Classic Writings on Instructional Technology
Volume 2
Published on 15. January 2001
Book
Paperback/Softback
268 pages
978-1-56308-854-4 (ISBN)
Description
Extending the purpose of the first volume to writings of the 1970s and 1980s, this new work provides a convenient collection of seminal papers that are considered to be foundations in the field of instructional technology. Offering a substantive grounding for the principles and procedures required in applied settings, this work also documents the history and conceptual growth of the field. A revised and updated bibliography is included.
More details
Language
English
Place of publication
United States
Publishing group
Bloomsbury Publishing Plc
Target group
College/higher education
Professional and scholarly
Interest Age: From 7 to 17 years
Dimensions
Height: 229 mm
Width: 152 mm
Thickness: 15 mm
Weight
413 gr
ISBN-13
978-1-56308-854-4 (9781563088544)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
DONALD P. ELY is Senior Associate for Educational Technology, Syracuse University, New York, Visiting Professor of Instructional Systems Development, Florida State University, and Adjunct Professor of Instructional Science and Technology, University of Twente, Netherlands.
TJEERD PLOMP is Professor, University of Twente, Netherlands.
TJEERD PLOMP is Professor, University of Twente, Netherlands.
Content
Contents for Volume 1
Introduction
Part 1: Definition and Conceptual Background
Chapter 1: The Proper Study of Instructional Technology
Chapter 2: Situated Congnition and the Culture of Learning
Chapter 3: Objectivism Versus Constructivism: Do We Need a New Philosophical Paradigm?
Part 2: Design and Development Functions
Chapter 4: The Systematic Design of Instruction: Origins of Systematically Designed Instruction
Chapter 5: In Search of a Better Way to Organize Instruction: The Elaboration Theory
Chapter 6: Emerging Technologies, ISD, and Learning Envirnoments: Critical Perspectives
Chapter 7: Levels of Use of the Innovation: A Framework for Analyzing Innovation Adoption
Chapter 8: Course Improvement Through Evaluation
Part 3: Delivery Options
Chapter 9: Reconsidering Research on Learning from Media
Chapter 10: Learning with Media
Chapter 11: Who Needs Computers in Schools, and Why?
Chapter 12: Displays and Communciation
Chapter 13: Development and Use of the ARCS Model of Motivational Design
Chapter 14: Distance Teaching and Industrial Production: A Comparative Interpretation in Outline
Part 4: The Profession
Chapter 15: Educational Technology-Adolescence to Adulthood
Introduction
Part 1: Definition and Conceptual Background
Chapter 1: The Proper Study of Instructional Technology
Chapter 2: Situated Congnition and the Culture of Learning
Chapter 3: Objectivism Versus Constructivism: Do We Need a New Philosophical Paradigm?
Part 2: Design and Development Functions
Chapter 4: The Systematic Design of Instruction: Origins of Systematically Designed Instruction
Chapter 5: In Search of a Better Way to Organize Instruction: The Elaboration Theory
Chapter 6: Emerging Technologies, ISD, and Learning Envirnoments: Critical Perspectives
Chapter 7: Levels of Use of the Innovation: A Framework for Analyzing Innovation Adoption
Chapter 8: Course Improvement Through Evaluation
Part 3: Delivery Options
Chapter 9: Reconsidering Research on Learning from Media
Chapter 10: Learning with Media
Chapter 11: Who Needs Computers in Schools, and Why?
Chapter 12: Displays and Communciation
Chapter 13: Development and Use of the ARCS Model of Motivational Design
Chapter 14: Distance Teaching and Industrial Production: A Comparative Interpretation in Outline
Part 4: The Profession
Chapter 15: Educational Technology-Adolescence to Adulthood