Handbook of research on human performance and instructional technology:
"This book addresses the connection between human performance and instructional technology with teaching and learning, offering innovative ideas for instructional technology applications and elearning"--Provided by publisher.
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| Format: | Book |
|---|---|
| Language: | English |
| Published: |
Hershey [u.a.]
Information Science Reference
2010
|
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Summary: | "This book addresses the connection between human performance and instructional technology with teaching and learning, offering innovative ideas for instructional technology applications and elearning"--Provided by publisher. |
| Item Description: | "This book addresses the connection between human performance and instructional technology with teaching and learning, offering innovative ideas for instructional technology applications and elearning"--Provided by publisher. Includes bibliographical references and index |
| Physical Description: | XXVII, 630 S. Ill., graph. Darst. |
| ISBN: | 9781605667829 |
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| 500 | |a Includes bibliographical references and index | ||
| 520 | 3 | |a "This book addresses the connection between human performance and instructional technology with teaching and learning, offering innovative ideas for instructional technology applications and elearning"--Provided by publisher. | |
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Record in the Search Index
| _version_ | 1804140886030811136 |
|---|---|
| adam_text | IMAGE 1
TABLE OF CONTENTS
PREFACE XI II
ACKNOWLEDGMENT XVI
SEETION 1
FOUNDATIONS OFDISTANCE LEARNING TECHNOLOGY
CHAPTER 1 INNOVATIVE CURRICULUM IN DISTANEE LEARNING: AN OHIO CASE STUDY
1
GAU S. PETERS, OHIO LEARNING NETWORK, USA KATE M CAREY, OHIO BOARD 0/
REGENTS, USA; OHIO LEARNING NETWORK, USA
CHAPTER 2 FROM TRADITIONAL TEAEHING TO ONLINE LEARNING: REVOLUTION OR
EVOLUTION 17
JOSE MAGANO, INSTITUTO SUPERIOR DE CIENCIAS EMPRESARIAIS E DO TURISMO,
PORTUGAL CARLOS V.CARVALHO, GILT / INSTITUTO SUPERIOR DE ENGENHARIA DO
PORTO, PORTUGAL
CHAPTER3 TEEHNOLOGY IN EDUEATION: INTEGRATING CONTEMPORARY TEEHNOLOGY
INTO CLASSROOM PEDAGOGY AS FOUNDATION TO A PRAETIEAL DISTANEE LEARNING
27
HYACINTH EZE ANOMNEZE, TEXAS SOUTHERN UNIVERSITY, USA
CHAPTER 4 WHEN TWENTIETH CENTURY MINDS DESIGN FOR TWENTY-FIRST CENTURY
DISTANEE LEARNING 48 ROHERT D. WRIGHT, UNIVERSITY 0/ NORTH TEXAS, USA
CHAPTER 5 ONLINE SOCIAL CONSTRUETIVISM: THEORY VERSUS PRAETICE 67
JENNIFER EHRHARDT, NETUNIVERSITY.SE, SWEDEN; UNIVERSITY O/WEST FLORIDA,
USA
CHAPTER 6 EMPLOYING TEEHNOLOGY TO CREATE AUTHENTIE LEARNING ENVIRONMENTS
83
DREW POL!Y, UNIVERSITY 0/ NORTH CAROLINA AT CHARLOTTE, USA
IMAGE 2
CHAPTER6
USING CPS TO PROMOTE ACTIVE LEARNING 106
YOUMEI LIU, UNIVERSITY OF HOUSTON, USA SHARI MAUTHNER, UNIVERSITY OF
HOUSTON, USA LINDSAY SCHWARZ, UNIVERSITY OF HOUSTON, USA
SECTION 2
INSTRUCTIONAL TECHNOLOGY APPLICATIONS
CHAPTER 7
WIRED FOR LEARNING-WEB 2.0 FOR TEACHING AND LEARNING:TRENDS, CHALLENGES,
AND OPPORTUNITIES FOR EDUCATION 119
IRENE CHEN, UNIVERSITY OF HOUSTON-DOWNTOWN, USA TERRY T. KIDD, TEXAS A&M
UNIVERSITY, USA
CHAPTER8
REVISIT PLANNING EFFECTIVE MULTIMEDIA INSTRUCTIONS 131
CHIEN YU, MISSISSIPPI STATE UNIVERSITY, USA ANGELA WILLIAMS, MISSISSIPPI
STATE UNIVERSITY, USA CHUN FU LIN, MINGHSIN UNIVERSITY OFSCIENCE &
TECHNOLOGY, TAIWAN WEI-CHIEH YU, CHANG GUNG INSTITUTE OFTECHNOLOGY,
TAIWAN
CHAPTER 9
APPLICATIONS OF SECOND LIFE 149
NICOLE BUZZETTO-MORE, UNIVERSITY OF MARYLAND EASTERN SHORE, USA
CHAPTER 10
USING CONCEPT MAPS TO ENHANCE STUDENTS PRIOR KNOWLEDGE IN COMPLEX
LEARNING 163 ROHERT Z. ZHENG, UNIVERSITY OF UTAH, USA LAURA B. DAHL,
UNIVERSITY OFUTAH, USA
CHAPTER 11
INTERFACE DESIGN, POSITIVE EMOTIONS AND MULTIMEDIA LEARNING 182
CHAOYAN DONG, NEW YORK UNIVERSITY, USA
CHAPTER 12
BLOGGING MINDS ON WEB-BASED EDUCATIONAL PROJECTS 195
HARRISON HAO YANG, STATE UNIVERSITY OF NEW YORK AT OSWEGO, USA
IMAGE 3
CHAPTER 13
LANGUAGE SIMULATIONS FOR FOSTERING LANGUAGE AEQUISITION AND
COMMUNIEATIVE COMPETENEE IN ADULT SEEOND-LANGUAGE LEAMERS 210
ANGELENE MCLAREN, WAYNE STATE UNIVERSITY, USA
CHAPTER 14 AMATEUR RADIO IN EDUEATION 223
MIROSLAV SKORIC, UNIVERSITY OF NOVI SAD, SERBIA
SEETION 3 E-LEARNING
CHAPTER 15 MY EXPERIENEE TEILS THE STORY: EXPLORING TEEHNOLOGY ADOPTION
FROM A QUALITATIVE PERSPEETIVE - A PILOT STUDY 247
TERRY T KIDD, TEXAS A&M UNIVERSITY, USA
CHAPTER 16 FRAMING PEDAGOGY, DIMINISHING TEEHNOLOGY: TEAEHERS EXPERIENEE
OFONLINE LEAMING SOFTWARE 263
JULIA THORNTON, RMFT UNIVERSITY, AUSTRALIA
CHAPTER 17 ONLINE STUDIO DESIGN PEDAGOGY: COMMUNITY, PERSONALITY,
GRAPHIE DESIGN, USABILITY 284 BRIDGET ZALEWSKI SULLIVAN, TOWSON
UNIVERSITY, USA
CHAPTER 18 USING ONTOLOGY FOR PERSONALIZED E-LEAMING IN K-12 EDUEATION
301
PETEK ASKAR, HACETTEPE UNIVERSITY, TURKEY ARIF ALTUN, HACETTEPE
UNIVERSITY, TURKEY KAGAN KALMYAZGAN, YUCE SCHOOLS, TURKEY
S. SERKAN PEKINCE, YUCE INFORMATION SYSTEMS, TURKEY
CHAPTER 19 A FRAMEWORK FOR DEVELOPING AND IMPLEMENTING U-LEAMING MODELS
310
DES CASEY, MONASH UNIVERSITY, AUSTRALIA JANET FRASER, MONASH UNIVERSITY,
AUSTRALIA
CHAPTER20 A PRAETICAL GUIDE TO EVALUATE QUALITY OF ONLINE COURSES 324
YUNGWEI HAO, NATIONAL TAIWAN NORMAL UNIVERSITY, TAIWAN GARY BORICH,
UNIVERSITY OFTEXAS AT AUSTIN, USA
IMAGE 4
CHAPTER 21
WEB ACCESSIBILITY ESSENTIALS FOR ONLINE COURSE DEVELOPERS 344
JOZENIA TORRES COLORADO, EMPORIA STATE UNIVERSITY, USA JANE HEBERLE,
EMPORIA STATE UNIVERSITY, USA
CHAPTER 22
WEB ACCESSIBILITY POLICY FOR STUDENTS WITH DISABILITIES IN U.S.
