
The Wiley Handbook of Learning Technology
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Dan Surry is Associate Dean for Curriculum and Assessment in the Harrison School of Pharmacy at Auburn University. Associate Editor, and past Editor-in-Chief, of the journal TechTrends and a former North American Corresponding Editor for the British Journal of Educational Technology, Dr. Surry is the co-editor of Technology Integration in Higher Education: Social and Organizational Aspects (with R. Gray Jr. and J. Stefurak, 2010) and Technology as a Tool for Diversity Leadership: Implementation and Future Implications (with J. Lewis and A. Green, 2012).
Inhalt
- Intro
- Title Page
- Copyright Page
- Contents
- Foreword
- Acknowledgements
- Contributors
- Editorial Advisory Board
- Chapter 1 Mapping the Field and Terminology
- 1.1 Living with Change
- 1.2 What is Learning Technology?
- 1.3 Focusing on Learning
- 1.4 What are the Technologies?
- 1.5 Making it Work
- 1.6 Study and Ethical Practice
- 1.7 Current Issues
- 1.8 Innovation and Change
- 1.9 Conclusion
- References
- Chapter 2 How People Learn
- 2.1 Introduction
- 2.2 Human Cognitive Architecture and Learning Processes
- 2.2.1 The construction of cognitive schemas
- 2.2.2 The automation of cognitive schemas
- 2.2.3 Complex Learning and Transfer
- 2.3 Self-Regulated and Self-Directed Learning
- 2.3.1 Learning SRL skills
- 2.3.2 Learning SDL skills
- 2.4 Discussion
- References
- Chapter 3 What is Technology?
- 3.1 Introduction
- 3.2 The Absence of Thinking about Technology Within Learning Technology
- 3.3 Foundational Discussions of Technology
- 3.4 Contemporary Discussions of Technology
- 3.5 Technology as Cause
- 3.6 Technology as Social Intervention
- 3.7 Technology as Social Effect
- 3.8 Technology as the Instantiation of Theory
- 3.9 Technology as a System Within Systems
- 3.10 Technology as Network Effect
- 3.11 Conclusions
- References
- Chapter 4 Learning Theory and Technology: A Reciprocal Relationship
- 4.1 Introduction
- 4.2 Understanding Teachers' and Designers' Conceptions of Learning
- 4.3 Teachers' Beliefs about Technology
- 4.4 Three Views on Learning
- 4.5 Learning as Response Strengthening: Behaviorism
- 4.6 Learning as Knowledge Acquisition: Cognitive Information Processing
- 4.7 Learning as Knowledge Construction: Constructivism
- 4.8 Changes in Theory Prompting Changes in Tools
- 4.9 Changes in Tools Prompting Changes in Theory
- 4.10 Conclusion
- References
- Chapter 5 Evolution of Learning Technologies
- 5.1 Background: Early Technological Infrastructure
- 5.2 Phases of Development of Learning Technologies
- 5.3 1980s: Programmed Learning and Multimedia Resources
- 5.4 Late 1980s to Early 1990s: Hypertext and Simulations
- 5.5 1993: The Internet and the Web
- 5.6 1995: Learning Systems
- 5.7 1998: Mobile Devices and m-Learning
- 5.8 2000: Gaming Technologies
- 5.9 2001: Open Educational Resources
- 5.10 2004: Social and Participatory Media
- 5.11 2005: Virtual Worlds
- 5.12 2007: E-books and Smart Devices
- 5.13 2008: Massive Open Online Courses
- 5.14 2012-14: Big Data and Learning Analytics
- 5.15 Summary
- References
- Chapter 6 Learning Technology at Home and Preschool
- 6.1 Learning Technology
- 6.1.1 Defining preschool
- 6.1.2 Developmentally appropriate technology
- 6.2 Data on Availability and Use of Digital Media
- 6.3 The Debates about Young Children and Technology
- 6.3.1 Screens and screen time
- 6.4 Play and Learning in the Early Years
- 6.4.1 Learning
- 6.5 Digital Media and Technology in Preschool Settings
- 6.5.1 Pedagogy
- 6.6 Digital Media and Technology at Home
- 6.6.1 Support at home
- 6.7 Design
- 6.8 Looking Ahead
- References
- Chapter 7 Problem Spaces: A Framework and Questions for Critical Engagement with Learning Technologies in Formal Educational Contexts
- 7.1 Introduction: Towards a Critical Pedagogy of Learning Technologies
- 7.2 Technology-supported Pedagogy: Problem Spaces
- 7.3 Problem Space 1: Pedagogy and Learning Design-Imperatives for Perpetual Renewal
- 7.4 Problem Space 2: Teacher Professional Development and Research
- 7.5 Problem Space 3: Web 2.0 and School Cultures
