Instructional engineering in networked environments:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
San Francisco
Pfeiffer
c2004
|
| Schriftenreihe: | Instructional technology & training series
|
| Schlagworte: | |
| Online-Zugang: | Contributor biographical information Table of contents Publisher description Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references (p. 239-247) and index |
| Beschreibung: | xxx, 262 p. ill. 25 cm |
| ISBN: | 0787964662 |
Internformat
MARC
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| 650 | 4 | |a aComputer-assisted instruction | |
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Datensatz im Suchindex
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|---|---|
| adam_text | CONTENTS
List of Figures and Tables xv
Foreword xix
M. David Merrill
Acknowledgments xxiii
Introduction xxv
Chapter 1: The E Learning Challenge 1
The Knowledge Society 2
Knowledge Management 3
Pedagogy and Technology 5
Network Based Learning Models 8
Processes and Development Tools 14
xi
xi i Contents
Platforms and Portals 19
Summary 22
Chapter 2: Virtual Learning Centers 25
The Concept of a Learning System 26
Actors Roles and Resources 31
Explor@: A Web Based Support System 40
Integrating a Learning Event into a Virtual Center 45
Versatile and Flexible Architecture 49
Summary 53
Chapter 3: Foundations of Instructional Engineering 55
Systemic Methods 56
Instructional Systems Design 60
Software Engineering 62
Knowledge Engineering 66
A Knowledge Representation System 69
Skills and Competencies 86
Summary 100
Chapter 4: MISA: An Instructional Engineering Method 103
Overview of the MISA Method 104
Conceptual Levels of a Learning System 109
Processes and Tasks 113
Operational Principles 115
Context and Frontier 119
Summary 121
Chapter 5: Instructional Engineering on the Web 125
General ADISA Features 126
Designing the Main Components of a Virtual Learning Center 132
Summary 141
Contents xili
Chapter 6: Reengineering a University Course for the Web 143
Definition of the Project 144
Preliminary Analysis 145
Architecture 149
Design of Learning Materials 156
Development and Validation 159
Delivery Planning 162
Discussion 163
Chapter 7: Engineering a Vocational E Learning Environment 165
Definition of the Project 166
Preliminary Analysis 167
Architecture 171
Design of Learning Materials 175
Development and Validation 180
Delivery Planning 182
Discussion 183
Chapter 8: Engineering a Workplace E Learning Environment 185
Definition of the Project 186
Preliminary Analysis 186
Architecture 191
Design of Learning Materials 192
Development and Validation 196
Delivery Planning 198
Discussion 199
Conclusion 201
Glossary 209
Notes 231
xiv Contents
Bibliography 239
Index 249
About the Author 255
About the Series Editors 257
About the Advisory Board Members 261
LIST OF FIGURES AND TABLES
Figures
1 1 An Education Paradigm Shift 2
1 2 The Knowledge Management Process 4
1—3 E Learning Processes, Tools, and Actors 15
—4 Sample Screen for MOT: A Specialized Design Tool 17
2 1 Concept of a Learning System 27
2 2 Interrelations Among Actors in a Virtual Learning Center 32
2 3 Actors and Interaction Spaces 37
2—4 Resources Grouped into Five Spaces 39
2 5 Access Via Explor@ to a Virtual Learning Center 41
2 6 (1) Course Web Site, (2) Explor@ Browser, (3) Example of
a Resource 42
2 7 Some Explor@ Design Tools 47
2 8 Tools Displaying Individual and Group Progress in a Course 48
3—1 Foundations of Instructional Engineering 57
XV
xvi List of Figures and Tables
3 2 A Conceptual Chart of Climate Change 70
3—3 Two Examples of Flowcharts 71
3—4 A Decision Tree to Diagnose Automobile Breakdowns 73
3 5 Taxonomy of Knowledge Models 79
3 6 MOT Model of a Conceptual Chart 81
3 7 MOT Model of an Algorithm 82
3 8 MOT Model of a Decision Tree 83
3 9 MOT Model for a Diagnostic Process 84
3 10 MOT Model of a Collaborative Process for Writing a Text 85
3 11 A Skills Taxonomy 87
3 12 Model of the Skill to Simulate 89