POSTSECONDARY DISTANCE EDUCATION 357
HEIDI L. WILKES, NORTHEASTERN UNIVERSITY, USA
CHAPTER 23
PULSE!!: DESIGNING MEDICAL LEARNING IN VIRTUAL REALITY 374
CLAUDIA L. MCDONALD, TEXAS A&M UNIVERSITY-CORPUS CHRISTI, USA JAN
CANNON-BOWERS, UNIVERSITY OFCENTRAL FLORIDA, ORLANDO, USA CLINT BOWERS,
UNIVERSITY OFCENTRAL FLORIDA, ORLANDO, USA
SECTION 4
SOCIOCULTURAL ASPECTS OF INSTRUCTIONAL TECHNOLOGY
CHAPTER24
MULTICULTURAL E-EDUCATION: STUDENT LEARNING STYLE, CULTURE AND
PERFORMANCE 392
KENNETH DAVID STRANG, CENTRAL QUEENSLAND UNIVERSITY, AUSTRALIA
CHAPTER25
ADAPTATION-ORIENTED CULTURALLY-AWARE TUTORING SYSTEMS: WHEN ADAPTIVE
INSTRUCTIONAL TECHNOLOGIES MEET INTERCULTURAL EDUCATION 413
EMMANUEL G. BLANCHARD, MCGILL UNIVERSITY, CANADA
CHAPTER 26
ASIAN AMERICAN PERSPECTIVES ON EDUCATION AND TECHNOLOGY 431
DEEPAK PREM SUBRAMONY, GRAND VALLEY STATE UNIVERSITY, USA
SECTION 5
HUMAN PERFORMANCE
CHAPTER27
KEY CAPABILITIES, COMPONENTS, AND EVOLUTIONARY TRENDS IN CORPORATE
E-LEARNING SYSTEMS 446 HYO-JOO HAN, GEORGIA SOUTHERN UNIVERSITY, USA
GEOFFREY DICK, UNIVERSITY OF NEW SOUTH WALES, AUSTRALIA TOM CASE,
GEORGIA SOUTHERN UNIVERSITY, USA
CRAIG VAN SLYKE, SAINT LOUIS UNIVERSITY, USA
IMAGE 5
CHAPTER 28
DEVELOPING A MODEL FOR INFORMATION SOCIETY COMPETENCIES REQUIRED BY
MANAGERS IN THE INFORMATION SOCIETY 470
ELIZABETH BROOS, NETHERLANDS DEFENCE ACADEMY, THE NETHERLANDS
CHAPTER29 HOW PEOPLE LEAM WITH COMPUTER SIMULATIONS 485
DOUGLAS L. HOLTON, UTAH STATE UNIVERSITY, USA
CHAPTER30 THE MORE MODEL FOR FACUITY DEVELOPMENT 505
WALTER WAGER, FLORIDA STATE UNIVERSITY, USA
CHAPTER 31 OBJECT-ORIENTED FACULTY DEVELOPMENT: TRAINING TEACHERS WITH
LEARNING OBJECTS 517 KAREN WALSH, CONSUITANT, USA
CHAPTER32 INTEGRATED DESIGN OFWEB-PIATFORM, OFFLINE SUPPORTS, AND
EVALUATION SYSTEM FOR THE SUCCESSFUL IMPLEMENTATION OF UNIVERSITY 2.0
533
SOYOUNG KIM, YONSEI UNIVERSITY, KOREA MINYOUNG KIM, YONSEI UNIVERSITY,
KOREA JUNHEE HONG, KYUNGWON UNIVERSITY, KOREA
COMPILATION OF REFERENCES 552
ABOUT THE CONTRIBUTORS 608
INDEX 618
IMAGE 6
DETAILED TABLE OF CONTENTS
PREFACE XI II
ACKNOWLEDGMENT XVI
SEETION 1
FOUNDATIONS OFDISTANCE LEARNING TECHNOLOGY
THIS SEETION PRESENTS THE CONCEPTS AND /OUNDATIONS 0/ DISTANCE LEARNING
TECHNOLOGY. IN ADDITION, THIS SECTION DISCUSSES FUNDAMENTAL ELEMENTS IN
DESIGNING DISTANCE LEARNING ENVIRONMENT AND STRATEGIES TO INCORPORATE
DISTANCE LEARNING TECHNOLOGY.
CHAPTER 1 INNOVATIVE CURRICULUM IN DISTANCE LEARNING: AN OHIO CASE STUDY
I
GAU S. PETERS, OHIO LEARNING NETWORK, USA KATE M CAREY, OHIO BOARD 0/
REGENTS, USA; OHIO LEARNING NETWORK, USA
THIS CHAPTER I1LUSTRATES THE INNOVATIVE CURRICULUM IN A FREE, ONLINE
COURSE THAT SHOWS SIGNIFICANT PROMISE AS ONE STRATEGY TO RAISE THE
EDUCATIONAL ATTAINMENT OF ADULTS. BY LOOKING AT THE FUNDAMENTAL
INSTRUCTIONAL AND DELIVERY ISSUES IN PROVIDING DISTANCE LEARNING TO
ADULTS, THE AUTHORS SUGGEST THAT SUCCESSES AND WEAKNESSES OFTHE PROGRAM
MAY HELP OTHER STATES ADDRESS THE NEEDS OFRETURNING ADULT LEARNERS.
CHAPTER 2 FROM TRADITIONAL TEACHING TO ONLINE LEARNING: REVOLUTION OR
EVOLUTION 17
JOSE MAGANO, INSTITUTO SUPERIOR DE CIENCIAS EMPRESARIAIS E DO TURISMO,
PORTUGAL CARLOS V.CARVALHO, GILT / INSTITUTO SUPERIOR DE ENGENHARIA DO
PORTO, PORTUGAL
IN PORTUGAL, LIKE IN MOST WESTERN COUNTRIES, MOST HIGHER EDUCATION
INSTITUTIONS ARE ALREADY USING ELEARNING PLATFORMS. THIS CHAPTER
PRESENTS THE E-IEARNING INITIATIVE OF THE HIGHER INSTITUTE OF BUSINESS
SCIENCE AND TOURISM (ISCET). THIS INITIATIVE IS RELEVANT, PRECISELY
BECAUSE IT REPRESENTS A HOLISTIC AND REVOLUTIONARY APPROACH.
