The Wiley Handbook of Learning Technology

Name: The Wiley Handbook of Learning Technology
Brand: Wiley-Blackwell
Price: 177.99 EUR
Availability: OnlineOnly

Nick Rushby Dan Surry(Autor*in)

Wiley-Blackwell (Verlag)

Erschienen am 23. Februar 2016

616 Seiten

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978-1-118-73663-0 (ISBN)

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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
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