Moller / Harvey / Duffy Learning and Instructional Technologies for the 21st Century

Visions of the Future
1. Auflage 2008
ISBN: 978-0-387-09667-4
Verlag: Springer
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 232 Seiten

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. Acknowledging 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.

Autoren/Hrsg.

Moller, Leslie

Duffy, Thomas

Huett, Jason

Harvey, Douglas M.

Inhaltsverzeichnis

1;Preface;5
2;Contents;8
3;Contributors;10
4;Adventures and Advances in Instructional Design Theory and Practice;18
4.1;Introduction;18
4.2;Research on Learning and Instruction;20
4.3;Assessing Learning in Complex Domains;23
4.4;To Go Where None Have Gone;28
4.5;References;29
5;Coming at Design from a Different Angle: Functional Design;32
5.1;Design Metaphors from Many Fields;33
5.2;Functional Design;35
5.3;Benefits to the Design Process;38
5.4;Benefits in the Application of Theory to Designs;39
5.5;Conclusion;41
5.6;References;41
6;Robust Designs for Scalability;43
6.1;Introduction;43
6.2;The Importance of an Innovation’s Scalability;44
6.3;Dimensions of Scale;45
6.4;Identifying Critical Contextual Features;47
6.4.1;Student Level Variables;47
6.4.2;Teacher Level Variables;48
6.4.3;Technology Infrastructure Conditions;48
6.4.4;School/Class Variables;48
6.4.5;Administrative/School Level Culture Variables;48
6.5;Developing a ‘‘Scalability’’ Index for Innovations;49
6.6;River City MUVE as a Case Study;50
6.7;Research Design;52
6.8;Findings;55
6.9;Designing Framework for Scalability and Ruggedization;57
6.10;Teacher Conditions for Success;58
6.10.1;Professional Development;58
6.10.2;Teacher Ownership and Comfort Level;58
6.11;Student Affective Conditions for Success;60
6.11.1;Powers;60
6.11.2;Pedagogical Agents;61
6.11.3;Roles and Collaboration;62
6.12;Conclusion;62
6.13;References;63
7;Externally Modeling Mental Models;65
7.1;What is Meaningful Learning?;65
7.2;What is the Cognitive Residue from Meaningful Learning?;67
7.2.1;Individual Mental Models;68
7.2.2;Structural Knowledge;68
7.2.3;Performance/Procedural Knowledge;68
7.2.4;Image of System;69
7.2.5;Metaphors;69
7.2.6;Executive Knowledge;69
7.2.7;Beliefs;69
7.2.8;Collaborative Group Mental Models;70
7.2.9;Activity-Based Knowledge;70
7.2.10;Conversational/Discursive Knowledge;70
7.2.11;Social/Relational Knowledge;70
7.2.12;Artifactual Knowledge;71
7.2.13;Summary;71
7.3;Modeling Mental Models;71
7.3.1;What Is Being Modeled;73
7.3.2;Modeling Domain Knowledge;73
7.4;Modeling Problems;75
7.5;Modeling Systems;76
7.6;Modeling Semantic Structure;79
7.7;Modeling Thinking;81
7.8;Types of Model-Based Learning Systems;83
7.9;Building Deductive Simulations;84
7.9.1;Building Inductive Simulation Models;85
7.9.2;Exploring Black Box Models or Simulations;86
7.9.3;Qualitative Causal Models;86
7.9.4;Semantic Modeling Tools;86
7.9.5;Critical Caveat About Modeling Tools;87
7.9.6;Rationales for Model Construction;87
7.10;Summary;88
7.11;References;88
8;Applying a Critical and Humanizing Framework of Instructional Technologies to Educational Practice;91
8.1;Introduction;92
8.2;Ideologies of Technology;93
8.2.1;Technological Determinism/Social Determinism;93
8.2.2;Technological Utopianism/Dystopianism;94
8.2.3;Conclusion for Ideologies;95
8.3;A Humanizing Framework;96
8.3.1;Rationale for a Humanizing Framework;96
8.3.2;Question Technology;97
8.3.3;Abandon the Fiction of the ‘‘Technological Fix’’;98
8.3.4;Integration of Theory into Practice for Educators and Students;99
8.3.5;Examine Activity System and its Historicity;100
8.3.6;Design ‘‘Minds On’’ Learning;101
8.3.7;Using Tools to Build Community;102
8.3.8;Share Control;104
8.3.9;Participatory Design: Using ‘‘Learners as Designers’’;105
8.4;Conclusion;105
8.5;References;106
9;When a Peer Group Isn’t Needed: Effective Online Learning in an Individual Mentoring Model;110
9.1;Introduction;110
9.2;The Current LTTS System;111
9.3;Overall Evaluation and Impact of LTTS Courses;113
9.4;The Initial Design: Commitments and Consequences;114
9.4.1;Relevance to the Teacher;115
9.4.2;Flexible Ease of Access;116
9.4.3;Individualization;117
9.5;Evaluating the Initial Design;118
9.6;Integrating Interaction in Anytime, Anywhere, Anypace Professional Development;122
9.7;Lessons Learned: The Role of a Peer Group and Balancing Design Commitments;126
9.8;Conclusions for LTTS and Beyond;128
9.9;References;130
10;Linking the POV-ing Theory to Multimedia Representations of Teaching, Learning, Research in the Age of Social Networking;133
10.1;Introduction;133
10.2;Are Multimedia Representations New?;137
10.3;The Importance of Video in Multimedia Representations;138
