Control and constraint in e-learning: choosing when to choose
"This book unifies and synthesizes an assortment of theories about learner control, autonomy, self-direction, adult learning for educationalists, e-learning practitioners and e-learning developers; it provides a theoretical approach to building computer systems to support adults learning via th...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Hershey, PA [u.a.]
Information Science Publ.
2007
|
| Schlagworte: | |
| Online-Zugang: | Table of contents only Inhaltsverzeichnis |
| Zusammenfassung: | "This book unifies and synthesizes an assortment of theories about learner control, autonomy, self-direction, adult learning for educationalists, e-learning practitioners and e-learning developers; it provides a theoretical approach to building computer systems to support adults learning via the Internet, existing e-learning environments and how they should be used, and the process of education in general"--Provided by publisher. |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XXII, 340 S. graph. Darst. |
| ISBN: | 1599043904 1599043912 9781599043906 |
Internformat
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| 650 | 4 | |a Enseignement assisté par ordinateur | |
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Datensatz im Suchindex
| _version_ | 1804136519332528128 |
|---|---|
| adam_text | Control
E-Learning:
Choosing When to Choose
Table of Contents
Foreword
Preface
Acknowledgments
Section I. Control and Learning: A Theoretical Background
Chapter I. Introducing Concepts
Introduction
Learning Projects and Learning Trajectories
What is a Teacher?
Self-Directed Learning
Е
On the Special Nature of Networked Computers
Conclusion
References
Chapter II. From Transactional Distance to Transactional
Control
Introduction
Transactional Distance
Garrison and Baynton s Model of Control
Candy and Control
Choice, Constraint, and Scale: Introducing Transactional Control
Conclusion
References
Chapter III. Making Choices: The Need For Teachers
Introduction
Kinds of choice
Why is Choice so Important?
The Significance of Choice
Is Choice Always Good?
How Choices May Be Made
Is it Possible for a Learner to make Appropriate Choices without
Guidance?
Knowing When a Choice Is Made
Conclusion
References
Chapter IV. All About Constraints
Introduction
The Limits of Choice and the Role of Constraint
Intrinsic Constraints
Extrinsic Constraints
A Model of Constraints
Conclusion
References
Chapter V. Scale
Introduction
Choice and Scale
At What Scale?
Choosing the Scale
Hierarchies of Choice in Institutional Learning
Bucking the Trend: Giving More Control
Relevant Choices
The Atomic Unit of Transactional Control
Instructivism, Constructivism and Transactional Control
Conclusion
References
Chapter VI. Transactional Control in Traditional Institutional
Learning
Introduction
Breaking Down Lessons: Some Examples
Tentative Classifications
An Unexpected Anomaly: Transactional Control in
Dialogue
Another Anomaly: Transactional Control in a Traditional Lecture
A Suggested Process of Analysis.
Design Process
Conclusion
Summary of Section I
Section II
References
13
15
15
15
16
17
Section II. E-Learning, Control, and Constraint
Chapter
Introduction
Publishing Content
Signposts, Not Fenceposts
Granularity, Learning Objects, and Choice
Conclusion
References
Chapter
Introduction
Resource-Based Learning
Criteria for Finding Good Stuff
Collaborative Filters and Recommender Systems
Shared Annotations
Adaptive Hypermedia and Intelligent Tutoring Systems
Conclusion
References
Chapter IX. Asynchronous Communication
Introduction
Transactional Control in an Online Discussion Forum
An Example of a Discussion Forum in Detail
Lessons Learned From the Discussion Forum
Dialogue, Choice, and Constraint
General Recommendations
Threaded Dialogue
Conclusion
References
Chapter X. Synchronous Discussion
Introduction
Synchronous Text Chat
Example of a Text Chat Session
Some Approaches to Managing Synchronous Chats
Other Synchronous Systems
Conclusion
References
Chapter XI. Integrated Tools and Environments
Introduction
Integrated Tools and Environments
The LMS as a Controller
Open Sources, Open Architectures, Open Frameworks
General Issues of Control with Learning Management
Systems and Stop-Gap Solutions
Conclusion
Summary of Section II
About Section III
References
Section III. Designing Better E-Learning Environments
Chapter
Introduction
The Current Generation
Deferred Systems
Social Software
A New Framework for Mediated Communication in Education
Approaches to Online Learning Environment Design
Conclusion
References
Chapter
Introduction
Principle
Principle
Principle
Principle
Principle
Principle
Down
Principle
Principle
Conclusion
References
Chapter
Wilds
Introduction
Examples of Self-Organising Learning Environments in the Context
of the Eight Principles
Two Examples in Greater Detail
Conclusion
References
Chapter XV. Problems with Social Software for
Introduction
Sequence
The Impoverished Dialogue of Stigmergy
Stigmergy and Creativity
The Written Word as Stigmergic Sign
Are Crowds Wise?
The Matthew Principle
Pedagogical Concerns
Conclusion
References
Chapter
Introduction
The Future of
The Future of
Imagining a Scenario or Two
Ubiquity and Economics
Where Next? Closer Up
Conclusion
References
Glossary
About the Authors
Index
|
| adam_txt |
Control
E-Learning:
Choosing When to Choose
Table of Contents
Foreword
Preface
Acknowledgments
Section I. Control and Learning: A Theoretical Background
Chapter I. Introducing Concepts
Introduction
Learning Projects and Learning Trajectories
What is a Teacher?