IMAGE 7
CHAPTER3
CLASSROOM-IN-A-BOX: RETHINKING LEAMING COMMUNITY CLASSROOM ENVIRONMENT
NEEDS WITHIN THREE-DIMENSIONAL VIRTUAL LEAMING ENVIRONMENTS 43
CAROLINE M CRAWFORD, UNIVERSITY OF HOUSTON - CLEAR LAKE, USA VIRGINIA
DICKENSON, (THE FAMED XENON DARROW IN SECOND LIFE)ELUMENATA, USA MARION
S. SMITH, TEXAS SOUTHERN UNIVERSITY, USA
THIS DISCUSSION FOCUSES UPON A THEORETICAL UNDERSTANDING OFTHE
INSTRUCTIONAL ARCHITECTURE THAT SUPPORTS LEAMING COMMUNITIES WITHIN
THREE-DIMENSIONAL VIRTUAL WORLD ENVIRONMENTS; SPECIFICALLY, WITHIN THE
SECOND LIFE WORLD ENVIRONMENT. THIS THEORETICAL UNDERSTANDING PROVIDES
THE ESSENTIAL LINK BETWEEN INSTRUCTIONAL IMPERATIVES, PERFORMANCE
IMPROVEMENT AND A COMMUNITY OFLEAMING WITHIN AN INSTRUCTIONAL TECHNOLOGY
FRAMEWORK. MOTIVATED BY THE SHIFT FROM THE INFORMATION AGE KNOWN FOR THE
AVAILABILITY
OF INFORMATION TOWARDS THE COGNITIVE AGE WHICH EMPHASIZES THE ABILITY TO
ACCESS, EVALUATE, ORGANIZE, COMPREHEND, APPLY, ANALYZE, SYNTHESIZE AND
INNOVATIVELY REPRESENT INFORMATION INTO AN ENHANCED UNDERSTANDING AND
NOVEL USE, THIS DISCUSSION OFFERS THE OPPORTUNITY TO DIRECTLY ADDRESS
THE LEAMER S NEEDS WITHIN THE THREE-DIMENSIONAL VIRTUAL LEAMING
ENVIRONMENT, SUCH AS SECOND LIFE, THROUGH THE DESIGN OF
A VIRTUALLEAMING ENVIRONMENT C1ASSROOM-IN-A-BOX.
CHAPTER4 THREE CONTEXTS METHODOLOGY: STRATEGIES TO BRING REALITY TO THE
CLASSROOM 63
ANTONIO SANTOS, UNIVERSIDAD DE LAS AMERICAS PUEBLA, MEXICO
THE MAIN OBJECTIVE OFTHIS MANUSCRIPT IS TO PROPOSE A METHODOLOGY CALLED
THE THREE CONTEXTS METHODOLOGY BASED IN THE SITUATED LEAMING PARADIGM.
IT ATTEMPTS TO INTEGRATE THREE CONTEXTS RELATED TO THE PROCESS OF
LEAMING: I) THE CONTEXT OF THE COMMUNITY OF PROFESSIONAL PRACTICE THAT
CREATED THE CONTENT; 2) THE SCHOOL CLASSROOM; AND 3) THE CONTEXT IN WH
ICH WHAT IS LEAMED IS GOING TO BE APPLIED. THROUGH THIS THE
3CM STRIVES TO IMPROVE LEAMING TRANSFER AND THE INTEGRATION
OFTECHNOLOGY.
CHAPTER 5 CREATING SUPPORTIVE MULTIMEDIA LEAMING ENVIRONMENTS 88
BOBBE GAINES BAGGIO, LA SALLE UNIVERSITY, USA
THIS CHAPTER EXPLORES STRATEGIES FOR DEVELOPING EFFECTIVE MULTIMEDIA
INSTRUCTION SHOULD BE BASED ON EVIDENCE PRESENTED BY COGNITIVE SCIENCE
AND BACKED BY RESEARCH. UNLESS GUIDED BY INSTRUCTIONAL DESIGN
PRINCIPLES, MULTIMEDIA LEAMING PRODUCTS RUN THE RISK OF BEING UNUSUAL
AND ENTERTAINING BUT NOT EFFECTIVE.
CHAPTER6 USING CPS TO PROMOTE ACTIVE LEAMING 106
YOUMEI LIU, UNIVERSITY OF HOUSTON, USA SHARI MAUTHNER, UNIVERSITY OF
HOUSTON, USA LINDSAY SCHWARZ, UNIVERSITY OF HOUSTON, USA
IMAGE 8
THIS CHAPTER DISCUSSES THE INTEGRATION OFTHE CLASSROOM PERFORMANCE
SYSTEM (CPS), AND WILL COVER THREE
ASPECTS: I) INCORPORATING CPS BASED ON ACTIVE LEARNING THEORY, 2)
DISCUSSING STUDENT POSITIVE FEEDBACK ON CPS USE EXPERIENCES, AND 3)
SHARING CPS BEST PRACTICE WITH OTHER EDUCATORS TO PROMOTE ACTIVE
LEARNING FROM TEACHING, DESIGN AND ADMINISTRATION PERSPECTIVES.
SECTION 2
INSTRUCTIONAL TECHNOLOGY APPLICATIONS
THIS SEETION INCLUDES CONTRIBUTIONS THAT ADDRESS INNOVATIVE TECHNOLOGY
INTERVENTIONS TO SOLVE EDUCATIONAL RELATED PROBLEMS IN CURRICULUM AND IN
INSTRUCTION. NOT ONLY DOES THIS SEETION SPEAK TOWARD HOW TO USE
TECHNOLOGY IN THE TEACHING AND LEARNING PROCESS, IT ALSO ADDRESS KEY
ISSUES IN IMPLEMENTATION, PROJECT MANAGEMENT, AND DIFFUSION. ALSO
PRESENT IN THIS SEETION ARE EXAMPLES AND STRATEGIES ON HOW TO USE
CERTAIN TECHNOLOGIES TO PROMOTE ACTIVE LEARNING. THIS COLLECTION 0/
ARTICLES SHOULD BE REQUIRED READING /OR ANYONE PLANNING TO INFUSE
TECHNOLOGY INTO THEIR TEACHING AND LEARNING PRACTICES.
CHAPTER 7 WIRED FOR LEARNING-WEB 2.0 FOR TEACHING AND LEARNING:TRENDS,
CHALLENGES, AND OPPORTUNITIES FOR EDUCATION 119
IRENE CHEN, UNIVERSITY 0/ HOUSTON-DOWNTOWN, USA TERRY T. KIDD, TEXAS A&M
UNIVERSITY, USA
WEB 2.0 REFERS TO THE RECENT EXPANSION OFTHE WEB. THIS EXPANSION CAN BE
THOUGHT OF AS A NEW LAYER ON TOP OFTHE WEB AND REFERS TO THE WAYS THE
PLATFORM, THE WEB, IS USED. PREVIOUSLY, WORLD WIDE WEB SITES WERE
RELATIVELY STATIC SITES AND PROVIDED THE USER INFORMATION. THIS CHAPTER
WILL FOCUS ON THE SECOND GENERATION OFWEB TOOLS THAT ALLOW FOR
COMMUNICATION TOOLS, INTERACTION WITH MEDIA AND HUMANS, AND
COLLABORATION
AND SHARING. WEB 2.0 TOOLS ALLOW USERS TO CREATE ONLINE CONTENT--THEY
ARE WRITING TO THE WEB.
CHAPTER8 REVISIT PLANNING EFFECTIVE MULTIMEDIA INSTRUCTIONS 131
CHIEN YU, MISSISSIPPI STATE UNIVERSITY, USA ANGELA WILLIAMS, MISSISSIPPI
STATE UNIVERSITY, USA CHUN FU LIN, MINGHSIN UNIVERSITY 0/ SCIENCE &
TECHNOLOGY, TAIWAN WEI-CHIEH YU, CHANG GUNG INSTITUTE O/TECHNOLOGY,
TAIWAN
THE EFFECTIVE USE OFPEDAGOGICAL DESIGN PRINCIPLES WITH APPROPRIATE
MULTIMEDIA CAN PERMIT GREATER INDIVIDUALIZATION, WHICH IN TURN FOSTERS
IMPROVED LEARNING, GREATER LEARNER SATISFACTION, AND HIGHER RETENTION
RATES. THIS CHAPTER REVIEWS THE TRENDS AND ISSUES OFTODAY S MULTIMEDIA
EDUCATION, AND ATTEMPTS TO PROVIDE STRATEGIES AND GUIDELINES FOR
PLANNING MULTIMEDIA INSTRUCTION.
