Learning, Design, and Technology : An International Compendium of Theory, Research, Practice, and Policy

• Autore: Spector J. Michael
• Pubblicazione: Cham : , : Springer International Publishing AG, , 2023; ©2023
• Edizione: 1st ed.
• Descrizione fisica: 1 online resource (4144 pages)
• Altri autori: LockeeBarbara B ChildressMarcus D
• Nota di contenuto: Intro -- Preface -- References -- Contents -- About the Editors -- Section Editors -- Contributors -- Section I: Learning Theory and the Learning Sciences -- 1 Learning Theory and the Learning Sciences: A Section Introduction -- Introduction -- Topics -- Observations -- Conclusion -- References -- 2 Designing Digital Technologies for Deeper Learning -- Introduction -- Humans in Complex Environments -- Deeper Learning -- Digital Technologies as Cognitive Interfaces -- Design of Cognitive Interfaces -- Information Design -- Use of Multiple External Representations -- Use of Group Awareness Technologies -- Creation of Cognitive Conflicts -- Interaction Design -- Designing for Intuitive Interaction -- Designing for Exploration -- Designing for Collaboration -- Conclusions -- References -- 3 Aligning Learner-Centered Design Philosophy, Theory, Research, and Practice -- Introduction -- Rationale and Purpose -- Rationale for Surveyed Literature -- What Challenges Are Associated with LCD Alignment? -- Plethora of Terms and Constructs -- Problems with Alignment: Top-Down from Philosophy to Practice -- Problems with Alignment: Bottom-Up from Practice to Philosophy -- Problems with Internal Alignment -- Problems with Interpretation -- Problem: Lacking a Systems View -- Proposing and Grounding the LCD Framework -- Framework Proposal -- The Topic of the Overall Framework: LCD -- Framework Core Concepts and How They Relate: Philosophy, Theory, Research, and Practice -- Sections of the Framework: Descriptions and Rationale -- LCD Philosophy -- LCD Foundation: Descriptive Learning Theories and Established Research -- Scaffolding and the Zone of Proximal Development -- Social Constructivism -- Situated Cognition, Situated Learning, and Cognitive Apprenticeship -- Constructionism -- The Debate Over Cognitive Load -- LCD Strategies and Tactics -- Strategies. ; Tactics -- LCD Practice -- Practice as the Targeting of Content Objectives -- Internal Consistency in Instructional Design and Curriculum Development -- Fidelity in Delivery and Teachers as Cocreators -- Ongoing Research and Theory Development -- Framework Summary -- Rationale for Choosing Terms for the Framework -- Summary of Framework Terms -- Applying the Framework -- Rationale -- Personalizing the Framework -- For a Person -- For a Team -- Preliminary Assessment Tool -- Description -- Use in Traditional Versus LCD Settings -- LCD Artifact Assessment Tool Examples -- Tactic: Coaching -- Strategy: Project-Based Learning -- Suggestions for Applying the Framework -- Conclusion -- Summary -- Future Research -- References -- 4 Learning Theories: The Role of Epistemology, Science, and Technology -- Introduction -- What Is Learning Theory? -- Why Theory Is Important to Educational Professionals -- What Is Epistemology and What Is Its Role in Learning Theory? -- Objectivist and Constructivist Epistemologies -- What Is the Role of Science in Learning Theory? -- Twentieth Century Learning Theories -- Behaviorist Learning Theory -- Pavlov: Classical Conditioning -- Watson -- Thorndike: Connectionism -- Skinner: Operant Conditioning -- Cognitivist Learning Theory -- Constructivist Learning Theory -- Piaget -- Vygotsky -- What Is the Role of Technology in Learning Theory? -- Twenty-First Century Learning Theories -- Connectivist Learning Theory -- George Siemens -- Collaborativist Learning Theory (a.k.a. Online Collaborative Learning) -- The Role of Discourse and Collaboration in Learning -- The Three Processes of Collaborativist Learning Theory -- Artificial Intelligence (AI) Versus Augmented Human Intelligence (AHI) -- Artificial Intelligence -- Augmented Human Intelligence -- Conclusion -- References. ; 5 Twenty-First-Century Learning, Rhizome Theory, and Integrating Opposing Paradigms in the Design of Personal Learning Systems -- Introduction -- Twenty-first-Century Learning Needs: Connection and Diversity -- The Rhizome -- Principles of the Rhizome -- Connection -- Heterogeneity -- Multiplicity -- A-Signifying Rupture -- Cartography -- Decalcomania -- Rhizomatic Learning -- Learning in a Hyper-connected World -- Techniques and Technologies for Blended Learning -- Injection Quadrant -- Construction Quadrant -- Immersion Quadrant -- Integration Quadrant -- Consolidation -- Putting It All Together: The Personal Learning Environment (PLE) -- What Are Personal Learning Environments and Why Should We Have Them? -- A Framework for Describing Personal Learning Environments -- Conclusion -- References -- 6 Cognitive Load Theory: What We Learn and How