End-user considerations in educational technology design:
"This book presents contemporary learning sciences perspectives on learning with technology along with overviews of best practices in user-centered design. Applications of these principles and methods will be highlighted in chapters wherein researchers, developers, and educators share their fin...
Gespeichert in:
| Weitere Verfasser: | , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) :
IGI Global,
[2018]
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | "This book presents contemporary learning sciences perspectives on learning with technology along with overviews of best practices in user-centered design. Applications of these principles and methods will be highlighted in chapters wherein researchers, developers, and educators share their findings and lessons drawn from a variety of technologies and disciplines"-- |
| Beschreibung: | 21 PDFs (xxii, 400 pages) Also available in print. |
| Format: | Mode of access: World Wide Web. |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781522526407 |
| Zugangseinschränkungen: | Restricted to subscribers or individual electronic text purchasers. |
Internformat
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| 050 | 4 | |a LB1028.3 |b .E6345 2018e | |
| 082 | 7 | |a 371.33 |2 23 | |
| 245 | 0 | 0 | |a End-user considerations in educational technology design |c Rod R. Roscoe, Scotty D. Craig, and Ian Douglas, editors. |
| 264 | 1 | |a Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) : |b IGI Global, |c [2018] | |
| 300 | |a 21 PDFs (xxii, 400 pages) | ||
| 336 | |a text |2 rdacontent | ||
| 337 | |a electronic |2 isbdmedia | ||
| 338 | |a online resource |2 rdacarrier | ||
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a Section 1. Foundations and frameworks. Chapter 1. Human systems engineering and educational technology ; Chapter 2. Educational software design: education, engagement, and productivity concerns ; Chapter 3. Logic models as a framework for iterative user research in educational technology: illustrative case ; Chapter 4. The design implementation framework: iterative design from the lab to the classroom ; Chapter 5. Fostering engagement in educational technologies through developmental theory and program data ; Chapter 6. Assessing user experience via biometric sensor affect detection -- Section 2. Applications and demonstrations. Chapter 7. Balancing student needs and learning theory in a social interactive postdigital textbook ; Chapter 8. User testing and iterative design in the academic library: a case study ; Chapter 9. Development of an educational video game that can be modified by end-users ; Chapter 10. Via: using GOMS to improve authorware for a virtual internship environment ; Chapter 11. Applying a user-centered design approach to developing game-based training environments for aircraft maintainers ; Chapter 12. Development of an interactive narrative for adult literacy learners ; Chapter 13. Deciphering conflicts of affordances through a design-based approach ; Chapter 14. Student perceptions regarding clickers: the efficacy of clicker technologies ; Chapter 15. Evaluating a professional development program for course redesign with technology: the faculty end-user experience. | |
| 506 | |a Restricted to subscribers or individual electronic text purchasers. | ||
| 520 | 3 | |a "This book presents contemporary learning sciences perspectives on learning with technology along with overviews of best practices in user-centered design. Applications of these principles and methods will be highlighted in chapters wherein researchers, developers, and educators share their findings and lessons drawn from a variety of technologies and disciplines"-- |c Provided by publisher. | |
| 530 | |a Also available in print. | ||
| 538 | |a Mode of access: World Wide Web. | ||
| 588 | |a Description based on title screen (IGI Global, viewed 06/31/2017). | ||
| 650 | 0 | |a Computer-assisted instruction. | |
| 650 | 0 | |a Educational technology. | |
| 650 | 0 | |a Instructional systems |x Design. | |
| 650 | 0 | |a User-centered system design. | |
| 700 | 1 | |a Craig, Scotty D., |e editor. | |
| 700 | 1 | |a Douglas, Ian, |e editor. | |
| 700 | 1 | |a Roscoe, Rod R., |e editor. | |
| 710 | 2 | |a IGI Global, |e publisher. | |
| 776 | 0 | |c (Original) |w (DLC)2017008482 | |
| 776 | 0 | 8 | |i Print version: |z 1522526390 |z 9781522526391 |w (DLC) 2017008482 |
| 856 | 4 | 0 | |l FWS01 |p ZDB-98-IGB |q FWS_PDA_IGB |u http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-5225-2639-1 |3 Volltext |
| 912 | |a ZDB-98-IGB | ||
| 049 | |a DE-863 | ||
Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-98-IGB-00178082 |
|---|---|
| _version_ | 1816797078544711680 |
| adam_text | |
| any_adam_object | |
| author2 | Craig, Scotty D. Douglas, Ian Roscoe, Rod R. |
| author2_role | edt edt edt |
| author2_variant | s d c sd sdc i d id r r r rr rrr |
| author_facet | Craig, Scotty D. Douglas, Ian Roscoe, Rod R. |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LB1028 |
| callnumber-raw | LB1028.3 .E6345 2018e |
| callnumber-search | LB1028.3 .E6345 2018e |
| callnumber-sort | LB 41028.3 E6345 42018E |
| callnumber-subject | LB - Theory and Practice of Education |
| collection | ZDB-98-IGB |
| contents | Section 1. Foundations and frameworks. Chapter 1. Human systems engineering and educational technology ; Chapter 2. Educational software design: education, engagement, and productivity concerns ; Chapter 3. Logic models as a framework for iterative user research in educational technology: illustrative case ; Chapter 4. The design implementation framework: iterative design from the lab to the classroom ; Chapter 5. Fostering engagement in educational technologies through developmental theory and program data ; Chapter 6. Assessing user experience via biometric sensor affect detection -- Section 2. Applications and demonstrations. Chapter 7. Balancing student needs and learning theory in a social interactive postdigital textbook ; Chapter 8. User testing and iterative design in the academic library: a case study ; Chapter 9. Development of an educational video game that can be modified by end-users ; Chapter 10. Via: using GOMS to improve authorware for a virtual internship environment ; Chapter 11. Applying a user-centered design approach to developing game-based training environments for aircraft maintainers ; Chapter 12. Development of an interactive narrative for adult literacy learners ; Chapter 13. Deciphering conflicts of affordances through a design-based approach ; Chapter 14. Student perceptions regarding clickers: the efficacy of clicker technologies ; Chapter 15. Evaluating a professional development program for course redesign with technology: the faculty end-user experience. |
