Issues in Technology, Learning, and Instructional Design: Classic and Contemporary Dialogues
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Florence
Taylor and Francis
2016
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| Schlagworte: | |
| Beschreibung: | Response by Clark Quinn Cover; Title; Copyright; Contents; List of Contributors; Introduction; Part 1 The Nature of Design and Instructional Design; 1 Instructional Design as Design; Response by Harold Nelson; Rejoinder by Patrick Parrish; 2 Toward Understanding the Nature of Design; Response by Andrew S. Gibbons; Rejoinder by Brenda Bannan; 3 Guerrilla Design: How Can We Accommodate Against-the-Grain Thinking in Our Practice?; Response by Barbara L. Martin; Rejoinder by Brent Wilson 4 Design Beyond Content: Extending the Value of Educational Technology: An Examination of the Role or the Anti-role of Contentin Educational TechnologyResponse by Peter Samuelson Wardrip; Rejoinder by Brad Hokanson; 5 The Systems Approach to Instructional Development; Response by Thomas Argondizza; Rejoinder by Michael Molenda; 6 Instructional Design Models and the Expertise Required to Practice True Instructional Design; Response by Lloyd P. Rieber; Rejoinder by Robert Maribe Branch; Part 2 Preparing Instructional Designers; Introduction to Part 2; 7 Developing Design Expertise Response by Elizabeth BolingRejoinder by Kathleen Fortney; 8 Design Education as a Site for Educating Disciplines; Response by Atsusi Hirumi; Rejoinder by Kennon M. Smith; 9 Necessary Ingredients for the Education of Designers; Response by Monica W. Tracey; Rejoinder by Irene Visscher-Voerman; 10 Teaching the Complex Performance of Instructional Design: Why We Cannot Use the (Existing) Tools of Instructional Design; Response by M. David Merrill; Rejoinder by Elizabeth Boling; 11 My Hope for the Future of Instructional Technology; Response by Tonia A. Dousay; Rejoinder by M. David Merrill 12 Preparing Instructional DesignersResponse by Brad Hokanson; Rejoinder by Monica W. Tracey; Part 3 Contexts of Learning, Design, and Technology; Introduction to Part 3; 13 Education Is Completely Broken; Response by Kyle Peck; Rejoinder by Roger C. Schank; 14 Paradigm Change: Its Time Is Now; Response by Roger C. Schank; Rejoinder by Charles M. Reigeluth; 15 The Unbalancing of Corporate Systems: The Neuroscience of Intellect vs. Wisdom; Response by Rob Foshay; Rejoinder by Anthony Marker; 16 Women in Educational Technology; Response by Rose Marra; Part 4 Technology; Introduction to Part 4 17 The Learner-Centered Paradigm of InstructionResponse by Stephen W. Harmon; Rejoinder by Charles M. Reigeluth; 18 Learning From and With Media and Technology; Response by Wilhelmina C. Savenye; Rejoinder by Thomas C. Reeves; 19 Building Educational Technologies to Scale in Schools; Response by MJ Bishop; Rejoinder by Rob Foshay; 20 For the Foreseeable Future, Instructional Technology Devices and Products-No Matter How Well Designed-Will Not Eliminate the Need for Human Teachers; Response by Sugata Mitra; Rejoinder by Ward Mitchell Cates and Thomas C. Hammond; 21 What's Next for E-learning? |
| Beschreibung: | 232 pages |
| ISBN: | 9781317484295 1317484290 9781317484301 1317484304 |
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| 264 | 1 | |a Florence |b Taylor and Francis |c 2016 | |
| 300 | |a 232 pages | ||
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| 500 | |a Response by Clark Quinn | ||
| 500 | |a Cover; Title; Copyright; Contents; List of Contributors; Introduction; Part 1 The Nature of Design and Instructional Design; 1 Instructional Design as Design; Response by Harold Nelson; Rejoinder by Patrick Parrish; 2 Toward Understanding the Nature of Design; Response by Andrew S. Gibbons; Rejoinder by Brenda Bannan; 3 Guerrilla Design: How Can We Accommodate Against-the-Grain Thinking in Our Practice?; Response by Barbara L. Martin; Rejoinder by Brent Wilson | ||