CHAPTER9 APPLICATIONS OF SECOND LIFE 149
NICOLE BUZZETTO-MORE, UNIVERSITY 0/ MARYLAND EASTERN SHORE, USA
IMAGE 9
THE FOLLOWING CHAPTER WILL PROVIDE READERS WITH A BETTER UNDERSTANDING
OFSECOND LIFE; THE APPLICATIONS
AND IMPLICATIONS OF SECOND LIFE FOR TEACHING, LEAMING, AND PROFESSIONAL
DEVELOPMENT TRAINING; PROJECT EXAMPLES; BEST PRACTICES; A MODEL FOR THE
DEVELOPMENT OF EDUCATION AND/OR TRAINING PROJECTS IN SECOND LIFE;
PITFALLS AND POTENTIAL PROBLEMS; HOW SECOND LIFE CAN OFFER A IINKAGE
BETWEEN EDUCATION, PROFESSIONAL DEVELOPMENT TRAINING, AND ORGANIZATIONAL
DEVELOPMENT; AND FUTURE DIRECTIONS FOR SECOND LIFE.
CHAPTER 10 USING CONCEPT MAPS TO ENHANCE STUDENTS PRIOR KNOWLEDGE IN
COMPLEX LEAMING 163 ROHERT Z. ZHENG, UNIVERSITY OFUTAH, USA LAURA B.
DAHL, UNIVERSITY OFUTAH, USA
AS AN INSTRUCTIONAL TOOL, CONCEPT MAP HAS BEEN WIDELY USED TO TEACH
COMPLEX SUBJECTS IN SCHOOLS. RESEARCH SUGGESTS THAT CONCEPT MAPPING CAN
HELP BRIDGE LEAMERS PRIOR KNOWLEDGE WITH NEW LEARNING, REDUCE THE
COGNITIVE LOAD INVOLVED IN LEAMING AND IMPROVE COMPREHENSION, CONTENT
RETENTION, AND KNOWLEDGE TRANSFER. EXISTING LITERATURE FOCUSES ON
COGNITIVE FEATURES, COGNITIVE STYLES AND DIFFERENCES BETWEEN IN-
STRUCTOR PROVIDED AND STUDENT GENERATED CONCEPTS. HOWEVER, LITTLE IS
KNOWN ABOUT THE EFFECTS OF CONCEPT MAPS AS A COGNITIVE TOOL TO INFLUENCE
LEAMERS LEARNING, SPECIFICALLY BEFORE AND AFTER THE LEARNING TAKES
PLACE. THIS CHAPTER OFFERS A DISCUSSION OF GENERAL RESEARCH IN CONCEPT
MAPPING AND THEORIES THAT SUPPORT SUCH INSTRUCTION.
CHAPTER 11 INTERFACE DESIGN, POSITIVE EMOTIONS AND MULTIMEDIA LEARNING
182
CHAOYAN DONG, NEW YORK UNIVERSITY, USA
RESEARCH IN MULTIMEDIA LEARNING HAS NOT YET BEEN SUFFICIENTLY
INVESTIGATED. IN THIS CHAPTER, THE AUTHOR PROPOSES THAT ATTRACTIVE
INTERFACE DESIGN DOES INDEED PROMOTE MULTIMEDIA LEARNING. THIS
HYPOTHESIS IS BASED ON THE REVIEW OF THE FOLLOWING THEORIES AND RELATED
EMPIRICAL STUDIES: I) AN INTERFACE IMPACTS A USER S EXPERIENCE; 2)
BEAUTIFUL INTERFACES INDUCE POSITIVE EMOTIONS; 3) POSITIVE EMOTIONS
BROADEN COGNITIVE RESOURCES; AND 4) EXPANDED COGNITIVE RESOURCES PROMOTE
LEAMING. THE MODEL OF EMOTIONAL DESIGN IN
MULTIMEDIA LEAMING IS PROPOSED TO HIGHLIGHT HOW EMOTIONS REGULATE
MULTIMEDIA LEARNING. SUGGESTIONS REGARDING DESIGNING ATTRACTIVE
INTERFACES ARE PROVIDED.
CHAPTER 12 BLOGGING MINDS ON WEB-BASED EDUCATIONAL PROJECTS 195
HARRISON HAO YANG, STATE UNIVERSITY OF NEW YORK AT OSWEGO, USA
THIS CHAPTER EXAMINES ISSUES AND PROBLEMS OFTYPICAL WEB-BASED
EDUCATIONAL PROJECTS AS GLEANED FROM THE LITERATURE. IT THEN REVEALS THE
POTENTIALS AND ADVANTAGES OFTHE WEB LOG FOR ENHANCING THOSE EXISTING
WEB-BASED EDUCATIONAL PROJECTS. IT ALSO PROPOSES A NEW FRAMEWORK WHICH
INTEGRATES THE WEB LOG AS A MEANS FOR WEB-BASED EDUCATIONAL PROJECT
DESIGN, DEVELOPMENT, AND IMPLEMENTATION. FINALLY, A CASE STUDY
IS PRESENTED WH ICH INCORPORATED WEB LOGS IN A SPECIFIC WEB-BASED
EDUCATIONAL PROJECT - THE DEVELOPMENT OF A PROFESSIONAL PORTFOLIO.
IMAGE 10
CHAPTER 13
LANGUAGE SIMULATIONS FOR FOSTERING LANGUAGE ACQUISITION AND
COMMUNICATIVE COMPETENCE IN ADULT SECOND-LANGUAGE LEARNERS 210
ANGELENE MELAREN, WAYNE STATE UNIVERSITY, USA
THIS CHANGE REQUIRES FINDING EFFECTIVE WAYS TO FACILITATE THIS PARADIGM
SHIFT. THIS CHAPTER WILL TRY TO ANSWER QUESTION: CAN LANGUAGE
SIMULATIONS FOSTER LANGUAGE ACQUISITION AND COMMUNICATIVE COMPETENCE IN
ADULT SECOND-IANGUAGE LEARNERS? IT WILL ALSO EXPLORE: WHAT LANGUAGE
ACQUISITION IS AND HOW IT IS OBTAINED; THEORETICAL FOUNDATIONS OF
LANGUAGE ACQUISITION; LEARNING SIMULATIONS AND WHAT MAKES THEM
EFFECTIVE;
LANGUAGE SIMULATIONS - HOW AND WHY THEY WORK; WHAT SIMULATIONS CAN DO TO
PROMOTE COMMUNICATIVE COMPETENCE; A PRACTICAL EXAMPLE; FUTURE
APPLICATIONS AND IMPORTANCE OFLANGUAGE SIMULATIONS; AND WHAT FUTURE
RESEARCH IS NECESSARY TO FULFILL THIS PROMISE.
