Curriculum, Plans, and Processes in Instructional Design: International Perspectives PDF
Preview Curriculum, Plans, and Processes in Instructional Design: International Perspectives
CURRICULUM, PLANS, AND PROCESSES IN INSTRUCTIONAL DESIGN International Perspectives CURRICULUM, PLANS, AND PROCESSES IN INSTRUCTIONAL DESIGN International Perspectives Edited by Norbert M. Seel Albert-Ludwigs University of Freiburg, Germany Sanne Dijkstra University of Twente, The Netherlands LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS 2004 Mahwah, New Jersey London This edition published in the Taylor & Francis e-Library,2008. “To purchaseyourown copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.” Copyright(cid:1)2004byLawrenceErlbaumAssociates,Inc. Allrightsreserved.Nopartofthisbookmaybereproducedin anyform,byphotostat,microform,retrievalsystem,oranyother means,withoutthepriorwrittenpermissionofthepublisher. LawrenceErlbaumAssociates,Inc.,Publishers 10IndustrialAvenue Mahwah,NewJersey07430 CoverdesignbyKathrynHoughtalingLacey LibraryofCongressCataloging-in-PublicationData Curriculum,Plans,andProcessesinInstructionalDesign:InternationalPerspectives, editedbyNorbertM.SeelandSanneDijkstra. p. cm. Includesbibliographicalreferencesandindex. ISBN: 0-8058-4465-1(cloth:alk.paper)—ISBN0-8058-4466-X(pbk.:alk.paper) CopyrightinformationforthisvolumecanbeobtainedbycontactingtheLibraryofCongress. ISBN 1-4106-1056-X Master e-book ISBN Contents Preface ix About the Editors xiii Introduction: Instructional Design and Curriculum Development 1 Norbert M. Seel and Sanne Dijkstra PART I: THEORETICAL FOUNDATIONS OF LEARNING AND INSTRUCTION AND INNOVATIONS OF INSTRUCTIONAL DESIGN AND TECHNOLOGY 17 Sanne Dijkstra 1 Complex Learning Environments: Connecting Learning Theory, Instructional Design, and Technology 25 James W. Pellegrino 2 Model-Centered Learning Environments: Theory, Instructional Design, and Effects 49 Norbert M. Seel v vi CONTENTS 3 Epistemological Development: An Implicit Entailment of Constructivist Learning Environments 75 David Jonassen, Rose Marra, and Betsy Palmer 4 Promoting Deep Science Learning Through Case-Based Reasoning: Rituals and Practices in Learning by Design(cid:2) Classrooms 89 Janet L. Kolodner, Paul J. Camp, David Crismond, Barbara Fasse, Jackie Gray, Jennifer Holbrook, and Mike Ryan 5 Children as Instructional Designers: Apprenticing, Questioning, and Evaluation in the Learning Science by Design Project 115 Yasmin Kafai and Cynthia Ching PART II: CURRICULUM DEVELOPMENT, INSTRUCTIONAL DESIGN, AND INFORMATION TECHNOLOGY 131 Norbert M. Seel 6 The Integration of Curriculum Design, Instructional Design, and Media Choice 145 Sanne Dijkstra 7 Needs Assessment—Informing Instructional Decision Making in a Large Technology-Based Project 171 Barbara L. Grabowski 8 Curriculum Development as Modeling of Complex Reality 193 Frank Achtenhagen 9 Curriculum Work and Instructional Design as Different Perspectives on Teaching 211 Hermann Josef Abs 10 Information and Communication Technology Transforming the Teaching Profession 227 Bernard Cornu CONTENTS vii 11 Linking ICT, Knowledge Domains, and Learning Support for the Design of Learning Environments 239 Joost Lowyck and Jan Elen PART III: DELIVERY SYSTEMS, INFORMATION AND COMMUNICATION TECHNOLOGY, AND MEDIA IN EDUCATION 257 Norbert M. Seel and Sanne Dijkstra 12 Multiple Uses of Information and Communication Technology in Education 271 J. Michael Spector 13 Instructional Design Principles for Adaptivity in Open Learning Environments 289 Detlev Leutner 14 Evaluating Web-Based Learning Systems and Software 309 Wilhelmina Savenye 15 Evaluating the Pedagogical Value of Multimedia Learning Material: An Experimental Study in Primary School 331 Erkki Olkinuora, Mirjamaija Mikkilä-Erdmann, and Sami Nurmi 16 Case-Based Learning and Problem Solving in an Adaptive Web-Based Learning System 353 Gerhard Weber Author Index 369 Subject Index 379 Preface People who have enjoyed regular education often remember how the way that teachers modeled their instruction helped their understanding and learning. Because education is of such importance, the scientific study of the design of instruction has received considerable funding and yielded many interesting and sometimes controversial results. Differentlabelsareusedtodenotethefield.Thelabelteachingmethodsis mainly used in the English-speaking part of the world, whereas the label didacticsisdominantintheEuropeancountries.Inthelast50years,thela- bel instructional design (ID) became established almost all over the world. This label is used to cover a range of activities, which are usually summa- rizedinto(a)needsassessmentfordeterminingwhichknowledgeandskills the students should acquire, (b) the design of the instructional program, (c) the development of learning materials and delivery systems as well as the construction of learning tasks (texts and other materials), (d) the im- plementation of the program, and (e) the evaluation of the outcomes of learning.Severalauthorshavedetailedtherangeofactivitiesandmany“in- structionaldesignmodels”havebeenpublished.Thoughthemodelshave been and are used intensely, especially for designing instruction for train- ing of personnel in business and industry, they are often criticized. Thecriticismisdirectedatvariousseparateshortcomingsofthedesign models. First, the models are so general that a genuine instructional or learningtechnologythatisclearlyrelatedtocognitionandlearningislack- ing.Thereisnoclearintegrationofinstructionwiththestudent’sindivid- ix
The list of books you might like