We Learn -- Introduction -- Categories of Knowledge -- Biologically Primary Knowledge -- Biologically Secondary Knowledge -- Human Cognitive Architecture When Dealing with Biologically Secondary Information -- The Information Store Principle -- The Borrowing and Reorganizing Principle -- The Randomness as Genesis Principle -- The Narrow Limits of Change Principle -- The Environmental Organizing and Linking Principle -- Cognitive Load Theory -- Intrinsic Cognitive Load -- Extraneous Cognitive Load -- Altering Element Interactivity -- Cognitive Load Effects -- Element Interactivity Effects Related to Worked Examples -- The Transient Information Effect -- Summary and Conclusions -- References -- 7 Toward a Cognitive Theory of Multimedia Assessment (CTMMA) -- Introduction -- Birth and Growth of Computer-Based Assessment -- Traditional Assessment and Item Design -- Limitations of Cognitive Theories on Multimedia Learning when Applied to Assessment -- Cognitive Theory of Multimedia Learning (CTMML). ; Cognitive Load Theory -- Is This the Good Approach to Assessment? -- Design Principles in Multimedia Assessment -- Applying Cognitive Principles to the Presentation of Test Items -- Using More Sophisticated Response Modes in Multimedia Assessment -- Conclusion -- References -- 8 Learning Theories: The Impact of Goal Orientations, Epistemic Beliefs, and Learning Strategies on Help Seeking -- Introduction -- Help Seeking and Learner-Related Factors -- Help-Seeking Goals -- Help Seeking and Learners´ Epistemic Beliefs -- Help Seeking and Learning Strategies -- Help Seeking and Context-Related Factors -- The Impact of Goal Orientations, Epistemic Beliefs, and Learning Strategies on Help Seeking: Two Empirical Studies -- Study 1: The Impact of Goal Orientations, Epistemic Beliefs, and Learning Strategies on Help Seeking -- Epistemic Beliefs and Help Seeking -- Learning Strategies and Help Seeking -- Goal Orientations and Help Seeking -- Discussion of Study 1 -- Study 2: The Impact of Prompting Adaptive Help Seeking on Activity in a Virtual Workspace, Acceptance of the Learning Environm... -- Help-Seeking Indicators, Goal Orientations, Epistemic Beliefs, and Learning Strategies -- Learning Outcomes -- Activity in the Virtual Workspace -- Discussion of Study 2 -- Conclusion -- References -- 9 Networked Societies for Learning: Emergent Learning Activity in Connected and Participatory Meshworks -- Introduction -- Networked Learning as Connected and Participatory Practices -- Understanding Meshworks: Analysis and Design for Networked Learning -- Socio-material Approaches in Education -- Activity-Centred Analysis and Design (ACAD) Framework -- Theory of Entanglement -- Foregrounding Key Components and Entanglement in MONA and CmyView -- Case Study 1: Museum of Old and New Art -- Case Study 2: CmyView. ; Connection and Participation: The Emergent Activity of Networked Learners -- Conclusion: Designing for Learning in the Digital Age -- References -- 10 Technology-Enhanced Learning: A Learning Sciences Perspective -- Introduction -- Foundations -- The Learning Sciences -- Guiding Theories of Technology-Enhanced Learning in the Learning Sciences -- The Design of Technology-Enhanced Learning Environments -- Authentic Learning -- Scaffolding -- Computer-Supported Collaborative Learning -- Technology-Enhanced Learning and Assessment -- Design-Based Research -- Challenges and Promises in a Learning Sciences Perspective of Technology-Enhanced Learning -- Learning in Informal Settings -- Using Big Data -- Equity, Democratic Participation and Technology-Enhanced Learning -- Conclusion -- References -- 11 Self-Determined Learning: Designing for Heutagogic Learning Environments -- Introduction -- Heutagogy, or Self-Determined Learning -- Principles of Heutagogy -- Human Agency (Learner-Centeredness) -- Capability -- Self-Reflection and Metacognition (Double-Loop Learning) -- Nonlinear Teaching and Learning -- Designing for Heutagogy -- Elements of Heutagogic Design -- Strategies for Transitioning to and Sustaining Heutagogy -- Student as Self-Determined Learner -- Instructor as Learning Leader -- Institutions as Networks of Support -- The Role of Technology -- Heutagogy Across the Learner Life Cycle -- K-12 Education -- Higher Education -- Distance and Online Learning -- Vocational Education and Training -- Lifelong Learning -- Conclusion -- References -- 12 Redefining Learning: A Neurocognitive Approach -- Introduction -- Origins and Definitions -- Formation and Organization of Learning Environments -- Ideas and Research on Neurocognition -- Neurocognitive Reconceptualization of Education -- Individuation -- School Readiness -- Predictable Progress. ; Academic Compartmentalization.
• Titolo autorizzato: Learning, Design, and Technology
• ISBN: 3-319-17461-4
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910751385703321
• Lo trovi qui: Univ. Federico II