01093nam0 22002531i 450 UON0012878420231205102747.50520020107d1900 |0itac50 baengIN|||| 1||||ˆA ‰Monograph on silk fabrics produced in the north-western provinces and OudhA. Yusuf AliAllahadadN. W. Provinces and Oudh Government Press1900VII, 124 p., c. di tav.ill.28 cmINAllahabadUONL000114SI IX FSUBCONT. INDIANO - ARTI TESSILIAALIA. YusufUONV079254668050N. W. Provinces and Oudh Government PressUONV262566650ITSOL20240220RICASIBA - SISTEMA BIBLIOTECARIO DI ATENEOUONSIUON00128784SIBA - SISTEMA BIBLIOTECARIO DI ATENEOSI SI IX F 003 SI SA 6022 7 003 Monograph on silk fabrics produced in the north-western provinces and Oudh1318017UNIOR03957nam 22006255 450 991050297940332120220118075536.09783030842208303084220710.1007/978-3-030-84220-8(CKB)4100000012038105(MiAaPQ)EBC6738510(Au-PeEL)EBL6738510(OCoLC)1273428488(DE-He213)978-3-030-84220-8(EXLCZ)99410000001203810520210930d2021 u| 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierConversational Forms of Instruction and Message Layer Design /by Andrew S. Gibbons, Elizabeth Boling1st ed. 2021.Cham :Springer International Publishing :Imprint: Springer,2021.1 online resource (93 pages)SpringerBriefs in Educational Communications and Technology,2196-49989783030842192 3030842193 Includes bibliographical references.Chapter 1 – Instruction as a Conversation: The Imperative for Message Layer Design -- Chapter 2 – Conversation Theory and the Message Construct -- Chapter 3 –Message Structure, Educational Psychology, and Instructional Technology -- Chapter 4 –Message Structure and Intelligent Tutoring Systems -- Chapter 5 – Message Structure, the Learning Sciences, and Social Learning Theory -- Chapter 6 – Results and Conclusion.This book examines the theoretical basis of one of the functional layers—the message layer—of an architectural theory of instructional design. The architectural theory (Gibbons, 2003; Gibbons & Rogers, 2009; Gibbons, 2014) identifies seven functions carried out during instruction that correspond with designable strata, or layers. The architectural theory proposes that for each layer there exists a specialized body of design languages, constructs, questions, tools, practices, processes, a professional community, and most especially, bodies of design theory. It also proposes that design knowledge from other design fields, many of which approach design from the same functional perspective, can be appropriated for the further development of knowledge within the instructional technology field. A robust literature from disparate fields supplies relevant theory for message layer design. This book builds the case for validation of the message layer by bringing together work from instructional theory, conversation theory, research in the learning sciences, intelligent tutoring system research, and K-12 education. Within this literature, the authors demonstrate the existence of the message as a structural abstraction: an independently designable entity. They trace the development of the message construct historically, showing that it has remained remarkably stable over time, independent of changing psychological, educational, and technological conventions. .SpringerBriefs in Educational Communications and Technology,2196-4998Educational technologyLearning, Psychology ofEducational psychologyDigital Education and Educational TechnologyInstructional TheoryEducational PsychologyEducational technology.Learning, Psychology of.Educational psychology.Digital Education and Educational Technology.Instructional Theory.Educational Psychology.371.3Gibbons Andrew S.848309Boling ElizabethMiAaPQMiAaPQMiAaPQBOOK9910502979403321Conversational Forms of Instruction and Message Layer Design2569025UNINA