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Title Constructivism and the technology of instruction : a conversation / edited by Thomas M. Duffy, David H. Jonassen with special assistance from Peggy Cole
Published Hillsdale, N.J. : Lawrence Erlbaum Associates Publishers, 1992


Location Call no. Vol. Availability
Description xi, 221 pages ; 23 cm
Contents I. Introduction. 1. Constructivism: New Implications for Instructional Technology / Thomas M. Duffy and David H. Jonassen -- II. Constructivist Perspectives. 2. Theory into Practice: How Do We Link? / Anne K. Bednar, Donald Cunningham, Thomas M. Duffy and J. David Perry. 3. Assessing Constructions and Constructing Assessments: A Dialogue / Donald J. Cunningham. 4. Technology Meets Constructivism: Do They Make a Marriage? / David N. Perkins. 5. Cognitive Flexibility, Constructivism, and Hypertext: Random Access Instruction for Advanced Knowledge Acquisition in Ill-structured Domains / Rand J. Spiro, Paul J. Feltovich, Michael J. Jacobson and Richard L. Coulson. 6. Technology and the Design of Generative Learning Environments / Cognition and Technology Group at Vanderbilt University -- III. Instructional Technology Perspectives. 7. An Instructional Designer's View of Constructivism / Walter Dick. 8. Constructivism and Instructional Design / M. David Merrill -- IV. Clarifying the Relationship. 9. Some Thoughts About Constructivism and Instructional Design / Cognition and Technology Group at Vanderbilt University. 10. 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 / Rand J. Spiro, Paul J. Feltovich, Michael J. Jacobson and Richard L. Coulson. 11. Attempting to Come to Grips with Alternative Perspectives / Thomas M. Duffy and Anne K. Bednar. 12. Evaluating Constructivistic Learning / David H. Jonassen. 13. Reflections on the Implications of Constructivism for Educational Technology / Charles M. Reigeluth. 14. In Defense of Extremism / Donald J. Cunningham. 15. What Constructivism Demands of the Learner / David N. Perkins -- V. Reflections on the Conversation. 16. Constructing Constructivism / Catherine Fosnot. 17. The Assumptions of Constructivism and Instructional Design / William Winn. 18. Constructive Criticisms / Brockenbrough S. Allen. 19. An Eclectic Examination of Some Issues in the Constructivist-ISD Controversy / Sigmund Tobias
Summary 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. -- Publisher description
Bibliography Includes bibliographical references and index
Subject Constructivism (Education)
Educational technology.
Instructional systems -- Design.
Author Duffy, Thomas M., author
Jonassen, David H., 1947-2012.
LC no. 92022781
ISBN 0805812725