| ctrlnum | (CaBNVSL)slc19660234 (OCoLC)993137169 |
| dewey-full | 371.33 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.33 |
| dewey-search | 371.33 |
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| discipline | Pädagogik |
| format | Electronic eBook |
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| spelling | End-user considerations in educational technology design Rod R. Roscoe, Scotty D. Craig, and Ian Douglas, editors. Hershey, Pennsylvania (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA) : IGI Global, [2018] 21 PDFs (xxii, 400 pages) text rdacontent electronic isbdmedia online resource rdacarrier Includes bibliographical references and index. Section 1. Foundations and frameworks. Chapter 1. Human systems engineering and educational technology ; Chapter 2. Educational software design: education, engagement, and productivity concerns ; Chapter 3. Logic models as a framework for iterative user research in educational technology: illustrative case ; Chapter 4. The design implementation framework: iterative design from the lab to the classroom ; Chapter 5. Fostering engagement in educational technologies through developmental theory and program data ; Chapter 6. Assessing user experience via biometric sensor affect detection -- Section 2. Applications and demonstrations. Chapter 7. Balancing student needs and learning theory in a social interactive postdigital textbook ; Chapter 8. User testing and iterative design in the academic library: a case study ; Chapter 9. Development of an educational video game that can be modified by end-users ; Chapter 10. Via: using GOMS to improve authorware for a virtual internship environment ; Chapter 11. Applying a user-centered design approach to developing game-based training environments for aircraft maintainers ; Chapter 12. Development of an interactive narrative for adult literacy learners ; Chapter 13. Deciphering conflicts of affordances through a design-based approach ; Chapter 14. Student perceptions regarding clickers: the efficacy of clicker technologies ; Chapter 15. Evaluating a professional development program for course redesign with technology: the faculty end-user experience. Restricted to subscribers or individual electronic text purchasers. "This book presents contemporary learning sciences perspectives on learning with technology along with overviews of best practices in user-centered design. Applications of these principles and methods will be highlighted in chapters wherein researchers, developers, and educators share their findings and lessons drawn from a variety of technologies and disciplines"-- Provided by publisher. Also available in print. Mode of access: World Wide Web. Description based on title screen (IGI Global, viewed 06/31/2017). Computer-assisted instruction. Educational technology. Instructional systems Design. User-centered system design. Craig, Scotty D., editor. Douglas, Ian, editor. Roscoe, Rod R., editor. IGI Global, publisher. (Original) (DLC)2017008482 Print version: 1522526390 9781522526391 (DLC) 2017008482 FWS01 ZDB-98-IGB FWS_PDA_IGB http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-5225-2639-1 Volltext |
| spellingShingle | End-user considerations in educational technology design Section 1. Foundations and frameworks. Chapter 1. Human systems engineering and educational technology ; Chapter 2. Educational software design: education, engagement, and productivity concerns ; Chapter 3. Logic models as a framework for iterative user research in educational technology: illustrative case ; Chapter 4. The design implementation framework: iterative design from the lab to the classroom ; Chapter 5. Fostering engagement in educational technologies through developmental theory and program data ; Chapter 6. Assessing user experience via biometric sensor affect detection -- Section 2. Applications and demonstrations. Chapter 7. Balancing student needs and learning theory in a social interactive postdigital textbook ; Chapter 8. User testing and iterative design in the academic library: a case study ; Chapter 9. Development of an educational video game that can be modified by end-users ; Chapter 10. Via: using GOMS to improve authorware for a virtual internship environment ; Chapter 11. Applying a user-centered design approach to developing game-based training environments for aircraft maintainers ; Chapter 12. Development of an interactive narrative for adult literacy learners ; Chapter 13. Deciphering conflicts of affordances through a design-based approach ; Chapter 14. Student perceptions regarding clickers: the efficacy of clicker technologies ; Chapter 15. Evaluating a professional development program for course redesign with technology: the faculty end-user experience. Computer-assisted instruction. Educational technology. Instructional systems Design. User-centered system design. |
| title | End-user considerations in educational technology design |
| title_auth | End-user considerations in educational technology design |
| title_exact_search | End-user considerations in educational technology design |
| title_full | End-user considerations in educational technology design Rod R. Roscoe, Scotty D. Craig, and Ian Douglas, editors. |
| title_fullStr | End-user considerations in educational technology design Rod R. Roscoe, Scotty D. Craig, and Ian Douglas, editors. |
| title_full_unstemmed | End-user considerations in educational technology design Rod R. Roscoe, Scotty D. Craig, and Ian Douglas, editors. |
| title_short | End-user considerations in educational technology design |
| title_sort | end user considerations in educational technology design |
| topic | Computer-assisted instruction. Educational technology. Instructional systems Design. User-centered system design. |
| topic_facet | Computer-assisted instruction. Educational technology. Instructional systems Design. User-centered system design. |
| url | http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-5225-2639-1 |
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