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1.
Logan Fiorella Jennifer J. Vogel-Walcutt Sae Schatz 《Educational technology research and development : ETR & D》2012,60(2):223-238
Effectively presenting complex material is a crucial component of instructional design within simulation-based training (SBT)
environments. One approach to facilitate the acquisition of higher-order knowledge is to embed instructional strategies within
the systems themselves. Currently, however, there are few established guidelines to inform developers how best to implement
such strategies. In response, this study aims to explore the presentation of one such strategy—feedback—during SBT of a complex
decision-making task. Specifically, this study extends past research on the modality principle of multimedia learning by comparing
the use of spoken- versus printed-text real-time feedback in an SBT environment. During two primarily visual training scenarios,
participants received spoken-text (Spoken Group), printed-text (Printed Group), or no feedback (Control Group) based on their
performance. Results indicated that the Spoken Group demonstrated greater decision-making performance during training and
assessment compared to the Printed Group. These findings are consistent with those of past research and suggest that the modality
principle can be extended to the presentation of real-time feedback during SBT of higher-order cognitive skills. 相似文献
2.
Creating next generation blended learning environments using mixed reality,Video Games and Simulations 总被引：1，自引：1，他引：1
Summary The goal of this article has been to discuss next generation learning environments and next generation training technologies
as well as the learning and design challenges faced in using these. Specifically, we discuss theoretical and design principles
of constructivist learning environments and how advanced technologies can potentially support meeting these principles as
well as the challenges they may pose to various types of designers, instructional, game, graphic and programming. To address
methods for designing complex environments, we also address the use of methodologies and authoring systems with various tools
to support the design process. In this context, to illustrate how tools can be used to help instructional design teams manage
the complexities of developing for these environments. As an example, we discuss one tool,IIPI CREATE, that supports this process and organizes the development process 相似文献
3.
This paper focuses on theory and research issues associated with the use of hypermedia technologies in education. It is proposed
that viewing hypermedia technologies as an enabling infrastructure for tools to support learning—in particular learning in
problem-based pedagogical environments involving cases—has particular promise. After considering research issues with problem-based
learning related to knowledge transfer and conceptual change, a design framework is discussed for a hypermedia system with
scaffolding features intended to support and enhance problem-based learning with cases. Preliminary results are reported of
research involving a new version of this hypermedia design approach with special ontological scaffolding to explore conceptual
change and far knowledge transfer issues related to learning advanced scientific knowledge involving complex systems as well
as the use of the system in a graduate seminar class. Overall, it is hoped that this program of research will stimulate further
work on learning and cognitive sciences theoretical and research issues, on the characteristics of design features for robust
and educationally powerful hypermedia systems, on ways that hypermedia systems might be used to support innovative pedagogical
approaches being used in the schools, and on how particular designs for learning technologies might foster learning of conceptually
difficult knowledge and skills that are increasingly necessary in the 21st century.
Michael J. Jacobson Ph.D., is a faculty researcher at the Singapore Learning Sciences Laboratory and an Associate Professor in the Learning Sciences and Technology Academic Group at the National Institute of Education (NIE), Nanyang Technological University in Singapore. His research has focused on the design of learning technologies such as 3D multi-user virtual environments and hypermedia to foster deep conceptual understanding, conceptual change, and knowledge transfer in challenging conceptual domains. Most recently, his work has explored cognitive and learning issues related to the design of learning technologies to help students understand new scientific perspectives emerging from the study of complex and dynamical systems. 相似文献
| Michael J. JacobsonEmail: |
Michael J. Jacobson Ph.D., is a faculty researcher at the Singapore Learning Sciences Laboratory and an Associate Professor in the Learning Sciences and Technology Academic Group at the National Institute of Education (NIE), Nanyang Technological University in Singapore. His research has focused on the design of learning technologies such as 3D multi-user virtual environments and hypermedia to foster deep conceptual understanding, conceptual change, and knowledge transfer in challenging conceptual domains. Most recently, his work has explored cognitive and learning issues related to the design of learning technologies to help students understand new scientific perspectives emerging from the study of complex and dynamical systems. 相似文献
4.