- 7.6 Conclusion
- References
- Chapter 8 Learning Technology in Higher Education
- 8.1 Introduction
- 8.2 Students
- 8.3 Instructors
- 8.4 Learning Design
- 8.5 Support
- 8.6 Technology
- 8.7 Institutional Dimensions
- 8.8 Conclusion
- References
- Chapter 9 Learning Technology in Business and Industry
- 9.1 Introduction
- 9.2 Foundations
- 9.3 Status Quo
- 9.3.1 Formal learning
- 9.3.2 Performance support
- 9.3.3 Social media
- 9.4 Interoperability Standards
- 9.5 Emergent Directions
- 9.5.1 The mobile revolution
- 9.5.2 Improving formal learning
- 9.5.3 Performance support opportunities
- 9.5.4 Social extensions
- 9.5.5 Emerging standards
- 9.5.6 Impacting metrics
- 9.5.7 New technology developments
- 9.6 Conclusion
- References
- Chapter 10 Educational Technologies in Distance Education: Off-campus and Online, but on Course?
- 10.1 Introduction
- 10.2 From China's Imperial Examination to MOOCs: A Brief History of Distance Education
- 10.2.1 Correspondence education
- 10.2.2 Distance education in the digital age
- 10.3 Issues in Educational Technology and Distance Education
- 10.3.1 Hype and hope
- 10.3.2 Sustaining and disruptive technology
- 10.3.3 Quality assurance
- 10.3.4 Leadership and management
- 10.4 Research and Scholarship
- 10.5 Concluding Remarks
- References
- Chapter 11 Learning Technology and Lifelong Informal, Self-directed, and Non-formal Learning
- 11.1 Introduction
- 11.2 Educational Technology and Informal Learning
- 11.3 Citizen Science
- 11.4 Educational Technology and Non-formal Education
- 11.5 Telecenters
- 11.6 Evaluation and Quality Assurance
- 11.7 Conclusion
- References
- Chapter 12 Learning with Technologies in Resource-constrained Environments
- 12.1 Introduction
- 12.2 Learning in Resource-constrained Environments
- 12.3 Learning with Technologies
- 12.4 Meaningful Learning within a Triadic Zone of Proximal Development
- 12.5 Integrating Home and School Cultures
- 12.6 The Importance of Affordances and Effectivities
- 12.7 Exploiting Local Knowledge
- 12.8 DIY Citizenship and the Maker Movement
- 12.9 Insensitivity to Prior Knowledge
- 12.10 Mobile Learning: An Ignored Obvious Choice
- 12.11 Open Educational Resources
- 12.12 Massive Open Online Courses
- 12.13 Educators Shift to Cloud-based Tools
- 12.14 Learning through Connected Devices 24/7
- 12.15 Pedagogical Choices for Teaching with Technology
- 12.16 Conclusion
- References
- Chapter 13 Competencies for Designers, Instructors, and Online Learners
- 13.1 Introduction
- 13.2 Standards of Performance
- 13.3 Changes Affecting Learning Technology
- 13.3.1 Societal changes
- 13.3.2 Evolving digital technologies
- 13.4 Evolving Understanding of Learning Processes
- 13.4.1 So what now? professional foundations: improving professional knowledge and skills
- 13.5 Instructional Designer Competence
- 13.5.1 Demonstrating instructional designer competence
- 13.5.2 Societal changes that affect the designer's job
- 13.5.3 Evolving digital technologies that affect the designer's job
- 13.5.4 Evolving understanding of learning processes that affect the designer's job
- 13.5.5 General overarching designer competencies
- 13.6 Instructor Competence
- 13.6.1 Demonstrating instructor competence
- 13.6.2 Societal changes that affect the instructor's job
- 13.6.3 Evolving digital technology that affects the instructor's job
- 13.6.4 Evolving understanding of the learning processes that affect the instructor's job
- 13.7 Online Learner Competence
- 13.7.1 Demonstrating online learner competence
- 13.7.2 Societal changes that affect learner competence
- 13.7.3 Evolving digital technologies that affect learner competency
- 13.7.4 Evolving understanding of learning processes that affect learner competence
- 13.8 Conclusion
- References
- Chapter 14 Digital Learning Environments
- 14.1 Introduction
- 14.2 Organizational Structures
- 14.3 Designing Learning Environments and Learning Experiences
- 14.4 Illustrative Example: The YoTeach! Learning Environment
- 14.5 Guided vs Minimally Guided Instruction within Digital Learning Environments
- 14.6 Illustrative Example: Project Engage!