CHAPTER 14 AMATEUR RADIO IN EDUCATION 223
MIROSLAV SKORIE, UNIVERSITY OF NOVI SAD, SERBIA
THE INTENTION OFTHIS CHAPTER IS TO INCREASE CAPACITIES IN EDUCATORS FOR
USING COMPUTER AND COMMUNICATION TECHNOLOGIES; TO HELP THEM TO ACQUIRE
SYSTEMATIC KNOWLEDGE IN BASIC COMPUTER NETWORKING AND COMMUNICATING WITH
THEIR PEERS, OTHER TEACHERS, STUDENTS AND PARENTS. IN FORM OF
INTRODUCING PACKET RADIO , ONE OFTHE MOST POPULAR AMATEUR RADIO
COMPUTER-RELATED COMMUNICATION MODES, THE MISSION OFTHIS CHAPTER
IS TO MOTIVATE TEACHERS AND STUDENTS TO USE AMATEUR RADIO FOR
EXPERIMENTING WITH AMUNETS - THE AMATEUR RADIO UNIVERSITY COMPUTER
NETWORKS - WITHIN THEIR SCHOOL BUILDINGS AND UNIVERSITY CAMPUSES. THE
CHAPTER DESCRIBES EXPERIMENTS WITH NETWORKING SIMULATIONS IN LOCAL AREA
NETWORKS WHICH AIM IS TO GAIN BASIC EXPERIENCE WITH THE AMATEUR RADIO
SOFTWARE.
SECTION 3 E-LEARNING
THE ONLINE DISTANEE EDUEATION, WEB BASED INSTRUETION, AND ELEARNING
APPLIEATION SEETION DISEUSSES MAJOR ISSUES AND THEMES DEALING WITH
ONLINE WEB BASED INSTRUETION OR WHAT HAS BEEN WIDELY AEEEPTED AS
ELEARNING. CHAPTERS PRESENTED IN THIS SEETION DISEUSS DESIGNING
EFFEETIVE APPLIEATIONSFOR ONLINE LEARNING, INCLUDING ARTICLES ON HOW TO
OVER ISSUES PROBLEMS IN EORPORATE ELEARNING, AS WEIL AS A DISEUSSION ON
WEB BASED INSTRUETIONAL DESIGN.
CHAPTER 15 MY EXPERIENCE TEILS THE STORY: EXPLORING TECHNOLOGY ADOPTION
FROM A QUALITATIVE PERSPECTIVE - A PILOT STUDY 247
TERRY T KIDD, TEXAS A&M UNIVERSITY, USA
THIS CHAPTER, FOCUSES ON THE FIRST HAND EXPERIENCES OFFACULTY INVOLVED
IN IMPLEMENTING INNOVATIVE TECHNOLOGY SOLUTIONS AIMED AT MEETING THE
NEEDS FOR QUALITY TEACHING AND ACTIVE STUDENT LEARNING. RESPONDENTS
REPRESENTED A WIDE RANGE OF ACADEMIC AND PROFESSIONAL POSITIONS. THEY
IDENTIFIED THEMSELVES AS
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ASSISTANT, ASSOCIATE, AND PROFESSOR AS WEIL AS, ASSISTANT DEPARTMENT
CHAIR, AND ASSOCIATE VICE PRESIDENT
OF ACADEMIC AFFAIRS. FINALLY, THIS CHAPTER REPORTS ON THE PREDOMINATE
THEMES OFTHE NARRATIVES SHARED BY THESE PROFESSIONS: ORGANIZATIONAL
SUPPORT, LEADERSHIP, TRAINING AND DEVELOPMENT, AND RESOURCES AS WEIL AS
SUGGESTIONS AND RECOMMENDATIONS FOR TRAINING AND DEVELOPMENT AS WEIL AS
IMPLICATION FOR TECHNOLOGY LEADERSHIP.
CHAPTER 16 FRAMING PEDAGOGY, DIMINISHING TECHNOLOGY: TEACHERS EXPERIENCE
OF ONLINE LEARN ING SOFTWARE 263
JULIA THORNTON, RMIT UNIVERSITY, AUSTRALIA
LITERATURE ON TEACHING ONLINE EMPHASIZES THE DIFFERENCES BETWEEN ONLINE
AND FACE-TO-FACE TEACHING OVER THE SIMILARITIES BETWEEN THEM. THIS IDEA
OF DIFFERENCES IS CONCEPTUALIZED AS A DISCREPANCY IN EXPECTATION BETWEEN
FACE-TO-FACE AND ONLINE TEACHING THAT REQUIRES A REMODELING OF APPROACH
TO OVERCOME IT. THIS CHAPTER EXPLORES FRAMES AND SENSE MAKING AS A MEANS
OFUNDERSTANDING THE EXPERIENCES OFTEACHERS WHO
ARE SLOW ADOPTERS OF TECHNOLOGY IN SETTINGS WHERE TECHNOLOGY IS ALSO
INFLEXIBLE.
CHAPTER 17 ONLINE STUDIO DESIGN PEDAGOGY: COMMUNITY, PERSONALITY,
GRAPHIE DESIGN, USABILITY 284 BRIDGET ZALEWSKI SULLIVAN, TOWSON
UNIVERSITY, USA
THE PEDAGOGICAL AND DESIGN STRATEGIES USED TO CREATE ART DESIGN COURSES
FOR THE WORLD WIDE WEB INCLUDE:
CREATING A SENSE OF COMMUNITY AND PERSONALITY, COURSE CONTENT THAT
CONSIDERS THE NEEDS OF THE ONLINE LEARNER, GRAPHIE DESIGN, INFORMATION
ARCHITECTURE, WEB USABILITY, APPROPRIATE MULTIMEDIA METHODS, WEB 2.0
TECHNOLOGY AND MUVE S, AND THE QUALITY MATTERS* PEER REVIEW. THIS
CHAPTER FOCUSES ON THE STRATEGIES USED TO UNIFY THE ONLINE TEACHING AND
LEARNING ENVIRONMENT FOR ALL FOUR OFTHE ONLINE INTERACTIVE
MEDIA DESIGN COURSES.
CHAPTER 18 USING ONTOLOGY FOR PERSONALIZED E-LEARNING IN K-12 EDUCATION
301
PETEK ASKAR, HACETTEPE UNIVERSITY, TURKEY ARIF ALTUN, HACETTEPE
UNIVERSITY, TURKEY KAGAN KALMYAZGAN, YUCE SCHOOLS, TURKEY S. SERKAN
PEKINCE, YUCE INFORMATION SYSTEMS, TURKEY
E-IEARNING ENVIRONMENTS INCORPORATE THE NOTION OF SEMANTIC WEB-BASED
ONTOLOGIES INTO THEIR FUTURE DIRECTIONS. ONTOLOGIES BY USING THE
CAPABILITIES OF SEMANTIC WEB APPROACH, RELATE INFORMATION ABOUT DATA
(I.E., METADATA) WITH DOCUMENTS IN HYPERSPACE. THIS CHAPTER INTRODUCES
THE DEVELOPMENT OF A K-12 EDUCATION ONTOLOGY FOR E-IEARNING
ENVIRONMENTS. IT PRESENTS DESIGN AND IMPLEMENTATION PROCESSES, FOLLOWED
BY
SEVERAL RECOMMENDATIONS FOR FUTURE DIRECTIONS FOR ONTOLOGY DEVELOPMENT.
IMAGE 12
CHAPTER 19
A FRAMEWORK FOR DEVELOPING AND IMPLEMENTING U-LEAMING MODELS 310
DES CASEY, MONASH UNIVERSITY, AUSTRALIA JANET FRASER, MONASH UNIVERSITY,
AUSTRALIA
THE ADVENT OF NETWORKED MOBILE DEVICES HAS MADE THE DEPLOYMENT OF ONLINE
LEAMING ENVIRONMENTS TO SUCH DEVICES TECHNICALLY FEASIBLE. E-IEAMING
ENVIRONMENTS CAN BE UTILISED BY MULTIPLE DEVICES: DESKTOPS, LAPTOPS, TAB
LETS, PDAS, POCKET PCS AND MOBILE/CELL PHONES. EXTENDING TRADITIONAL
DESKTOP E-IEAMING ENVIRONMENTS TO MOBILE LEAMING (M-IEAMING)
ENVIRONMENTS HAS CREATED UBIQUITOUS LEAMING (U-IEAMING) ENVIRONMENTS.