Designing electronic collaborative learning environments 总被引：1，自引：3，他引：1
Paul Kirschner Jan-Willem Strijbos Karel Kreijns Pieter Jelle Beers 《Educational technology research and development : ETR & D》2004,52(3):47-66
Electronic collaborative learning environments for learning and working are in vogue. Designers design them according to their
own constructivist interpretations of what collaborative learning is and what it should achieve. Educators employ them with
different educational approaches and in diverse situations to achieve different ends. Students use them, sometimes very enthusiastically,
but often in a perfunctory way. Finally, researchers study them and—as is usually the case when apples and oranges are compared—find
no conclusive evidence as to whether or not they work, where they do or do not work, when they do or do not work and, most
importantly, why, they do or do not work. This contribution presents an affordance framework for such collaborative learning
environments; an interaction design procedure for designing, developing, and implementing them; and an educational affordance
approach to the use of tasks in those environments. It also presents the results of three projects dealing with these three
issues. 相似文献
5.
This study analyses the discourse among the teacher and the students, members of three (3) small groups, who learn in the
environment of a stand-alone computer. Two educational environments are examined: the first one, a “virtual laboratory” (Virtual
scale-DELYS) and the second one, a computer modeling environment (ModelsCreator). The ‘Virtual Scale’ environment provides
users with curriculum focused feedback and in that sense it can be categorized as directive. The ModelsCreator environment
provides users merely with a representation of their own conception of curriculum concepts, so it can be categorized as an
open-ended environment. The goal of this research is to exemplify the way the two educational software environments support
(a) the development of collective thinking in peer— and teacher-led discussion and (b) students’ autonomy. The software tools
of the “Virtual scale” along with the resources provided for the problem solving created an educational framework of hypothesis
testing. This framework did not limit the students’ contributions by directing them to give short answers. Moreover, it supported
the students’ initiatives by providing tools, representations and procedures that offered educationally meaningful feedback.
Based on the above results, we discuss a new educationally important structure of software mediation and describe the way
the two software activities resourced collective thinking and students’ initiatives. Finally, for each type of software environment,
we propose certain hypotheses for future research regarding the support of collaborative problem solving. 相似文献
6.
Yanghee Kim Amy L. Baylor 《Educational technology research and development : ETR & D》2006,54(6):569-596
Teaching and learning are highly social activities. Seminal psychologists such as Vygotsky, Piaget, and Bandura have theorized
that social interaction is a key mechanism in the process of learning and development. In particular, the benefits of peer
interaction for learning and motivation in classrooms have been broadly demonstrated through empirical studies. Hence, it
would be valuable if computer-based environments could support a mechanism for a peer interaction. Though no claim of peer
equivalence is made, pedagogical agents as learning companions (PALs)—animated digital characters functioning to simulate
human-peer-like interaction—might provide an opportunity to simulate such social interaction in computer-based learning. In
this article we ground the instructional potential of PALs in several social-cognitive theories, including distributed cognition,
social interaction, and Bandura’s social-cognitive theory. We discuss how specific concepts of the theories might support
various instructional functions of PALs, acknowledging concepts that PALs cannot address. Based on the theoretical perspectives,
we suggest key constituents for designing PALs that in human-peer interactions have proven significant. Finally, we review
the current status of PAL research with respect to these constituents and suggest where further empirical research is necessary. 相似文献
7.
Open learning environments (OLEs) assume that learners are good self-regulators. In such environments, learners have a large
amount of control and decide on the use of different support devices (i.e. tools). However, research clearly suggests that,
because students often do not possess the necessary regulation skills, they cannot decide what tool might be beneficial for
their learning. This contribution deals with the impact of three metacognitive variables on tool use in OLEs: students’ regulation
activities; help-seeking behaviour; and instructional conceptions. Results reveal that these student characteristics affect
tool use and that their impact is moderated by environmental factors, especially advice. 相似文献
8.
9.
Conclusion This paper has explored the impact of TPMS, a performance management and support tool for trainers, on the work of Training
Project Managers on the Customer Advocacy Training team within Cisco Systems. TPMS was shown to support the work of PMs through
all stages of the ADDIE model. While its focus on the management of the training development process makes it different from
other ID tools, TPMS is nonetheless a tool that supports the work of instructional designers. Depending on the route the CA
team chooses to follow, TPMS could evolve to a Knowledge Management System (KMS) ID that not only manages the development
process but also provides more advanced capabilities for collaboration. 相似文献
10.
