledge Construction: Implications for Instructional Design. W. Einsiedler, Research on Instructional Methods: A European Perspective. N.M. Seel, W.D. Winn, Research on Media and Learning: Distributed Cognition and Semiotics. S.M. Ross, G.R. Morrison, Measurement and Evaluation Approaches in Educational Technology: Historical Roots and Current Practices. Part III:Models of Instructional Design. N.M. Seel, Models of Instructional Design: Introduction and Overview. W. Dick, A Model for the Systematic Design of Instruction. H-D. Haller, Alternative Instructional Models and Knowledge-Organization and Design-Support with CEDID. M.D. Merrill, Instructional Transaction Theory: An Instructional Design Model B