Constructivism and the Technology of Instruction: A Conversation
Thomas M. Duffy, David H. Jonassen
Routledge, Jan 11, 2013 - Education - 232 pages
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.
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activity advanced knowledge acquisition analysis applied approach argue assessment assumptions authentic tasks basic Bednar behavior Bransford CFHs Cognition and Technology cognitive apprenticeship Cognitive Flexibility Theory cognitive psychology cognitive science complex concept constructivism constructivist epistemology constructivist perspective constructivist view constructivistic environments context Coulson Cunningham Dick chapter discussion Duffy Educational Technology epistemological epistemology evaluation example experience Feltovich ﬂexible Fosnot Gagné goals Hillsdale hypertext ideas ill-structured domains implications instructional design instructional strategies instructional systems instructional theory interpretations issue Jasper Jonassen knowledge domains knowledge representation Lakoff Lawrence Erlbaum Associates learner learning outcomes mathematics meaning mental models Merrill chapter multiple perspectives objective objectivism objectivist Perkins phenomenaria prespecified Press principles problem solving real-world reﬂect Reigeluth relevant SAGREDO SIMPLICIO Situated cognition situations skills Spiro struction structured domains task management teacher teaching Technology Group theory of learning thinking tion tive tivist transfer understanding