Collegial sharing and reflection about practice has been widely suggested as an effective form of teacher professional learning. Information and communications technology (ICT) has the potential to foster this professional learning through online community environments. Whilst the potential of self-sustaining online teacher communities to support professional learning through reflective sharing of practice is recognised, the journey to realising this potential is not straightforward. This paper identifies two key aspects of school culture that are acting as barriers on the journey—schools do not adequately value collegial reflective sharing of practice, and classroom teachers do not use online communications tools as an integral part of their professional practices. The paper suggests a framework for maximising participation in online teacher communities. 相似文献
11.
This paper provides a classification, review, and critical analysis of current Web-based interactive programming environments and tools that facilitate learning programming languages and concepts. The focal point of the paper is based on (1) categorizing available programming systems and tools into classes according to their pedagogical approaches; (2) reviewing individual systems; and (3) critically analyzing them according to established standards for instructional design. The paper is intended to provide those seeking to use these resources with a comprehensive survey of the available systems, their succinct evaluation, and their effectiveness. 相似文献
12.
Brian R. Belland 《Educational Psychology Review》2011,23(4):577-600
Problem solving is an important skill in the knowledge economy. Research indicates that the development of problem solving
skills works better in the context of instructional approaches centered on real-world problems. But students need scaffolding
to be successful in such instruction. In this paper I present a conceptual framework for understanding the effects of scaffolding.
First, I discuss the ultimate goal of scaffolding—the transfer of responsibility—and one way that scholars have conceptualized
promoting this outcome (fading). Next, I describe an alternative way to conceptualize transfer of responsibility through the
lens of distributed cognition and discuss how this lens informs how to promote transfer of responsibility. Then I propose
guidelines for the creation of problem solving scaffolds to support transfer of responsibility and discuss them in light of
the literature. 相似文献
13.
Conclusion Developing an easy-to-use, complete, practical, reliable, and cost-effective solution for delivering training and education
on the Internet has required considerable research and development. We have found that off-the-shelf technologies offer only
partial solutions, at best. Even when the software problems were solved, however, we found that our work was just beginning.
An effective solution requires software technology, but expertise in instructional design has been equally important. The
learning environments our clients create on the Internet have the potential for both “high tech” and “high touch.” These clients
are finding ways to reach beyond the physical limitations of the classroom, but—perhaps more significantly—they are using
the system to reach beyond the limiting assumptions of the classroom as well. As they—and we—do so, we will begin to understand
the ways in which the Net really is a new medium. 相似文献
14.
Jeroen J. G. van Merriënboer Rob Martens 《Educational technology research and development : ETR & D》2002,50(4):5-9
Modern instructional theories are characterized by their focus on rich, multidisciplinary and often collaborative learning
tasks that are somehow representative for authentic, real life tasks. This new view on learning heavily increases the complexity
of the design process and the resulting instructional systems. It is argued that computer-based instructional design (ID)
tools may help to deal with this growing complexity. A framework to distinguish different kinds of ID tools is presented.
This framework is then used to introduce the contributions to this special issue. 相似文献
15.
This paper describes the SAM (Simulation and Multimedia) project and the rationales behind it. SAM focuses mainly on integrated simulation-based learning environments and creates a framework for authoring, modelling and learning. In these frameworks existing software tools are used where possible and an exchange of tools is enabled. Specialised tools support all actors: learners, authors and modellers. Emphasis will be put on methodologies and graphical tools supporting global course design and integration of simulations. Tools enable also the implementation of general and local course control including instructions for the monitor to recognise and evaluate learner behaviour.SAM methods and techniques are developed to design adaptable courses to meet different learner profiles and to integrate simulations in courseware. This implies a technical integration: the simulation package must accept external control and support an exchange of data. It also implies a conceptual integration: instructional domain concepts must be connected with the model entities; variables, parameters and relations. 相似文献
16.
