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Educational Technology Beyond Content

A New Focus for Learning

  • Book
  • © 2020

Overview

Editors:
  1. Brad Hokanson

    1. Design, Housing, and Apparel, University of Minnesota, College of Design, Saint Paul, USA

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  2. Gregory Clinton

    1. Career and Information Studies, University of Georgia Learning, Design, and Technology, Athens, USA

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  3. Andrew A. Tawfik

    1. Instructional Design & Technology, University of Memphis, Memphis, USA

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  4. Amy Grincewicz

    1. Graduate Programs Office, Kent State University, Kent, USA

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  5. Matthew Schmidt

    1. University of Florida, Gainesville, USA

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  • Furnishes a diverse exploration of instructional design and learning environments
  • Provides application ready ideas for the field of instructional design
  • Includes an examination of the development of character traits and skills as theoretical areas in educational technology

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Table of contents (24 chapters)

  1. Front Matter

    Pages i-xv
    Download chapter PDF

  2. Unfinished Business: The Missing Skills

    • Andrew S. Gibbons
    Pages 1-9

  3. Aha, I’m a Designer?! Becoming Empowered Designers Through Course Experiences

    • Lisa C. Yamagata-Lynch, Hsin-Hui Chang, Takuya Hayakawa, Jason Michael Mastrogiovanni, Lisa A. Shipley, Cody Miller et al.
    Pages 11-26

  4. What Should Be the Content for Student Learning?

    • Theodore W. Frick
    Pages 27-41

  5. Building a Holistic Design Identity Through Integrated Studio Education

    • Colin M. Gray, Paul Parsons, Austin L. Toombs
    Pages 43-55

  6. Language Learning Beyond Content: An Exploratory Study of Higher-Order Thinking and Digital Literacy via Digital Book Trailers in an ESL Reading Classroom

    • Shizhong Zhang, Ying Xiong
    Pages 57-69

  7. Promoting Acquisition and Generalization of Skills for Individuals Severely Impacted by Autism Using Immersive Technologies

    • Matthew Schmidt, Noah Glaser, Carla Schmidt, Dennis Beck, Heath Palmer, Mark Lim
    Pages 71-84

  8. The Design Discourse of the Advanced Beginner

    • Katherine L. Bevins, Craig D. Howard
    Pages 85-98

  9. Organizational Systems’ Effect on Training Success: Why Covering the Content Is Not Enough

    • Maria del Socorro Hubbard, Andrew A. Tawfik
    Pages 99-106

  10. Developing Crosscutting Competencies for a Transdisciplinary World: An Extension of Bloom’s Taxonomy

    • Iryna Ashby, Marisa E. Exter, Deena Varner
    Pages 107-118

  11. Technological Tribal Territories: How Culture Influences Learning Beyond Content in Educational Technologies: A Narrative Review of Literature

    • Newton Buliva
    Pages 119-126

  12. The Playable Case Study: An Online Simulation for Skill and Attitudinal Learning

    • Desiree M. Winters, Jason K. McDonald, Derek L. Hansen, Tanner W. Johnson, Jonathan Balzotti, Elizabeth Bonsignore et al.
    Pages 127-140

  13. A Content-Agnostic Praxis for Transdisciplinary Education

    • Deena Varner, Colin M. Gray, Marisa E. Exter
    Pages 141-151

  14. Designing Instruction for the Age of Singularity: A Transactional View as to How Knowledge Is Synthesized

    • Robert F. Kenny, Glenda A. Hartley Gunter
    Pages 153-163

  15. Threading Self-Regulation and Self-Efficacy in a Flipped College Spanish Course

    • Nadia Jaramillo Cherrez
    Pages 165-175

  16. Learning Through Play

    • Kathy Essmiller
    Pages 177-182

  17. Relationships, Feedback, and Student Growth in the Design Studio: A Case Study

    • Esther Michela, Jason K. McDonald
    Pages 183-192

  18. Beyond Bricks and Mortar: Attributes of the School Environment That Teachers Relate to Creative Instruction

    • Jody Nyboer
    Pages 193-206

  19. What Else Did Pre-service Teachers Learn in a Maker Education Course in a Teacher Education Program Beyond Content?

    • Yi Jin
    Pages 207-216

  20. Training Motivational Regulation Skills Through Virtual Avatars in Online Learning

    • Sanghoon Park, Jung Lim
    Pages 217-231
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Keywords

About this book

This book is the outcome of a research symposium sponsored by the Association for Educational Communications and Technology [AECT]. Consisting of twenty-four chapters, including an introduction and conclusion, it argues that informational content should not be the main element of education, and that to provide more for learners, it is necessary to go beyond content and address other skills and capabilities. It also discusses the false premise that learning is complete when the information is known, not when learners seek more: their own directions, answers, and ideas. The authors assert that the ability to synthesize, solve problems and generate ideas is not based on specific content, although education often focuses solely on teaching content. Further, they state that content can be separated from the learning process and that instructional design and educational technology must be about the skills, habits, and beliefs to be learned.

 



Editors and Affiliations

  • Design, Housing, and Apparel, University of Minnesota, College of Design, Saint Paul, USA

    Brad Hokanson

  • Career and Information Studies, University of Georgia Learning, Design, and Technology, Athens, USA

    Gregory Clinton

  • Instructional Design & Technology, University of Memphis, Memphis, USA

    Andrew A. Tawfik

  • Graduate Programs Office, Kent State University, Kent, USA

    Amy Grincewicz

  • University of Florida, Gainesville, USA

    Matthew Schmidt

Bibliographic Information

  • Book Title: Educational Technology Beyond Content

  • Book Subtitle: A New Focus for Learning

  • Editors: Brad Hokanson, Gregory Clinton, Andrew A. Tawfik, Amy Grincewicz, Matthew Schmidt

  • Series Title: Educational Communications and Technology: Issues and Innovations

  • DOI: https://doi.org/10.1007/978-3-030-37254-5

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer Nature Switzerland AG 2020

  • Hardcover ISBN: 978-3-030-37253-8Published: 10 April 2020

  • Softcover ISBN: 978-3-030-37256-9Published: 10 April 2021

  • eBook ISBN: 978-3-030-37254-5Published: 09 April 2020

  • Series ISSN: 2625-0004

  • Series E-ISSN: 2625-0012

  • Edition Number: 1

  • Number of Pages: XV, 316

  • Number of Illustrations: 19 b/w illustrations, 37 illustrations in colour

  • Topics: Educational Technology, Learning & Instruction, Assessment, Testing and Evaluation

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