Self-Directed Learning
Е
On the Special Nature of Networked Computers
Conclusion
References
Chapter II. From Transactional Distance to Transactional
Control
Introduction
Transactional Distance
Garrison and Baynton's Model of Control
Candy and Control
Choice, Constraint, and Scale: Introducing Transactional Control
Conclusion
References
Chapter III. Making Choices: The Need For Teachers
Introduction
Kinds of choice
Why is Choice so Important?
The Significance of Choice
Is Choice Always Good?
How Choices May Be Made
Is it Possible for a Learner to make Appropriate Choices without
Guidance?
Knowing When a Choice Is Made
Conclusion
References
Chapter IV. All About Constraints
Introduction
The Limits of Choice and the Role of Constraint
Intrinsic Constraints
Extrinsic Constraints
A Model of Constraints
Conclusion
References
Chapter V. Scale
Introduction
Choice and Scale
At What Scale?
Choosing the Scale
Hierarchies of Choice in Institutional Learning
Bucking the Trend: Giving More Control
Relevant Choices
The Atomic Unit of Transactional Control
Instructivism, Constructivism and Transactional Control
Conclusion
References
Chapter VI. Transactional Control in Traditional Institutional
Learning
Introduction
Breaking Down Lessons: Some Examples
Tentative Classifications
An Unexpected Anomaly: Transactional Control in
Dialogue
Another Anomaly: Transactional Control in a Traditional Lecture
A Suggested Process of Analysis.
Design Process
Conclusion
Summary of Section I
Section II
References
13
15
15
15
16
17
Section II. E-Learning, Control, and Constraint
Chapter
Introduction
Publishing Content
Signposts, Not Fenceposts
Granularity, Learning Objects, and Choice
Conclusion
References
Chapter
Introduction
Resource-Based Learning
Criteria for Finding Good Stuff
Collaborative Filters and Recommender Systems
Shared Annotations
Adaptive Hypermedia and Intelligent Tutoring Systems
Conclusion
References
Chapter IX. Asynchronous Communication
Introduction
Transactional Control in an Online Discussion Forum
An Example of a Discussion Forum in Detail
Lessons Learned From the Discussion Forum
Dialogue, Choice, and Constraint
General Recommendations
Threaded Dialogue
Conclusion
References
Chapter X. Synchronous Discussion
Introduction
Synchronous Text Chat
Example of a Text Chat Session
Some Approaches to Managing Synchronous Chats
Other Synchronous Systems
Conclusion
References
Chapter XI. Integrated Tools and Environments
Introduction
Integrated Tools and Environments
The LMS as a Controller
Open Sources, Open Architectures, Open Frameworks
General Issues of Control with Learning Management
Systems and Stop-Gap Solutions
Conclusion
Summary of Section II
About Section III
References
Section III. Designing Better E-Learning Environments
Chapter
Introduction
The Current Generation
Deferred Systems
Social Software
A New Framework for Mediated Communication in Education
Approaches to Online Learning Environment Design
Conclusion
References
Chapter
Introduction
Principle
Principle
Principle
Principle
Principle
Principle
Down
Principle
Principle
Conclusion
References
Chapter
Wilds
Introduction
Examples of Self-Organising Learning Environments in the Context
of the Eight Principles
Two Examples in Greater Detail
Conclusion
References
Chapter XV. Problems with Social Software for
Introduction
Sequence
The Impoverished Dialogue of Stigmergy
Stigmergy and Creativity
The Written Word as Stigmergic Sign
Are Crowds Wise?
The Matthew Principle
Pedagogical Concerns
Conclusion
References
Chapter
Introduction
The Future of
The Future of
Imagining a Scenario or Two
Ubiquity and Economics
Where Next? Closer Up
Conclusion
References
Glossary
About the Authors
Index |
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| spelling | Dron, Jon Verfasser aut Control and constraint in e-learning choosing when to choose Jon Dron Hershey, PA [u.a.] Information Science Publ. 2007 XXII, 340 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index "This book unifies and synthesizes an assortment of theories about learner control, autonomy, self-direction, adult learning for educationalists, e-learning practitioners and e-learning developers; it provides a theoretical approach to building computer systems to support adults learning via the Internet, existing e-learning environments and how they should be used, and the process of education in general"--Provided by publisher. Apprentissage adulte Enseignement assisté par ordinateur Internet en éducation Internet in education Computer-assisted instruction Adult learning Erwachsenenbildung (DE-588)4015428-2 gnd rswk-swf E-Learning (DE-588)4727098-6 gnd rswk-swf Erwachsenenbildung (DE-588)4015428-2 s E-Learning (DE-588)4727098-6 s DE-604 Erscheint auch als Online-Ausgabe 1-59904-392-0 http://www.loc.gov/catdir/toc/ecip072/2006033764.html Table of contents only Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015650613&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
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| title | Control and constraint in e-learning choosing when to choose |
| title_auth | Control and constraint in e-learning choosing when to choose |
| title_exact_search | Control and constraint in e-learning choosing when to choose |
| title_exact_search_txtP | Control and constraint in e-learning choosing when to choose |
| title_full | Control and constraint in e-learning choosing when to choose Jon Dron |
| title_fullStr | Control and constraint in e-learning choosing when to choose Jon Dron |
| title_full_unstemmed | Control and constraint in e-learning choosing when to choose Jon Dron |
| title_short | Control and constraint in e-learning |
| title_sort | control and constraint in e learning choosing when to choose |
| title_sub | choosing when to choose |
| topic | Apprentissage adulte Enseignement assisté par ordinateur Internet en éducation Internet in education Computer-assisted instruction Adult learning Erwachsenenbildung (DE-588)4015428-2 gnd E-Learning (DE-588)4727098-6 gnd |
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