| Description |
xvi, 294 pages : illustrations ; 24 cm |
| Contents |
Chapter 1. Today's Technological Challenges -- Socrates' Tale -- Technology's Place in Education -- Today's Technology Users -- Realizing Technology's Promise -- Chapter 2. Designing Opportunities for Learning -- The Efficiency Model of Learning -- The Efficiency Model and Designs for Learning -- Integrated Learning Systems: A Case Study -- Questioning the Efficiency Model -- Learning in School and Learning Outside of School -- Rethinking the Design of Learning Opportunities: Two Important Ideas and an Educational Dilemma -- A View of Intelligence -- Constructivist Learning -- An Educational Dilemma -- Six Guiding Questions -- Chapter 3. The FACTS of Design -- The Teacher as Designer -- The FACTS of Design -- What Foundations of Learning Do Today's Students Most Need to Learn? -- What Activities Should Designers Choose to Ensure that Students Become Actively Engaged in Learning Through Construction? -- What Contents, Ideas, and/or Concepts Afford a Context for Student Learning? -- What Tools Might a Designer Choose to Best Support and Enhance Student Learning? -- What System of Assessment Might a Designer Construct to Appropriately Assess Student Learning? -- How Might Learning Environments be Constructed to Complement the Overall Learning Design? -- The FACTS Web-Based Design Tool -- Design Mentors -- Design Challenges -- Design Examples -- Create Your Own Design -- Chapter 4. Designs for Knowledge -- Ways of Knowing -- Learning and the Disciplines -- Knowledge of Structure and Process: Content as Vehicle -- Learning about Structures -- Learning about Processes: Doing the Disciplines -- Discourse and The Disciplines -- Discourse and the Electronic Technologies -- Expository Discourse and the Disciplines -- Combining Expository Discourse and Teaching Disciplinary Structures -- Narrative Discourse and the Disciplines -- Narrative Discourse and Learning Disciplinary Structures -- Chapter 5. Designs for Problem Solving -- Inside the Black Box -- Memory -- Information Extending Processes -- Information Rearranging Processes -- Thinking about Thinking: Metacognition -- Putting the Problem at the Center -- Anchored Instruction -- Problem-Based Learning -- Solving Content-Specific Problems: The ABCS of Activity -- A is for Authentic Activities -- B is for Building Knowledge Activities -- C is for Constructing Activities -- S is for Sharing Activities -- Chapter 6. Designs for Literacy -- Defining Literacy -- Literacy at the Denotative Level -- Literacy at the Connotative Level -- An Expanded Definition of Literacy -- Designing Opportunities to Learn Literacy -- Literacy as Symbolic Competence -- Literacy as Cognitive Strategies -- Literacy and Discourse Forms -- Communicating with Symbols -- Chapter 7. Designs for Using Information -- The Electronic Study -- Today's Information Environment -- The Information Explosion and Information Overload -- Educators' Challenge -- Meeting the Challenge: Two Considerations -- Becoming Information Users--SSCC -- Searching for Information -- Sorting and Judging Information -- Creating and Communicating -- WebQuests -- Information and the Virtual Classroom -- Chapter 8. Designs for Community -- Communities of Learners -- Attributes of Communities -- Cognition and Community -- Technology in Diverse Classrooms -- Students of Lower Socioeconomic Status -- Minority Students -- Questions of Equity -- Tapping Funds of Knowledge -- Learning in Collaborative and Cooperative Communities -- Cooperative Learning -- Collaborative Learning -- Learning in Democratic Communities -- Learning in Virtual Communities -- Designing Virtual Online Learning Communities -- Chapter 9. Designing Systems of Assessment -- The Evaluation of an Innovation -- Traditional Assessment Practices -- The Alternative Assessment Movement -- Aligning Instruction, Curriculum, and Assessment -- Putting Teachers at the Center of Assessment -- Alternative Assessment Strategies -- Using Rubrics for Assessment -- Using Portfolios for Assessment -- Creating Electronic Portfolios -- Expanding Assessment Audiences -- Creating New Knowledge and Publishing Students' Work -- Technology and Alternative Assessment -- Recording and Observing Process -- New Interpretive Tools -- Chapter 10. Designing Learning Environments -- Learning Environments Are Instructional Strategies -- Constructing Learning Environments -- Designing Places to Learn -- Intellectual Learning Environments -- Selecting Appropriate Intellectual Learning Environments -- The Environment as a Climate of Values -- The Values Environment -- Exploring Three Schoolwide Learning Environments |
|
Ch. 1. Today's Technological Challenges -- Ch. 2. Designing Opportunities for Learning -- Ch. 3. The FACTS of Design -- Ch. 4. Designs for Knowledge -- Ch. 5. Designs for Problem Solving -- Ch. 6. Designs for Literacy -- Ch. 7. Designs for Using Information -- Ch. 8. Designs for Community -- Ch. 9. Designing Systems of Assessment -- Ch. 10. Designing Learning Environments |
| Notes |
Previous ed.: London : Harcourt Brace, 1998 |
| Bibliography |
Includes bibliographical references and index |
|
Includes bibliographical references (pages 273-287) and index |
| Subject |
Educational technology.
|
|
Computer-assisted instruction.
|
|
Teaching -- Aids and devices.
|
| Author |
Wiburg, Karin M.
|
| LC no. |
2002101172 |
| ISBN |
0534603106 : |
|
0534603092 |
|
