Integrated and Holistic Perspectives on Learning, Instruction and Technology

1. Front Matter

   Pages i-xxvii

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2. Instructional Foundations for Life-long Learning and Understanding Complex Domains

   1. Environments for Lifelong Learning

      • Peter Goodyear

      Pages 1-18

   2. Knowledge Management for School-based Educators

      • James Marshall, Allison Rossett

      Pages 19-34

   3. Reflections on Developing A Web-based Teaching with Technology Course

      • Wilhelmina C. Savenye

      Pages 35-60

   4. Static and Dynamic Environments

      • Catherine B. Dunnagan, Dean L. Christensen

      Pages 61-78

   5. Building Theory Into Practice in Learning and Instruction

      • J. Michael Spector

      Pages 79-90

   6. Leveraging Technology in the Service of Life-long Learning

      • Ellen D. Wagner

      Pages 91-102

3. Integrating Technology and Knowledge Construction in Rich Learning Environments

   1. Integrating Constructivism and Learning Technologies

      • Julian Hernandez-Serrano, Ikseon Choi, David H. Jonassen

      Pages 103-128

   2. Mental Models & Instructional Planning

      • Norbert M. Seel, Sabine Al-Diban, Patrick Blumschein

      Pages 129-158

   3. Reality, Models and Complex Teaching Learning Environments

      • Frank Achtenhagen

      Pages 159-174

   4. Building Versus Using Simulations

      • Stephen Alessi

      Pages 175-196

   5. Research-based Principles for Multimedia Presentation

      • Ok-Choon Park, Michael P. Etgen

      Pages 197-212

   6. Epistemology, Psychology of Learning and Instructional Design

      • Sanne Dijkstra

      Pages 213-232

4. Back Matter

   Pages 243-267

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One outcome of recent progress in educational technology is strong interest in providing effective support for learning in complex and ill-structured domains. We know how to use technology to promote understanding in simpler domains (e.g., orientation information, procedures with minimal-branching, etc.), but we are less sure how to use technology to support understanding in more complex domains (e.g., managing limited resources, understanding environmental impacts, etc.). Such domains are increasingly significant for society. Technology (e.g., collaborative tele-learning, digital repositories, interactive simulations, etc.) can provide conceptually and functionally rich domains for learning. However, this introduces the problem of determining what works in which circumstances and why. Research and development on these matters is reflected in this collection of papers. This research suggests a need to rethink foundational issues in educational philosophy and learning technology. One major theme connecting these papers is the need to address learning in the large - from a more holistic perspective. A second theme concerns the need to take learners where and as they are, integrating technology into effective learning places. Significant and systematic progress in learning support for complex domains demands further attention to these important issues.

• Instructional Design
• e-learning
• information
• knowledge management
• learning
• multimedia
• learning and instruction

• Syracuse University, USA

  J. Michael Spector, Theresa M. Anderson

Policies and ethics