- 14.7 Repurposed Digital Learning Environments and their Neutrality
- 14.8 Illustrative Example: Twitter and #PhDChat
- 14.9 Conclusion
- References
- Chapter 15 How to Succeed with Online Learning
- 15.1 Introduction
- 15.1.1 The paradox of online learning
- 15.1.2 A natural medium in all its many forms
- 15.2 The Place of Formal and Informal Online Learning in "The Blend"
- 15.2.1 Planned or spontaneous
- 15.2.2 Facilitated
- 15.2.3 Taught, caught, or sought?
- 15.2.4 Connected
- 15.2.5 Synchronous and asynchronous
- 15.3 Live Online Learning
- 15.3.1 A range of applications
- 15.3.2 Getting the audience ready
- 15.3.3 The mechanics of running a live online session
- 15.3.4 Strong leadership and guided choice
- 15.3.5 Create a sense of community
- 15.3.6 A well-designed live online session
- 15.3.7 Keep things fresh, up-to-date and on time
- 15.3.8 Meet special needs
- 15.3.9 Ancillary material
- 15.3.10 Who's sitting at the front?
- 15.4 Asynchronous
- 15.4.1 Social matters
- 15.4.2 Developing good practice
- 15.4.3 Guidance and direction
- 15.4.4 IT and support
- 15.5 The Rise of Online Learning
- 15.6 Online Learning in the Workplace
- 15.7 Looking Ahead
- References
- Chapter 16 Diversity and Inclusion in the Learning Enterprise: Implications for Learning Technologies
- 16.1 Introduction
- 16.2 Overview
- 16.3 Learning, Culture, and Digital Technologies
- 16.4 The Convergence of Digital Technologies and Learning Spaces
- 16.5 Diversity, Learning Technologies, and Teaching
- 16.6 Diversity, Learning Technologies, and Policymaking
- 16.7 Technology Designers: The Invisible Policymakers
- 16.7.1 General technology policy considerations
- 16.7.2 Technology policy considerations for working with learning technology vendors
- 16.7.3 Technology policy considerations for supporting teachers
- 16.7.4 Technology policy considerations for culturally relevant learning
- 16.8 The Ecology of Diversity and Learning Technologies
- References
- Chapter 17 Sins of Omission: The Search for Missing Signs by Abandoned e-Learners
- 17.1 Introduction
- 17.2 Definition of Terms
- 17.3 Review of Research
- 17.4 Cultural Approaches to Online Learning
- 17.4.1 Culture and semiotics
- 17.5 Interdisciplinary Research on Semiotics
- 17.5.1 A picture may be worth much more than a thousand words
- 17.5.2 Semiotic patterns and schematic narrative templates
- 17.5.3 Online navigation and course mapping
- 17.6 A Look at Semiotics and At-risk and Diverse Learners
- 17.7 Other Issues that can Affect Student Retention in Online Courses
- 17.7.1 Access
- 17.7.2 Equity
- 17.8 Theory and Method
- 17.8.1 Modeling systems theory
- 17.8.2 Design and development
- 17.9 Summary
- References
- Chapter 18 Equity, Access, and the Digital Divide in Learning Technologies: Historical Antecedents, Current Issues, and Future Trends
- 18.1 Introduction
- 18.2 Equity of Access
- 18.3 Historical Antecedents
- 18.4 The Digital Divide
- 18.5 Issues in Equity and Access
- 18.5.1 Access to information: open educational resources
- 18.5.2 Access to devices
- 18.6 Current Issues
- 18.7 Technology Integration and Equity of Access