| 500 | |a 4 Design Beyond Content: Extending the Value of Educational Technology: An Examination of the Role or the Anti-role of Contentin Educational TechnologyResponse by Peter Samuelson Wardrip; Rejoinder by Brad Hokanson; 5 The Systems Approach to Instructional Development; Response by Thomas Argondizza; Rejoinder by Michael Molenda; 6 Instructional Design Models and the Expertise Required to Practice True Instructional Design; Response by Lloyd P. Rieber; Rejoinder by Robert Maribe Branch; Part 2 Preparing Instructional Designers; Introduction to Part 2; 7 Developing Design Expertise | ||
| 500 | |a Response by Elizabeth BolingRejoinder by Kathleen Fortney; 8 Design Education as a Site for Educating Disciplines; Response by Atsusi Hirumi; Rejoinder by Kennon M. Smith; 9 Necessary Ingredients for the Education of Designers; Response by Monica W. Tracey; Rejoinder by Irene Visscher-Voerman; 10 Teaching the Complex Performance of Instructional Design: Why We Cannot Use the (Existing) Tools of Instructional Design; Response by M. David Merrill; Rejoinder by Elizabeth Boling; 11 My Hope for the Future of Instructional Technology; Response by Tonia A. Dousay; Rejoinder by M. David Merrill | ||
| 500 | |a 12 Preparing Instructional DesignersResponse by Brad Hokanson; Rejoinder by Monica W. Tracey; Part 3 Contexts of Learning, Design, and Technology; Introduction to Part 3; 13 Education Is Completely Broken; Response by Kyle Peck; Rejoinder by Roger C. Schank; 14 Paradigm Change: Its Time Is Now; Response by Roger C. Schank; Rejoinder by Charles M. Reigeluth; 15 The Unbalancing of Corporate Systems: The Neuroscience of Intellect vs. Wisdom; Response by Rob Foshay; Rejoinder by Anthony Marker; 16 Women in Educational Technology; Response by Rose Marra; Part 4 Technology; Introduction to Part 4 | ||
| 500 | |a 17 The Learner-Centered Paradigm of InstructionResponse by Stephen W. Harmon; Rejoinder by Charles M. Reigeluth; 18 Learning From and With Media and Technology; Response by Wilhelmina C. Savenye; Rejoinder by Thomas C. Reeves; 19 Building Educational Technologies to Scale in Schools; Response by MJ Bishop; Rejoinder by Rob Foshay; 20 For the Foreseeable Future, Instructional Technology Devices and Products-No Matter How Well Designed-Will Not Eliminate the Need for Human Teachers; Response by Sugata Mitra; Rejoinder by Ward Mitchell Cates and Thomas C. Hammond; 21 What's Next for E-learning? | ||
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| 650 | 7 | |a Instructional systems / Design |2 fast | |
| 650 | 4 | |a Instructional systems |x Design | |
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| 650 | 4 | |a Educational innovations | |
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| 912 | |a ZDB-4-NLEBK | ||
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Datensatz im Suchindex
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| author | Carr-Chellman, Alison A. |
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| building | Verbundindex |
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| dewey-full | 371.3 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.3 I864 |
| dewey-search | 371.3 I864 |
| dewey-sort | 3371.3 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| spelling | Carr-Chellman, Alison A. Verfasser aut Issues in Technology, Learning, and Instructional Design Classic and Contemporary Dialogues Florence Taylor and Francis 2016 232 pages txt rdacontent c rdamedia cr rdacarrier Response by Clark Quinn Cover; Title; Copyright; Contents; List of Contributors; Introduction; Part 1 The Nature of Design and Instructional Design; 1 Instructional Design as Design; Response by Harold Nelson; Rejoinder by Patrick Parrish; 2 Toward Understanding the Nature of Design; Response by Andrew S. Gibbons; Rejoinder by Brenda Bannan; 3 Guerrilla Design: How Can We Accommodate Against-the-Grain Thinking in Our Practice?; Response by Barbara L. Martin; Rejoinder by Brent Wilson 4 Design Beyond Content: Extending the Value of Educational Technology: An Examination of the Role or the Anti-role of Contentin Educational TechnologyResponse by Peter Samuelson Wardrip; Rejoinder by Brad Hokanson; 5 The Systems Approach to Instructional Development; Response by Thomas Argondizza; Rejoinder by Michael Molenda; 6 Instructional Design Models and the Expertise Required to Practice True Instructional Design; Response by Lloyd P. Rieber; Rejoinder by Robert Maribe Branch; Part 2 