Instructional design: case studies in communities of practice
"This book explains the strategies and heuristics used by instructional designers when working in different settings, articulates the sophistication of communication strategies when working with subject matter experts, and provides insight into the range of knowledge, skills, and personal chara...
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Hershey, PA [u.a.]
Information Science Publ.
2007
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | "This book explains the strategies and heuristics used by instructional designers when working in different settings, articulates the sophistication of communication strategies when working with subject matter experts, and provides insight into the range of knowledge, skills, and personal characteristics required to complete the tasks expected of them"--Provided by publisher. |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XIII, 411 S. |
| ISBN: | 159904322X 1599043238 9781599043227 9781599043241 |
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Datensatz im Suchindex
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|---|---|
| adam_text | Instructional Design;
Case Studies in
Communities of
Table of Contents
Preface
..........................................................................................................................
vii
Section I: Professional Practice
Chapter I
Instructional Designers Perceptions of Their Agency: Tales of Change
and Community
.............................................................................................
Richard A.
Schwier,
University of Saskatchewan, Canada
Katy
Campbell, University of Alberta, Canada
Richard F. Kenny, Athabasca University, Canada
Chapter II
Exploring the Tensions in Educational and Instructional Design in
Australian Universities
...............................................................................................19
Jenny Bird, Southern Cross University, Australia
Chris Morgan, Southern Cross University, Australia
Meg O Reilly, Southern Cross University, Australia
Chapter III
Strategies and Heuristics for Novice Instructional Designers as They
Work with Faculty Content Experts in a University Setting
..................................36
Min
Liu, University of Texas at Austin, USA
Coco
К
is hi, University of Texas at Austin, USA
Suzanne Rhodes, University of Texas at Austin, USA
Chapter IV
Instructional Designers on the Borderline: Brokering Across Communities
of Practice
....................................................................................................................68
Michael J. Keppell, Hong Kong Institute of Education, Hong Kong
Section II: Cross-Cultural Context
Chapter V
A Great Wall of Difference: Musings on Instructional Design in Contemporary
China
............................................................................................................................91
Susan Crichton, University of Calgary, Canada
Chapter VI
An Emerging Model of Community Collaboration During the Construction of
Е
-Learning Resources: Implications for Papua-New Guinea
...............................106
Laien
Simeon, Pacific
Adventist
University, Papua New Guinea
Gwyn Brickell, University of Wollongong, Australia
Brian Ferry, University of Wollongong, Australia
Chapter
VII
Instructional Design, Development, and Context Expertise: A Model for
Cross Cultural Collaboration
..............................................................................127
Cathy Gunn, University of Auckland, New Zealand
Beth
Cavallari,
University of Queensland, Australia
Section III: University-Wide Context
Chapter
VIH
Educational Design at Southern Cross University Australia: A Case Study
.......153
Chris Morgan, Southern Cross University, Australia
Jenny Bird, Southern Cross University, Australia
Meg O Reilly, Southern Cross University, Australia
Chapter IX
The Changing Role of an Instructional Designer in the Implementation of
Blended Learning at an Australian University
......................................................170
Jacqueline McDonald, University of Southern Queensland, Australia
Teny
Mayes,
Glasgow Caledonian University, Scotland
Chapter X
Delivering Online Expertise, Online
.......................................................................193
Stephen Quinton, Curtin University of Technology, Australia
Chapter XI
Bridging Instructional Designers and Lecturers in Technology Education:
A Framework for Cultivating a Community of Practice
.......................................215
Samuel Ng
Hong
Кок,
Institute of Technical Education, Singapore
Tang Buoy Choo, Institute of Technical Education, Singapore
My
int
Swe Khine,
Murdoch University, Australia
Chapter
XII
Designer Communities: Developing a Knowledge Base of Strategies, Tools
and Experience
..........................................................................................................238
Sarah Lambert, University of Wollongong, Australia
Christine Brown, University of Wollongong, Australia
Section IV: Faculty and Departmental Context
Chapter
ХШ
Terms of Engagement: A Case Study of Instructional Designers in a Faculty
of Law
.........................................................................................................................257
Len
Webster, Monash University, Australia
Patricie Mertova,
Monash University, Australia
Chapter
XIV
Introducing
Е
-Learning in a Traditional Chinese Context
...................................275
Pamela
Pui
Wan Leung, Hong Kong Institute of Education, Hong Kong
Chapter XV
Exploring the Nardoo: Designing Problem-Based Learning Experiences
for Secondary School Students
................................................................................296
Sue Bennett, University of Wollongong, Australia
Chapter
XVI
Multi-Ddisciplinary Collaboration to Unravel Expert Knowledge:
Designing for Effective Human-Computer Interaction
.........................................309
Elspeth McKay, RMITUniversity, Australia
Jennifer Martin, RMIT University, Australia
Section V: School Context
Chapter
XVII
ActiveHealth: Enhancing the Community of Physical and Health Educators
Through Online Technologies
..................................................................................331
LoriLockyer, University of Wollongong, Australia
John Patterson, University of Wollongong, Australia
Gregg Rowland, University of Wollongong, Australia
Doug Hearne, University of Wollongong, Australia
Chapter
XVIII
Creating CoPs During the Development of an Online Classroom-Based
Simulation
..................................................................................................................349
Brian Ferry, University of Wollongong, Australia
Lisa Kervin, University of Wollongong, Australia
Chapter
XIX
Moving Toward a Digital Learning Environment: A Hong Kong Example
of an
Е
-Learning Management System
...................................................................369
Kar-Tin Lee, Queensland University of Technology, Australia
About the Authors
.....................................................................................................397
Index
...........................................................................................................................405
|
| adam_txt |
Instructional Design;
Case Studies in
Communities of
Table of Contents
Preface
.
vii
Section I: Professional Practice
Chapter I
Instructional Designers' Perceptions of Their Agency: Tales of Change
and Community
.