- 18.7.1 The hole-in-the-wall project
- 18.7.2 One laptop per child
- 18.8 Managing Increasing Information
- 18.9 Conclusions and Future Directions
- 18.10 Lessons Learned
- 18.11 Future Research
- References
- Chapter 19 University Learning Technology Control and Security: Requires Teamwork to Succeed
- 19.1 Introduction
- 19.2 Educational Master Plan
- 19.3 Strategic Planning
- 19.4 Operational Planning
- 19.5 Tactical Planning
- 19.6 Technology
- 19.7 Technology Plan: Control
- 19.8 Technology Committee: Control and Team
- 19.9 Technology Security
- 19.10 Higher Education Security Issues
- 19.11 Securing Technology
- 19.12 Learning Technology Group
- 19.13 Information Technology Group: The Security Organization
- 19.14 Fostering Teamwork
- 19.15 Conclusion
- References
- Chapter 20 The Design of Learning
- 20.1 Introduction
- 20.2 The Notion of Design
- 20.2.1 Design-based research
- 20.2.2 Learner-centered design
- 20.2.3 The role of design
- 20.3 Design Challenges
- 20.3.1 Personal inquiry: Learning across contexts
- 20.3.2 SCY: Emerging learning objects
- 20.3.3 LETS GO: Mobile collaboratories
- 20.3.4 Reflection on projects (Empirical reflections)
- 20.3.5 Meta summary
- 20.4 Design and Research
- 20.4.1 DBR and interaction design
- 20.4.2 Focusing on the research results
- 20.4.3 Artistic research
- 20.4.4 Affective design
- 20.4.5 Design knowledge
- 20.4.6 Challenges in expanding design
- 20.5 Discussion
- 20.5.1 Future steps
- Acknowledgements
- References
- Chapter 21 Mobile Learning and Social Networking
- 21.1 Introduction
- 21.2 Mobile Learning as a Learning Technology
- 21.3 Mobile Learning as Innovation
- 21.4 Mobile Learning as Social Intervention
- 21.5 The Evidence and Impact
- 21.6 Social Networking as a Learning Technology
- 21.7 Mobile Learning and a Mobile Society
- 21.8 Mobile Learning - Moving Across the Atlantic, Moving into the Market
- 21.9 Learning with Mobiles as a Social Phenomenon
- 21.10 Learning Technology: No Longer Recognizable
- References
- Chapter 22 The Utility of Games for Society, Business, and Politics: A Frame-reflective Discourse Analysis
- 22.1 Introduction
- 22.2 Fragmentation
- 22.3 Learning and Games
- 22.4 Definitions and Taxonomies
- 22.5 Framing Theory
- 22.6 Frame-reflective Discourse Analysis
- 22.7 Methodological Approach
- 22.8 Frame Analysis of Serious Games
- 22.9 Frame-reflective Discourse Analysis: Research
- 22.10 Frame-reflective Discourse Analysis: Policy
- 22.11 Practical Implications
- 22.12 Conclusion
- References
- Chapter 23 The Investment in Learning Technologies: Evidencing Value for Money?
- 23.1 Introduction
- 23.1.1 How much is spent on e-Learning?
- 23.2 What do We Mean by Value for Money?
- 23.2.1 The two sides to the value for money question
- 23.2.2 And the other side . costs
- 23.3 Getting the Basics Right
- 23.4 Planning the Investment
- 23.5 What Exactly are "Full Costs"?
- 23.6 What Kinds of Learning Investments are More or Less Likely to Deliver Value for Money?
- 23.7 What About the Enabling Software?
- 23.8 Calculating Value for Money
- 23.9 What Can We Conclude About Learning Technologies and Value for Money?