Preparing Instructional Designers; Introduction to Part 2; 7 Developing Design Expertise Response by Elizabeth BolingRejoinder by Kathleen Fortney; 8 Design Education as a Site for Educating Disciplines; Response by Atsusi Hirumi; Rejoinder by Kennon M. Smith; 9 Necessary Ingredients for the Education of Designers; Response by Monica W. Tracey; Rejoinder by Irene Visscher-Voerman; 10 Teaching the Complex Performance of Instructional Design: Why We Cannot Use the (Existing) Tools of Instructional Design; Response by M. David Merrill; Rejoinder by Elizabeth Boling; 11 My Hope for the Future of Instructional Technology; Response by Tonia A. Dousay; Rejoinder by M. David Merrill 12 Preparing Instructional DesignersResponse by Brad Hokanson; Rejoinder by Monica W. Tracey; Part 3 Contexts of Learning, Design, and Technology; Introduction to Part 3; 13 Education Is Completely Broken; Response by Kyle Peck; Rejoinder by Roger C. Schank; 14 Paradigm Change: Its Time Is Now; Response by Roger C. Schank; Rejoinder by Charles M. Reigeluth; 15 The Unbalancing of Corporate Systems: The Neuroscience of Intellect vs. Wisdom; Response by Rob Foshay; Rejoinder by Anthony Marker; 16 Women in Educational Technology; Response by Rose Marra; Part 4 Technology; Introduction to Part 4 17 The Learner-Centered Paradigm of InstructionResponse by Stephen W. Harmon; Rejoinder by Charles M. Reigeluth; 18 Learning From and With Media and Technology; Response by Wilhelmina C. Savenye; Rejoinder by Thomas C. Reeves; 19 Building Educational Technologies to Scale in Schools; Response by MJ Bishop; Rejoinder by Rob Foshay; 20 For the Foreseeable Future, Instructional Technology Devices and Products-No Matter How Well Designed-Will Not Eliminate the Need for Human Teachers; Response by Sugata Mitra; Rejoinder by Ward Mitchell Cates and Thomas C. Hammond; 21 What's Next for E-learning? EDUCATION / Administration / General bisacsh EDUCATION / Organizations & Institutions bisacsh Educational innovations fast Educational technology fast Instructional systems / Design fast Instructional systems Design Educational technology Educational innovations Rowland, Gordon Sonstige oth Erscheint auch als Druck-Ausgabe Carr-Chellman, Alison A. Issues in Technology, Learning, and Instructional Design : Classic and Contemporary Dialogues Florence : Taylor and Francis, ©2016 9781138897885 |
| spellingShingle | Carr-Chellman, Alison A. Issues in Technology, Learning, and Instructional Design Classic and Contemporary Dialogues EDUCATION / Administration / General bisacsh EDUCATION / Organizations & Institutions bisacsh Educational innovations fast Educational technology fast Instructional systems / Design fast Instructional systems Design Educational technology Educational innovations |
| title | Issues in Technology, Learning, and Instructional Design Classic and Contemporary Dialogues |
| title_auth | Issues in Technology, Learning, and Instructional Design Classic and Contemporary Dialogues |
| title_exact_search | Issues in Technology, Learning, and Instructional Design Classic and Contemporary Dialogues |
| title_full | Issues in Technology, Learning, and Instructional Design Classic and Contemporary Dialogues |
| title_fullStr | Issues in Technology, Learning, and Instructional Design Classic and Contemporary Dialogues |
| title_full_unstemmed | Issues in Technology, Learning, and Instructional Design Classic and Contemporary Dialogues |
| title_short | Issues in Technology, Learning, and Instructional Design |
| title_sort | issues in technology learning and instructional design classic and contemporary dialogues |
| title_sub | Classic and Contemporary Dialogues |
| topic | EDUCATION / Administration / General bisacsh EDUCATION / Organizations & Institutions bisacsh Educational innovations fast Educational technology fast Instructional systems / Design fast Instructional systems Design Educational technology Educational innovations |
| topic_facet | EDUCATION / Administration / General EDUCATION / Organizations & Institutions Educational innovations Educational technology Instructional systems / Design Instructional systems Design |
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