Constructivism and the technology of instruction : a conversation
Author(s)
Bibliographic Information
Constructivism and the technology of instruction : a conversation
Routledge, 2009, c1992
- : [pbk]
Available at 2 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographical references and index
Reprint. Originally published: Hillsdale, N.J. : Lawrence Erlbaum Associates Publishers , 1992
Description and Table of Contents
Description
This book is about the implications of constructivism for instructional design practices, and more importantly, it is about a dialogue between instructional developers and learning theorists. Working with colleagues in each discipline, the editors were amazed to find a general lack of familiarity with each others' work. From an instructional design perspective, it seems that the practice of instructional design must be based on some conception of how people learn and what it means to learn. From a learning theory perspective, it seems obvious that the value of learning theory rests in the ability to predict the impact of alternative learning environments or instructional practices on what is learned. Thus the interchange of ideas between these disciplines is essential.
As a consequence of both the information rich environment and the technological capability, business is seen moving away from a fixed curriculum and toward providing information and instruction when it is needed. These changes bring about a window of opportunity establishing a dialogue that will provide for a richer understanding of learning and the instructional environment required to achieve that learning. The editors hope that this book is the beginning of the conversation and that it will serve to spur continued conversation between those involved in learning theory and those involved in the design of instruction.
Table of Contents
Contents: Part I:Introduction.T.M. Duffy, D.H. Jonassen, Constructivism: New Implications for Instructional Technology. Part II:Constructivist Perspectives.A.K. Bednar, D. Cunningham, T.M. Duffy, J.D. Perry, Theory into Practice: How Do We Link? D.J. Cunningham, Assessing Constructions and Constructing Assessments: A Dialogue. D.N. Perkins, Technology Meets Constructivism: Do They Make a Marriage? R.J. Spiro, P.J. Feltovich, M.J. Jacobson, R.L. Coulson, Cognitive Flexibility, Constructivism, and Hypertext: Random Access Instruction for Advanced Knowledge Acquisition in Ill-structured Domains. Cognition and Technology Group at Vanderbilt University, Technology and the Design of Generative Learning Environments. Part III:Instructional Technology Perspectives.W. Dick, An Instructional Designer's View of Constructivism. M.D. Merrill, Constructivism and Instructional Design. Part IV:Clarifying the Relationship.Cognition and Technology Group at Vanderbilt University, Some Thoughts About Constructivism and Instructional Design. R.J. Spiro, P.L. Feltovich, M.J. Jacobson, R.L. Coulson, Knowledge Representation, Content Specification, and the Development of Skill in Situation Specific Knowledge Assembly: Some Constructivist Issues as They Relate to Cognitive Flexibility Theory and Hypertext. T.M. Duffy, A.K. Bednar, Attempting to Come to Grips with Alternative Perspectives. D.H. Jonassen, Evaluating Constructivistic Learning. C.M. Reigeluth, Reflections on the Implications of Constructivism for Educational Technology. D.J. Cunningham, In Defense of Extremism. D.N. Perkins, What Constructivism Demands of the Learner. Part V:Reflections on the Conversation.C. Fosnot, Constructing Constructivism. W. Winn, The Assumptions of Constructivism and Instructional Design. B.S. Allen, Constructive Criticisms. S. Tobias, An Eclectic Examination of Some Issues in the Constructivist-ISD Controversy.
by "Nielsen BookData"