THIS CHAPTER FOCUSES ON THE APPROPRIATE U-IEAMING MODEL NEEDED TO
PROCEED WITH THE DEVELOPMENT AND DEPLOYMENT OF ANY U-IEAMING
ENVIRONMENT.
CHAPTER 20 A PRACTICAL GUIDE TO EVALUATE QUALITY OF ONLINE COURSES 324
YUNGWEI HAO, NATIONAL TAIWAN NORMAL UNIVERSITY, TAIWAN GARY BORICH,
UNIVERSITY OFTEXAS AT AUSTIN, USA
THIS CHAPTER INTRODUCES A GRAPHIC APPROACH TO DEFINE QUALITY IN ONLINE
COURSES. THE DECOMPOSITION MODEL (BORICH & JEMELKA, 1982) IS USED TO
ILLUSTRATE COURSE STRUCTURE AND THE SALIENT CHARACTERISTICS OF AN
EFFECTIVE ONLINE COURSE. THE CONSTRAINTS THAT INFLUENCE THE SUCCESS OF
ONLINE COURSES ARE DISCUSSED. SALIENT TRANSACTIONS (ACTIVITIES) THAT
OCCUR IN ONLINE COURSES ARE DESCRIBED. AND THE MEANS-END CONTINUUM IN
THE
PROCESS OF ONLINE LEAMING IS ILLUSTRATED GRAPHICALLY. THE CHAPTER IS
EXPECTED TO PROVIDE READERS WITH A FULL PICTURE OF A QUALITY ONLINE
COURSE THROUGH AN ARCHITECTURAL FRAMEWORK.
CHAPTER21 WEB ACCESSIBILITY ESSENTIALS FOR ONLINE COURSE DEVELOPERS 344
JOZENIA TORRES COLORADO, EMPORIA STATE UNIVERSITY, USA JANE HEBERLE,
EMPORIA STATE UNIVERSITY, USA
AS INSTITUTIONS OF HIGHER EDUCATION (IHE) PUT MORE SERVICES AND
RESOURCES ONLINE, FORMATTING PAGES SO THEY ARE ACCESSIBLE TO USERS WITH
DISABILITIES IS ESSENTIAL. ALTHOUGH IHES ARE ATTEMPTING TO COMPLY WITH
WEB ACCESSIBILITY STANDARDS WITH THEIR PUBLIC WEB PAGES, FULL COMPLIANCE
HAS BEEN DIFFICULT. IN ADDITION, THE GROWTH OF ONLINE COURSES HAS ONLY
COMPLICATED THE ISSUE. ALTHOUGH LEAMING MANAGEMENT SYSTEMS
(LMS) MAY CLAIM TO BE WEB ACCESSIBLE, ACCESSIBILITY OF INDIVIDUAL
CONTENT ITEMS AT THE COURSE LEVEL, IS SET BY THE COURSE DEVELOPER. THIS
CHAPTER WILL DISCUSS ESSENTIAL INFORMATION NECESSARY FOR ONLINE COURSE
DEVELOPERS TO DEVELOP WEB ACCESSIBLE CONTENT.
CHAPTER22 WEB ACCESSIBILITY POLICY FOR STUDENTS WITH DISABILITIES IN U
.S. POSTSECONDARY DISTANCE EDUCATION 357
HEIDI L. WILKES, NORTHEASTERN UNIVERSITY, USA
SATISFYING THE BURGEONING DEMAND FOR DISTANCE EDUCATION AND
INCORPORATING THE REQUISITE TECHNOLOGICAL CHANGES WILL PROVIDE
EDUCATIONAL OPPORTUNITIES FOR MANY MORE--OFTEN NON-TRADITIONAL-STUDENTS,
INCLUD-
IMAGE 13
ING THOSE WITH DISABILITIES. INSTITUTIONS THAT CHOOSE TO OFFER DISTANCE
EDUCATION MUST ASSESS THE ENVIRON-
MENT WITHIN WHICH DISABLED STUDENTS WILL WORK, AS WEL1 AS THE LEGAL
CONTEXT, POSSIBLE RISKS, IMPORTANCE TO THE INSTITUTION S MISSION, AND
THE APPROPRIATE LEVEL OF COMMITMENT AND RESOURCES THAT WILL CONTRIBUTE
TO REDUCING THE BAITIERS FACED BY STUDENTS WITH DISABILITIES. THIS
CHAPTER PRESENTS A DISCUSSION ON WEB ACCESSIBILITY AND THE CONCERNS OF
THE ABILITY OF STUDENTS WITH DISABILITIES TO ACCESS INFORMATION ON THE
INTERNET FOR DISTANCE LEARNING OPPORTUNITIES.
CHAPTER 23 PULSE!!: DESIGNING MEDICAL LEARNING IN VIRTUAL REALITY 374
CLAUDIA L. MCDONALD, TEXAS A&M UNIVERSITY-CORPUS CHRISTI, USA JAN
CANNON-BOWERS, UNIVERSITY OFCENTRAL FLORIDA, ORLANDO, USA CLINT BOWERS,
UNIVERSITY OFCENTRAL FLORIDA, ORLANDO, USA
PULSE!! THE VIRTUAL C1INICAL LEARNING LAB IS A FEDERAL1Y-FUNDED RESEARCH
PROJECT DESIGNED TO TRANSFER AND FURTHER DEVELOP STATE-OF-THE-ART GAME
DESIGN AND TECHNOLOGY TO CREATE SUBJECT MATTER FOR CLINICAL
MEDICALLEARNING IN VIRTUAL REALITY. THE UNDERLYING DESIGN PRINCIPLES
OFPULSE!! INCLUDES IMMEDIATE FEEDBACK, REPETITIVE PRACTICE, CONTROL1ED
ENVIRONMENT, INDIVIDUALIZED LEARNING, DEFINED OUTCOMES AND EDUCATIONAL
VALIDITY. THIS CHAPTER FOCUSES ON WHETHER THE APPARATUS AND CONVENTIONS
OFTHIS NEW PARADIGM IN MEDICAL
EDUCATION CAN BE MADE INTO AN EFFECTIVE TOOL THAT IS GENERAL1Y
ACCEPTABLE TO THOSE WHO UNDERGO MEDICAL TRAINING.
SECTION 4
SOCIOCULTURAL ASPECTS OF INSTRUCTIONAL TECHNOLOGY
THIS SECTION IS DEDICATED TO THE EXPLORATION AND DISCUSSION OF
SOCIO-CULTURAL ASPECTS OF INSTRUCTIONAL SYSTEMS AND TECHNOLOGY. CHAPTERS
IN THIS SECTION SPEAKS TO MULTICULTURAL EDUCATION ISSUES, ISSUES IN
ETHICS AND PROFESSIONAL RESPONSIBILITY, CULTURAL PSYCHOLOGICAL ISSUES AS
WEIL AS ISSUES IN COMPUTER MEDIATE COMMUNICATION. THIS SECTION IS A MUST
READ FOR THOSE INTERESTED IN IMPLEMENTING INSTRUCTIONAL SYSTEMS
& TECHNOLOGY. THIS SECTION WILL ALSO HELP ON BECOME KNOWLEDGEABLE AND
AWARE OFTHE CULTURAL DYNAMICS THAT AFFECT THE USE OF TECHNOLOGY IN THE
TEACHING AND LEARNING PROCESS.
