LEADER 00787nam0-22003131i-450- 001 990003281530403321 005 20001010 035 $a000328153 035 $aFED01000328153 035 $a(Aleph)000328153FED01 035 $a000328153 100 $a20000920d1974----km-y0itay50------ba 101 0 $aita 105 $ay-------001yy 200 1 $aNORTH RHINE-WESTPHALIA 205 $a1 210 $aOxford$cUniversity Press$d1974 215 $app.48 610 0 $aEnciclopedie sull'Europa 676 $a003.030 700 1$aHellen,$bJohn Anthony$0272551 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990003281530403321 952 $a003.030.HEL$b1551$fDECGE 959 $aDECGE 996 $aNorth-Rhine Westphalia$947788 997 $aUNINA DB $aING01 LEADER 03957nam 22006255 450 001 9910502979403321 005 20220118075536.0 010 $a9783030842208 010 $a3030842207 024 7 $a10.1007/978-3-030-84220-8 035 $a(CKB)4100000012038105 035 $a(MiAaPQ)EBC6738510 035 $a(Au-PeEL)EBL6738510 035 $a(OCoLC)1273428488 035 $a(DE-He213)978-3-030-84220-8 035 $a(EXLCZ)994100000012038105 100 $a20210930d2021 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aConversational Forms of Instruction and Message Layer Design /$fby Andrew S. Gibbons, Elizabeth Boling 205 $a1st ed. 2021. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2021. 215 $a1 online resource (93 pages) 225 1 $aSpringerBriefs in Educational Communications and Technology,$x2196-4998 311 08$a9783030842192 311 08$a3030842193 320 $aIncludes bibliographical references. 327 $aChapter 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. 330 $aThis book examines the theoretical basis of one of the functional layers?the message layer?of an architectural theory of instructional design. The architectural theory (Gibbons, 2003; Gibbons & Rogers, 2009; Gibbons, 2014) identifies seven functions carried out during instruction that correspond with designable strata, or layers. The architectural theory proposes that for each layer there exists a specialized body of design languages, constructs, questions, tools, practices, processes, a professional community, and most especially, bodies of design theory. It also proposes that design knowledge from other design fields, many of which approach design from the same functional perspective, can be appropriated for the further development of knowledge within the instructional technology field. A robust literature from disparate fields supplies relevant theory for message layer design. This book builds the case for validation of the message layer by bringing together work from instructional theory, conversation theory, research in the learning sciences, intelligent tutoring system research, and K-12 education. Within this literature, the authors demonstrate the existence of the message as a structural abstraction: an independently designable entity. They trace the development of the message construct historically, showing that it has remained remarkably stable over time, independent of changing psychological, educational, and technological conventions. . 410 0$aSpringerBriefs in Educational Communications and Technology,$x2196-4998 606 $aEducational technology 606 $aLearning, Psychology of 606 $aEducational psychology 606 $aDigital Education and Educational Technology 606 $aInstructional Theory 606 $aEducational Psychology 615 0$aEducational technology. 615 0$aLearning, Psychology of. 615 0$aEducational psychology. 615 14$aDigital Education and Educational Technology. 615 24$aInstructional Theory. 615 24$aEducational Psychology. 676 $a371.3 700 $aGibbons$b Andrew S.$0848309 702 $aBoling$b Elizabeth 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910502979403321 996 $aConversational Forms of Instruction and Message Layer Design$92569025 997 $aUNINA