10.4;The Perspectivity Framework;140
10.5;Cases;141
10.6;POV-ing Meets MR-TLRs in the Twenty-First Century;142
10.7;References;143
11;Creating Shared Visions of the Future for K-12 Education: A Systemic Transformation Process for a Learner-Centered Paradigm;145
11.1;Introduction;145
11.2;Idealized Design Versus Leveraged Emergent Design;146
11.2.1;Idealized Design;146
11.2.1.1;Definitions;146
11.2.1.2;How it Works;147
11.2.2;Leveraged Emergent Design;149
11.2.2.1;Definitions;149
11.2.2.2;How it Works;150
11.2.3;Comparison;152
11.3;School-Wide Versus District-Wide Transformation;153
11.3.1;School-Wide Transformation;153
11.3.1.1;Definitions;153
11.3.1.2;How it Works;154
11.3.1.3;NAS;154
11.3.1.4;CSRP;155
11.3.2;District-Wide Transformation;155
11.3.2.1;Definitions;155
11.3.2.2;How it Works;156
11.3.3;Comparison;157
11.4;Key-Leader Directed Versus Broad-Stakeholder Directed Transformation;157
11.4.1;Key-Leader Directed Transformation;158
11.4.1.1;Definition;158
11.4.1.2;How it Works;158
11.4.2;Broad-Stakeholder Directed Transformation;159
11.4.2.1;Definition;159
11.4.2.2;How it Works;160
11.4.3;Comparison;161
11.5;Conclusion;161
11.6;References;161
12;Technology as a Change Agent in the Classroom;164
12.1;Background;165
12.1.1;Year 1;166
12.1.2;Year 2;166
12.1.3;Year 3;167
12.2;Research Design;167
12.3;Data Collection;168
12.4;Results;169
12.4.1;Year 1;169
12.4.1.1;Achievement Scores;170
12.4.1.2;Classroom Observations;170
12.4.1.3;Surveys, Interviews, and Focus Group Data;170
12.4.2;Year 2;171
12.4.2.1;Achievement;171
12.4.2.2;Classroom Observations;172
12.4.2.3;Surveys, Interviews, and Focus Group Data;172
12.4.3;Year 3;173
12.4.3.1;Achievement;173
12.4.3.2;Observations;174
12.4.3.3;Surveys, Interviews, and Focus Group Data;175
12.5;Discussion;175
12.5.1;Research Question 1: Is Teaching Different in a Laptop Classroom?;176
12.5.2;Research Question 2: Do Students Behave Differently in a Laptop Classroom?;177
12.5.3;Research Question 3: Do Students Achieve Differently in a Laptop Classroom?;178
12.5.4;Do Laptop Students Differ from Cart Students in Their Writing Skills?;179
12.5.5;Do Laptop Students Differ from Cart Students in Their Approach to Problem Solving?;179
12.5.6;Do Laptop Students Differ from Cart Students in Their Mathematics, Science, and Social Studies Achievement at the Fifth-Grade Level?;180
12.5.7;How Do Students Perceive the Use and Access of Laptop Computers?;180
12.5.8;What Do Teachers Perceive as the Benefits and Problems of Integrating Technology in Laptop Versus Cart Classrooms?;181
12.5.9;Did the Laptop Computers Serve as a Change Agent?;181
12.5.10;Was the Innovation Sustained?;183
12.6;Conclusions;184
12.7;References;185
13;Using Activity Theory to Evaluate and Improve K-12 School and University Partnerships;187
13.1;Introduction;188
13.2;K-12 School and University Partnerships’ Background;188
13.3;Origins of Activity Theory;190
13.4;Research Context;192
13.4.1;Participants;192
13.5;Partnership Struggles;193
13.5.1;Research Goals and Questions;193
13.6;Methods;194
13.6.1;Overview;194
13.6.2;Modifying Activity Systems Analysis Model;195
13.6.3;Develop Discussion Topics;196
13.6.4;Develop Discussion Guide Instruments;197
13.6.5;Data Collection During Partnership Activity Systems Analyses Discussions;197
13.6.6;Data Analysis of Partnership Activity Systems Analyses Discussion;202
13.6.7;Follow-Up on Data Reporting and Planning Improvement Strategies;202
13.6.8;Follow-Up on Evaluating Improvement Strategies Implementations;202
13.6.9;Improving Methodology;203
13.7;Results;204
13.7.1;Participant Use of Activity Systems Analysis;204
13.7.2;Activity Systems Analysis Results;205
13.7.3;Tension 1 Initial Findings: Facilitating Effective Communication;206
13.7.4;Tension 1 Follow-Up Findings: Facilitating Effective Communication;208
13.7.5;Tension 2 Initial Findings: Balancing Theory and Practice;208
13.7.6;Tension 2 Follow-Up Findings: Balancing Theory and Practice;209
13.7.7;Tension 3 Initial Findings: Winning Stakeholder Commitment;210
13.7.8;Tension 3 Follow-Up Findings: Winning Stakeholder Commitment;211
13.8;Overall Discussion Process Findings;211
13.8.1;What We Learned;211
13.8.2;Practical Implications;212
13.8.3;Theoretical Implications;212
13.8.4;What We Would Do Differently;213
13.9;References;214
14;Reflections: Variations on a Theme;216
14.1;‘‘Intro’’;216
14.2;‘‘Progression’’;217
14.2.1;Chord 1: Education from 30,000 Feet;217
14.2.2;Chord 2: The Power of Politics;218
14.3;‘‘Interlude’’;220
14.4;‘‘Modulation’’;223
14.5;References;225
15;Reflections: Variation on a Theme: Part 2 Is This Jazz, or Are We Singing the Blues?;226
16;Author Index;229
17;Subject Index;235