CHAPTER 24 MUITICUITURAL E-EDUCATION: STUDENT LEARNING STYLE, CUITURE
AND PERFORMANCE 392
KENNETH DAVID STRANG, CENTRAL QUEENSLAND UNIVERSITY, AUSTRALIA
ACADEMIC PERFORMANCE OF INTERNATIONAL UNIVERSITY STUDENTS WAS PREDICTED
USING AN INTERDISCIPLINARY MODEL, BUILT BY INTEGRATING THEORIES FROM
EDUCATIONAL PSYCHOLOGY AND CUITURAL ANTHROPOLOGY. APPROXIMATELY 2,500
ONLINE UNDERGRADUATE BUSINESS DEGREE STUDENTS FROM 2 I COUNTRIES WERE
SAMPLED FROM AN AUSTRALIAN UNIVERSITY. AN APRIORI LEARNING STYLE
INSTRUMENT WAS USED TO ASSESS THEIR STUDY STRATEGIES,
WHICH WAS INTEGRATED TO AN APRIORI GLOBAL CULTURE TAXONOMY USING ETHNIC
DEMOGRAPHIE DATA. THIS CHAPTER WILL FOCUS ON THE RESULTS OFTHE STUDY.
IMAGE 14
CHAPTER25
ADAPTATION-ORIENTED CULTURALLY-AWARE TUTORING SYSTEMS: WHEN ADAPTIVE
INSTRUCTIONAL TECHNOLOGIES MEET INTERCULTURAL EDUCATION 413
EMMANUEL G. BLANCHARD, MCGILL UNIVERSITY, CANADA
WITH IMPROVEMENTS IN NETWORK TECHNOLOGIES AND SYSTEMS SCALABILITY, MORE
AND MORE GLOBALLY-DISTRIBUTED APPLICATIONS ARE INCREASINGLY.
OPPORTUNITIES FOR PEOPLE FROM VARYING SOCIETIES TO PLAY, EXCHANGE,
CONFRONT, COOPERATE OR LEAM SYNCHRONOUSLY HAVE MULTIPLIED, RESULTING IN
MANY TECHNOLOGY-MEDIATED INTERCULTURAL INTERACTIONS. FURTHERMORE, WITH
GLOBALIZATION, SOFTWARE CREATION AND DISTRIBUTION IS NO LONGER CONFINED
WITHIN BORDERS; IT CAN BE DEVELOPED ANYWHERE AND DISTRIBUTED EVERYWHERE
AROUND THE WORLD. THIS CHAPTER FOCUSES ON RESEARCH ON CULTURAL AWARENESS
IN E-LEAMING SYSTEMS, ESPECIALLY IN THE SUB-DOMAIN OF INTELLIGENT
TUTORING SYSTEMS AND THE GENERIC MODULAR ARCHITECTURE FOR DESIGNING
CULTURALLY-ADAPTIVE E-LEAMING SYSTEM.
CHAPTER 26 ASIAN AMERICAN PERSPECTIVES ON EDUCATION AND TECHNOLOGY 431
DEEPAK PREM SUBRAMONY, GRAND VALLEY STATE UNIVERSITY, USA
THIS CHAPTER, BASED ON FIELDWORK CONDUCTED IN 2007 AT A LARGE PUBLIC
UNIVERSITY IN HAWAII, EXPLORES ASIAN-AMERICAN COLLEGE STUDENTS
RELATIONSHIPS WITH EDUCATION AND TECHNOLOGY, AND THE ROLE OF EDUCATIONAL
AND TECHNOLOGICAL FACTORS IN THEIR PROCESS OF NEGOTIATING PROFESSIONAL
AND CULTURAL SELF-IDENTITIES AS CONTEMPORARY AMERICANS OF ASIAN DESCENT.
THE CHAPTER ELABORATES UPON KEY FACTORS IN THIS REGARD
EMERGING FROM THE STUDY, VIZ. (A) EDUCATION; (B) ACCESS; (C) PRESTIGE;
(D) SURVIVAL; (E) AVOIDANCE; AND (F) TRANSNATIONALISM. THE CHAPTER
SUBSEQUENTLY OUTLINES A THEORETICAL FRAMEWORK - BASED ON WIIIIS (1977)
REFORMULATION OF THE MARXIAN CONCEPT OF PRAXIS -EHARACTERIZING THE
INFORMANTS EDUCATIONAL AND TECHNOLOGICAL ENDEAVORS AS PROACTIVE
ATTEMPTS TO CREATE AN EMPOWERED SELF-IDENTITY IN RESPONSE TO
THEIR SOCIO-CULTURAL ENVIRONMENT.
SECTION 5
HUMAN PERFORMANCE
HUMAN PERFORMANCE ISFOCUSED BEHAVIOR OR PURPOSEFUL WORK (RUDMAN, 1998,
P. 205). THAT IS,JOBS EXIST TO ACHIEVE SPECIFIC AND DEFINED RESULTS
(OUTPUTS) AND PEOPLE ARE EMPLOYED SO THAT ORGANIZATIONS CAN ACHIEVE
THOSE RESULTS. THIS IS PERFORMED BY ACCOMPLISHING TASKS. MANAGING
PERFORMANCE HAS THE DUAL PURPOSE OF 1) ARRANGING SITUATIONS
(ENVIRONMENT) SO THAT EMPLOYEES CAN DO THEIR BEST AND 2) GROWING
THE EMPLOYEES BY EDUCATING, ENLIGHTENING, AND APPRECIATING THEM. TO THAT
END THE PURPOSE OF HUMAN PERFORMANCE IS TO ACHIEVE SPECIFIC AND DEFINED
RESULTS FROM PEOPLE SO THAT THE ORGANIZATION CAN ACHIEVE ITS GOALS AND
OBJECTIVES. THIS SECTIONFOCUSES ON STRATEGIES, MODELS, AND TECHNIQUESFOR
IMPROVING HUMAN PERFORMANCE IN EDUCATIONAL AND LEARNING SETTINGS.
)
IMAGE 15
CHAPTER 27
KEY CAPABILITIES, COMPONENTS, AND EVOLUTIONAJ Y TRENDS IN CORPORATE
E-LEARNING SYSTEMS 446 HYO-JOO HAN, GEORGIA SOUTHERN UNIVERSITY, USA
GEOFFREY DICK, UNIVERSITY 0/ NEW SOUTH WALES, AUSTRALIA TOM CASE,
GEORGIA SOUTHERN UNIVERSITY, USA
CRAIG VAN SLYKE, SAINT LOUIS UNIVERSITY, USA
THE PURPOSE OFTHIS CHAPTER IS TO EXAMINE THE DEVELOPMENT OF ONLINE
LEARNING SYSTEMS IN CORPORATIONS, CORPORATE UTILIZATION OFREUSABLE
LEARNING MODULES, AND THE VARIOUS FORMS OFASSESSMENT AND KNOWLEDGE
CERTIFICATION USED TO ENSURE AND IMPROVE THE QUALITY OFTHE LEARNING
OUTCOMES.
CHAPTER28 DEVELOPING A MODEL FOR INFORMATION SOCIETY COMPETENCIES
REQUIRED BY MANAGERS IN THE INFORMATION SOCIETY 470
ELIZABETH BROOS, NETHERLANDS DE/ENCE ACADEMY, THE NETHERLANDS
THIS RESEARCH IS AN ATTEMPT TO OBTAIN INSIGHT INTO THE INFORMATION,
COMMUNICATION AND TECHNOLOGICAL COMPETENCIES THAT MANAGERS CURRENTLY
NEED IN ORDER TO WORK EFFECTIVELY IN THE INFORMATION SOCIETY.