3 13 Model of a Deduction Skill 90
3—14 Model of the Skill Evaluation of Knowledge Acquisition 91
3 15 The Concept of a Competency 93
3—16 Model of die Tasks of a Multimedia Producer 97
3 17 Subknowledge Model and Associated Skills 98
4 1 MISA: High Level Representation 107
4—2 Two Examples of Documentation Elements 110
4 3 Contextual Model of the MISA Method 120
5 1 ADISA: An Instructional Engineering Workbench 127
5 2 Example of an ED Form (224) 128
5 3 A Tool to Sort Instructional Materials 131
5 4 Transfer from MISA and ADISA to a Virtual Learning Center 133
5 5 Model of Web Site Material in MISA and ADISA 134
5 6 Delivery Model for a Trainer 135
5 7 Example of an Instructional Scenario in a Learning Unit 137
5 8 Learning Unit Submodel in a Course Knowledge Model 139
6 1 Result of Task ED 222: A Network of Seven Learning Events 148
6 2 Knowledge Model for LU 2 149
6 3 Knowledge Model for LU 6 150
6 4 Learning Scenarios for LU 3 152
6 5 Learning Scenario for LU 7 153
6 6 One of the Thirty Five Activity Property Description Forms 154
List of Figures and Tables xvii
6 7 Two Pages from the Course Web Site 161
7—1 Initial Knowledge Model and One Submodel for the Project
Improve Your Efficiency with ICT 169
7—2 Initial Instructional Model for the Project Improve Your Efficiency
with ICT 170
7—3 Knowledge Assigned to LU Modules 172
7 4 Instructional Scenario for LU 2 174
7 5 Media Model for the Project Improve Your Efficiency
with ICT 177
7—6 Revised LU 2 Interface and Activity Instructions 182
8—1 Knowledge Model for the Course Operating Code 187
8—2 Knowledge Submodel for the Course Operating Code 188
8—3 Instructional Scenario for the Course Operating Code 192
8 4 Media Model for the Course Operating Code 194
8 5 Media Submodel for LU 2 195
8 6 Explor@ Resources for the Course Operating Code 197
8 7 Web Site for the Course Operating Code 198
Tables
1 1 World Trends in E Learning, by Sectors, in Billions 6
1 2 Characteristics Analysis of Six Techno Pedagogical Models 14
1—3 Synthesis of Instructional Engineering and Delivery Tools 23
2 1 Actor Functions and Roles in a Virtual Learning Center 34
2—2 An Explor@ Environment for a Learner 43
3 1 Three Generations of Computer Systems 67
3 2 Definitions and Symbols for Abstract Knowledge Types 74
3—3 Definitions and Symbols for Facts 75
3—4 Interpretation Examples for Three Types of Knowledge 76
3 5 Main Model Categories 80
3 6 Example of a Task Description 95
3 7 Interpretation of Statements of Competency for a Multimedia
Producer 99
4—1 Documentation Elements of MISA 4—0 (by Phase) 111
xviii List of Figures and Tables
4 2 Documentation Elements of MISA 4.0 (by Axis) 112
4—3 Task Context Define the Learning Units 113
6—1 Tasks Accomplished in Phase 1 of the Project Introduction to
Artificial Intelligence 144
6 2 Tasks Accomplished in Phase 2 of the Project Introduction to
Artificial Intelligence 146
6 3 Tasks Accomplished in Phase 3 of the Project Introduction to
Artificial Intelligence 150
6 4 Tasks Accomplished in Phase 4 of the Project Introduction to
Artificial Intelligence 157
6 5 Tasks Accomplished in Phase 5 of the Project Introduction to
Artificial Intelligence 159
6 6 Tasks Accomplished in Phase 6 of the Project Introduction to
Artificial Intelligence 162
7—1 Explor@ Resources for die Project Improve Your Efficiency
withlCT 179
8 1 Learning Needs Evaluation for Code Power Users and Nonusers 189
8 2 Knowledge Distribution for the Course Operating Code 193
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| title | Instructional engineering in networked environments |
| title_auth | Instructional engineering in networked environments |
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| title_full | Instructional engineering in networked environments Gilbert Paquette |
| title_fullStr | Instructional engineering in networked environments Gilbert Paquette |
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