LEADER 04445oam 2200685I 450 001 9910782481903321 005 20200520144314.0 010 $a1-135-59081-8 010 $a1-135-59082-6 010 $a1-281-90007-9 010 $a9786611900076 010 $a0-203-35721-3 024 7 $a10.4324/9780203357217 035 $a(CKB)1000000000556158 035 $a(EBL)367698 035 $a(OCoLC)476202863 035 $a(SSID)ssj0000144085 035 $a(PQKBManifestationID)11157636 035 $a(PQKBTitleCode)TC0000144085 035 $a(PQKBWorkID)10120059 035 $a(PQKB)10679388 035 $a(Au-PeEL)EBL367698 035 $a(CaPaEBR)ebr10267208 035 $a(CaONFJC)MIL190007 035 $a(OCoLC)309925840 035 $a(MiAaPQ)EBC367698 035 $a(EXLCZ)991000000000556158 100 $a20180706d2009 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aEducating learning technology designers $eguiding and inspiring creators of innovative educational tools /$fedited by Chris DiGiano, Shelley Goldman, and Michael Chorost 210 1$aNew York :$cRoutledge,$d2009. 215 $a1 online resource (371 p.) 300 $aDescription based upon print version of record. 311 $a0-8058-6472-5 311 $a0-8058-6471-7 320 $aIncludes bibliographical references and index. 327 $aFront Cover; Educating Learning Technology Designers; Copyright Page; Contents; Preface; List of Figures; List of Tables; 1. Introduction: Preparing the Next Generation of Learning Technology Designers: Shelley Goldman, Chris DiGiano, and Michael Chorost; 2. What Is Design Knowledgeand How Do We Teach It?: Christopher Hoadley and Charlie Cox; 3. Focusing on Process: Evidence and Ideas to Promote Learning Through the Collaborative Design Process: Emma Mercier, Shelley Goldman, and Angela Booker 327 $a4. Partnering with K-12 Educators in Collaborative Design of Learning Technology: Shelley Goldman, Emma Mercier, and Angela Booker5. Authentic Design and Collaboration: Involving University Faculty as Clients in Project-Based Learning Technology Design Courses: Jennifer Meta Robinson, Alyssa Friend Wise, and Thomas M.Duffy; 6. Moving from Feedback to Scaffolding: Improving the LTD Student's Experience: Suzanne Alejandre and K. Ann Renninger; 7. Interdisciplinarity in Learning Technology Design Courses: Moderators: Angela Booker, Shelley Goldman, and Emma Mercier 327 $a8. Applying the "Studio Model" to Learning Technology Design: Charlie Cox, Steve Harrison, and Christopher Hoadley9. A Learning Technology Design Course, Deconstructed: Chris Quintana; 10. Teaching Educational Design Through Computer Game Design: Balancing Expectations, Abilities, and Outcomes: Brett E. Shelton; 11. Creating Educational Gamelets: Clayton Lewis and Alexander Repenning; 12. Playground Games and the Dissemination of Control in Computing and Learning: Deborah Tatar, Sirong Lin, and Joon Suk Lee 327 $a13. Reflecting on Reflection: Guiding and Capturing Student Projects Online: Chris DiGiano, Michael Chorost, and Mark Chung14. To The Student: Michael Chorost and Chris DiGiano; 15. Featured Student Projects: Gucci Estrella and Chris DiGiano; List of Contributors; Index 330 $aWhat knowledge and skills do designers of learning technologies need? What is the best way to train them to create high-quality educational technologies? Distilling the wisdom of expert instructors and designers, this cutting-edge guide offers a clear, accessible balance of theory and practical examples. This cutting-edge guide: synthesizes learning, instructional design, and educational technology perspectives on learning-centered technology - highlighting how interdisciplinary work is driving the fields of the learning sciences and technology design and development 606 $aEducational technology 606 $aComputer-assisted instruction 615 0$aEducational technology. 615 0$aComputer-assisted instruction. 676 $a371.33 701 $aChorost$b Michael$01480398 701 $aDiGiano$b Chris$01480399 701 $aGoldman$b Shelley V$01480400 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910782481903321 996 $aEducating learning technology designers$93697020 997 $aUNINA