CHAPTER29 HOW PEOPLE LEARN WITH COMPUTER SIMULATIONS 485
DOUGLAS L. HOLTON, UTAH STATE UNIVERSITY, USA
USING THE FOUR LENSES OF THE HOW PEOPLE LEARN (HPL) FRAMEWORK, THIS
CHAPTER REVIEWS RESEARCH ON THE USE OF COMPUTER SIMULATIONS FOR
PEDAGOGICAL PURPOSES. DECIDING WHEN AND HOW TO SUPPORT EFFECTIVE
LEARNING WITH SIMULATIONS REQUIRES CAREFUL CONSIDERATION OF
LEARNER-CENTERED, ASSESSMENT-CENTERED, KNOWLEDGE-CENTERED, AND
COMMUNITY-CENTERED ISSUES. BY REVIEWING EDUCATIONAL RESEARCH ON
SIMULATIONS
FROM THESE FOUR PERSPECTIVES, ONE MAY THEN BE BETTER EQUIPPED TO
INCORPORATE SIMULATIONS INTO INSTRUCTION AND TRAINING IN A MANNER THAT
CAN ALIGN AND BALANCE ALL FOUR PERSPECTIVES, RESULTING IN A MORE
EFFECTIVE LEARNING ENVIRONMENT.
CHAPTER30 THE MORE MODEL FOR FACULTY DEVELOPMENT 505
WALTER WAGER, FLORIDA STATE UNIVERSITY, USA
FOR MANY FACULTY THE INTEGRATION OFTECHNOLOGY AND LEARNER-CENTERED
TEACHING STRATEGIES OR THE ADOPTION OF INSTRUCTIONAL BEST PRACTICES
REPRESENTS INNOVATION AND CHANGE. THE AUTHOR VISITED FIFTEEN RESEARCH
INTENSIVE UNIVERSITY FACULTY DEVELOPMENT CENTERS, LOOKING AT WHAT THEY
CONSIDERED BEST PRACTICES WITH REGARD TO IMPROVING INSTRUCTION. THE
PRACTICES AND PROGRAMS DESCRIBED HAD ONE OR MORE OFTHE FOLLOWING
COMPONENTS: MOTIVATION, OPPORTUNITY, RESOURCES AND EVALUATION, WHAT I AM
CALLING HERE THE MORE
MODEL. THIS PAPER DISCUSSES THESE FOUR FACTORS IMPORTANT TO
INSTRUCTIONAL CHANGE AGENTS. THE PAPER ENDS WITH A LIST OF IMPLICATIONS,
BASED ON THE MODEL, FOR THAT WOULD ENABLE FACULTY DEVELOPMENT CENTERS TO
HAVE MORE CONTROL OVER THE FACTORS THAT ARE IMPORTANT TO FACULTY SUCCESS
AND SYSTEMIC CHANGE.
IMAGE 16
CHAPTER31
OBJECT-ORIENTED FACULTY DEVELOPMENT: TRAINING TEACHERS WITH LEAMING
OBJECTS 517 KAREN WALSH, CONSULTANT, USA
OBJECT-ORIENTED FACULTY DEVELOPMENT PROGRAMS TEACH PARTICIPANTS NEW
SKILLS, IMPROVE THEIR PERFORMANCE, AND ALLOW TEACHERS TO BECOME STUDENTS
-- LEAVING THEM WITH INFORMATION THEY CAN USE IN THEIR OWN C1ASSROOMS.
THIS CHAPTER FOCUSES ON HOW FACULTY DEVELOPMENT DESIGNERS, HUMAN
PERFORMANCE TRAINING PROFESSIONALS, AND INSTRUCTIONAL TECHNOLOGY
DESIGNERS CAN GAIN A GREATER UNDERSTANDING OF OBJECT-ORIENTED FACULTY
DEVELOPMENT PROGRAMS THAT IMPROVE HUMAN PERFORMANCE AND APPROPRIATE WAYS
TO IMPLEMENT THEM.
CHAPTER32 INTEGRATED DESIGN OFWEB-PLATFORM, OFFLINE SUPPORTS, AND
EVALUATION SYSTEM FOR THE SUCCESSFUL IMPLEMENTATION OFUNIVERSITY 2.0 533
SOYOUNG KIM, YONSEI UNIVERSITY, KOREA MINYOUNG KIM, YONSEI UNIVERSITY,
KOREA JUNHEE HONG, KYUNGWON UNIVERSITY, KOREA
UNIVERSITY 2.0 IS A COLLABORATIVE WAY OF CONSTRUCTING AND SHARING
KNOWLEDGE, BASED ON EPISTEMOLOGICAL AND SOCIAL TECHNOLOGIES TO AMPLIFY
THE EFFECT OF INTERACTION AND PARTICIPATION AT HIGHER EDUCATION
SETTINGS. THIS CHAPTER WILL FOCUS ON A CASE STUDY AND HOW WEB 2.0 SOCIAL
TECHNOLOGIES WERE IMPLEMENTED TO IMPROVE TEACHING AND LEAMING
PERFORMANCES BY INTEGRATING USER-CENTERED INTERACTIVE PLATFORM, OFFLINE
SUPPORT STRATEGIES, AND EVALUATION SYSTEMS.
COMPILATION OF REFERENCES 552
ABOUT THE CONTRIBUTORS 608
INDEX 618
|
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| dewey-search | 371.3307/2 |
| dewey-sort | 3371.3307 12 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
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| genre | (DE-588)4143413-4 Aufsatzsammlung gnd-content |
| genre_facet | Aufsatzsammlung |
| id | DE-604.BV035905148 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:07:06Z |
| institution | BVB |
| isbn | 9781605667829 |
| language | English |
| lccn | 2009015377 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-018762525 |
| oclc_num | 318971960 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XXVII, 630 S. Ill., graph. Darst. |
| publishDate | 2010 |
| publishDateSearch | 2010 |
| publishDateSort | 2010 |
| publisher | Information Science Reference |
| record_format | marc |
| spelling | Handbook of research on human performance and instructional technology [ed. by] Holim Song and Terry Kidd Hershey [u.a.] Information Science Reference 2010 XXVII, 630 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier "This book addresses the connection between human performance and instructional technology with teaching and learning, offering innovative ideas for instructional technology applications and elearning"--Provided by publisher. Includes bibliographical references and index Educational technology Performance technology Web-based instruction Instructional systems Design E-Learning (DE-588)4727098-6 gnd rswk-swf Computerunterstützter Unterricht (DE-588)4070087-2 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content E-Learning (DE-588)4727098-6 s DE-604 Computerunterstützter Unterricht (DE-588)4070087-2 s Song, Holim Sonstige oth Erscheint auch als Online-Ausgabe 978-1-60566-783-6 Inhaltsverzeichnis application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018762525&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Handbook of research on human performance and instructional technology Educational technology Performance technology Web-based instruction Instructional systems Design E-Learning (DE-588)4727098-6 gnd Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
| subject_GND | (DE-588)4727098-6 (DE-588)4070087-2 (DE-588)4143413-4 |
| title | Handbook of research on human performance and instructional technology |
| title_auth | Handbook of research on human performance and instructional technology |
| title_exact_search | Handbook of research on human performance and instructional technology |
| title_full | Handbook of research on human performance and instructional technology [ed. by] Holim Song and Terry Kidd |
| title_fullStr | Handbook of research on human performance and instructional technology [ed. by] Holim Song and Terry Kidd |
| title_full_unstemmed | Handbook of research on human performance and instructional technology [ed. by] Holim Song and Terry Kidd |
| title_short | Handbook of research on human performance and instructional technology |
| title_sort | handbook of research on human performance and instructional technology |
| topic | Educational technology Performance technology Web-based instruction Instructional systems Design E-Learning (DE-588)4727098-6 gnd Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
| topic_facet | Educational technology Performance technology Web-based instruction Instructional systems Design E-Learning Computerunterstützter Unterricht Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018762525&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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