Richard A.
Schwier,
University of Saskatchewan, Canada
Katy
Campbell, University of Alberta, Canada
Richard F. Kenny, Athabasca University, Canada
Chapter II
Exploring the Tensions in Educational and Instructional Design in
Australian Universities
.19
Jenny Bird, Southern Cross University, Australia
Chris Morgan, Southern Cross University, Australia
Meg O'Reilly, Southern Cross University, Australia
Chapter III
Strategies and Heuristics for Novice Instructional Designers as They
Work with Faculty Content Experts in a University Setting
.36
Min
Liu, University of Texas at Austin, USA
Coco
К
is hi, University of Texas at Austin, USA
Suzanne Rhodes, University of Texas at Austin, USA
Chapter IV
Instructional Designers on the Borderline: Brokering Across Communities
of Practice
.68
Michael J. Keppell, Hong Kong Institute of Education, Hong Kong
Section II: Cross-Cultural Context
Chapter V
A Great Wall of Difference: Musings on Instructional Design in Contemporary
China
.91
Susan Crichton, University of Calgary, Canada
Chapter VI
An Emerging Model of Community Collaboration During the Construction of
Е
-Learning Resources: Implications for Papua-New Guinea
.106
Laien
Simeon, Pacific
Adventist
University, Papua New Guinea
Gwyn Brickell, University of Wollongong, Australia
Brian Ferry, University of Wollongong, Australia
Chapter
VII
Instructional Design, Development, and Context Expertise: A Model for
"Cross Cultural" Collaboration
.127
Cathy Gunn, University of Auckland, New Zealand
Beth
Cavallari,
University of Queensland, Australia
Section III: University-Wide Context
Chapter
VIH
Educational Design at Southern Cross University Australia: A Case Study
.153
Chris Morgan, Southern Cross University, Australia
Jenny Bird, Southern Cross University, Australia
Meg O'Reilly, Southern Cross University, Australia
Chapter IX
The Changing Role of an Instructional Designer in the Implementation of
Blended Learning at an Australian University
.170
Jacqueline McDonald, University of Southern Queensland, Australia
Teny
Mayes,
Glasgow Caledonian University, Scotland
Chapter X
Delivering Online Expertise, Online
.193
Stephen Quinton, Curtin University of Technology, Australia
Chapter XI
Bridging Instructional Designers and Lecturers in Technology Education:
A Framework for Cultivating a Community of Practice
.215
Samuel Ng
Hong
Кок,
Institute of Technical Education, Singapore
Tang Buoy Choo, Institute of Technical Education, Singapore
My
int
Swe Khine,
Murdoch University, Australia
Chapter
XII
Designer Communities: Developing a Knowledge Base of Strategies, Tools
and Experience
.238
Sarah Lambert, University of Wollongong, Australia
Christine Brown, University of Wollongong, Australia
Section IV: Faculty and Departmental Context
Chapter
ХШ
Terms of Engagement: A Case Study of Instructional Designers in a Faculty
of Law
.257
Len
Webster, Monash University, Australia
Patricie Mertova,
Monash University, Australia
Chapter
XIV
Introducing
Е
-Learning in a Traditional Chinese Context
.275
Pamela
Pui
Wan Leung, Hong Kong Institute of Education, Hong Kong
Chapter XV
Exploring the Nardoo: Designing Problem-Based Learning Experiences
for Secondary School Students
.296
Sue Bennett, University of Wollongong, Australia
Chapter
XVI
Multi-Ddisciplinary Collaboration to Unravel Expert Knowledge:
Designing for Effective Human-Computer Interaction
.309
Elspeth McKay, RMITUniversity, Australia
Jennifer Martin, RMIT University, Australia
Section V: School Context
Chapter
XVII
ActiveHealth: Enhancing the Community of Physical and Health Educators
Through Online Technologies
.331
LoriLockyer, University of Wollongong, Australia
John Patterson, University of Wollongong, Australia
Gregg Rowland, University of Wollongong, Australia
Doug Hearne, University of Wollongong, Australia
Chapter
XVIII
Creating CoPs During the Development of an Online Classroom-Based
Simulation
.349
Brian Ferry, University of Wollongong, Australia
Lisa Kervin, University of Wollongong, Australia
Chapter
XIX
Moving Toward a Digital Learning Environment: A Hong Kong Example
of an
Е
-Learning Management System
.369
Kar-Tin Lee, Queensland University of Technology, Australia
About the Authors
.397
Index
.405 |
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