- References
- Chapter 24 Technology Planning in Schools
- 24.1 Introduction
- 24.2 Technology Implementation Theories
- 24.3 Conditions that Facilitate Implementation
- 24.4 RIPPLES
- 24.5 Other Implementation Models
- 24.6 Developing Technology Implementation Plans
- 24.6.1 Learning outcomes
- 24.6.2 Stakeholders
- 24.6.3 Needs assessments
- 24.6.4 Communications
- 24.6.5 Organizational factors
- 24.6.6 Time
- 24.6.7 Policies and procedures
- 24.6.8 Infrastructure
- 24.6.9 Leadership
- 24.6.10 Action plan
- 24.6.11 Budget
- 24.7 Professional Development for Technology Planning
- 24.8 Evaluating Technology Implementation and Integration
- 24.8.1 Accountability
- 24.8.2 Effectiveness
- 24.8.3 Impact
- 24.8.4 Organizational factors
- 24.8.5 Unanticipated outcomes
- 24.9 Researching Technology Implementation
- 24.10 Conclusion
- References
- Chapter 25 Surviving the Next Generation of Organizations-as Leaders
- 25.1 Problematic: Bridging a Gap for a New Generation of Educational Technology Leaders
- 25.1.1 Solving the problem of overspecialization
- 25.1.2 Six common domains of educational technology and educational leader praxis
- 25.1.3 A more common evolution than education professionals realize
- 25.1.4 Organization of the chapter
- 25.2 Mapping Terrain: A Critical Examination of Ideas and Trends in the Educational Technology and Educational Leadership Fields
- 25.2.1 Design: Definition and trends
- 25.2.2 Management and planning
- 25.2.3 Management: Definition and trends
- 25.2.4 Leadership: Definition and trends
- 25.2.5 Leading organization, innovation, emergence, and change
- 25.3 Bridging the Gap: Four Sets of Principles for Educational Technologists Who Will Lead the Next Generation of Organizations
- 25.3.1 Principle set 1: Leading change
- 25.4 Conclusion
- References
- Chapter 26 Futureproofing
- 26.1 Introduction
- 26.2 Factors Shaping Society and Education
- 26.3 Abundance
- 26.4 Acceleration
- 26.5 Integration
- 26.6 Preparing for Unknown Curricula
- 26.7 The Near Term
- 26.8 The Long Term
- 26.9 The Far Term
- 26.10 Conclusion
- References
- Chapter 27 Towards a Research Agenda for Educational Technology Research
- 27.1 Introduction
- 27.2 Two Cities
- 27.2.1 Technology as medium
- 27.2.2 Technology as design
- 27.2.3 Towards a synthesis
- 27.3 The Age of Foolishness and the Age of Wisdom
- 27.3.1 The folly
- 27.3.2 Half-life of knowledge
- 27.3.3 Digital natives and homos zappiens
- 27.3.4 Multitasking
- 27.3.5 The wisdom
- 27.3.6 Cognitive load theory
- 27.3.7 Four-component instructional design model and ten steps to complex learning
- 27.3.8 Cognitive theory of multimedia learning
- 27.3.9 Four-phase model of interest development
- 27.3.10 Apotheosis instead of synthesis
- 27.4 Towards a Research Agenda
- References
- Chapter 28 The Dystopian Futures
- 28.1 Introduction
- 28.2 Dystopian Visions of Learning, Education, and Technology
- 28.2.1 The displacement of "the teacher"
- 28.2.2 The deprofessionalism of "the teacher"
- 28.2.3 The dis-engagement of the learner
- 28.2.4 The "dumbing down" of younger generations
- 28.2.5 The devaluation of knowledge
- 28.2.6 Increased surveillance and accountability
- 28.3 Making Good Use of Dystopian Visions of Learning Technology
- References
- Chapter 29 Utopian Futures for Learning Technologies
- 29.1 Introduction
- 29.2 Technological Utopianism
- 29.2.1 A more recent history of technology utopianism
- 29.3 A Utopian Future for Learning Technologies
- 29.4 A Model for a Utopian Future in Learning Technologies
- 29.5 Key Factors for Change
- 29.5.1 The future of learning: Preparing for change
- 29.6 2020 Forecast: Creating the Future of Learning
- 29.7 Shifts from Educational Institutions to Learning Flows: Mapping the Future of Learning
- 29.7.1 Shifts in learning environments
- 29.8 Organizations: The Future of Learning Institutions in a Digital Age
- 29.9 Learning Technologies
- 29.9.1 IFTF six emerging themes (future stories)
- 29.9.2 Emerging technologies
- 29.10 A Vision for Future Learning Technologies
- References
- Index
- EULA
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