Vlachopoulos Dimitrios Makri Agoritsa 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(4):605-632
Distance education requires an instructional design approach that can lead to educational transformation. This is characterised by advanced flexibility, learner autonomy and extensive use of digital technologies to enhance learning outcomes. The main feature of such methodology is the physical distance between teaching staff, peers and educational institutions. Various technological tools are used to bridge this distance and improve communication and interaction. This article attempts to review the literature in the field, with the aim of highlighting strategies for enhancing communication and interaction in online learning environments. After discussing the theoretical framework for online communication and interaction, the authors outline the factors involved in creating well-structured, interactive and dynamic online courses and programmes for higher education students. The article explores the multi-dimensional aspects of communication in online learning environments and the differing forms of interaction involved. Using qualitative methods, the authors’ aim is to produce a framework to help tutors and instructional designers develop more effective online courses in higher education. In addition, this article may be of value to researchers and scholar-practitioners interested in communication issues, to online learning designers, and to institutional managers recruiting teaching staff for online educational courses.
相似文献17.
Conclusion A careful review of the arguments and counter arguments presented by Clark (1983; 1994) and Kozma (1991; 1994), responses
published in the past 20 years (Jonassen, Campbell & Davidson, 1994; Morrison, 1994; Reiser, 1994; Shrock, 1994) and existing
instructional design literature (Morrison, Ross & Kemp, 2001; Reiser & Dick, 1996; Smith & Ragan, 1999) indicates there is,
and always has been, significantly more agreement on this subject than the debate would indicate.
Clark never said that a textbook could deliver an instructional method requiring the use of a 3-dimensional graphic representation
as effectively as a computer, nor did Kozma maintain that the computer was the only medium with the capabilities to do so.
Both acknowledged that the two instructional components — the instructional methods and the delivery medium — must be aligned
to facilitate learning.
The debate is, and always has been, about the ability of more than one medium to support a selected instructional method,
whether or not any given medium has capabilities that cannot be replicated by another medium, and the validity of the research.
We believe that today, in 2005: • Computers are capable of supporting instructional methods that other media are not • Computers,
by means of their unique capabilities, affect learning • Computers are often the most cost-effective, efficient delivery method
for any given unit of instruction We also: • Acknowledge the limitations of media comparison studies • Acknowledge the need
to align the message, the medium and the learning task • Agree that some media are interchangeable and • Support the use of
the most cost-effective, efficient delivery method for any given unit of instruction We believe that after 22 years it is
time to reframe the original debate to ask, not if, but how media affects learning. We agree that media comparison studies
are inherently flawed and support the argument that we must identify research designs that will provide answers to this question
in significantly less time. 相似文献
18.
George D. Magoulas yparisia Papanikolaou Maria Grigoriadou 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(4):511-527
The idea of developing educational hypermedia systems for the Web is very challenging, and demands the synergy of computer science and instructional science. The paper builds on theories from instructional design and learning styles to develop a design rational and guidelines for adaptive web‐based learning systems that use individual differences as a basis of system's adaptation. Various examples are provided to illustrate how instructional manipulations with regards to content adaptation and presentation, and adaptive navigation support, as well as the overall degree of system adaptation, are guided by educational experiences geared towards individual differences. 相似文献
19.
Yavuz Akp&#x;nar 《Performance Improvement》2007,46(10):32-39
Learning objects are a new form of learning resource, and the design of these digital environments has many facets. To investigate senior instructional design students' use of reflection tools in designing learning objects, a series of studies was conducted using the Reflective Action Instructional Design and Learning Object Review Instrument tools. Analysis revealed that most participants found the reflection questions useful in design but also that intensive use of the tools is needed to free learning object design from the personal learning traits of the designers. 相似文献
20.
This paper
reports on the efficacy of a professional development framework premised on
four complex systems design principles: Feedback, Adaptation, Network Growth
and Self-organization (FANS). The framework is applied to the design and
delivery of the first 2 years of a 3-year study aimed at improving teacher and
student understanding of computational modeling tools. We demonstrate that
structuring a professional development program around the FANS framework
facilitates the development of important strategies and processes for program
organizers such as the identification of salient system variables, effectively
distributing expertise, adaptation and improvement of professional development
resources and activities and building technological, human and social capital.
For participants, there is evidence to show that the FANS framework encourages:
professional goal setting, engagement in a strong professional community and
personal autonomy by enabling individualized purpose—all fundamental components
in promoting self-organization. We discuss three meta-level themes that may
account for the success of the FANS framework: structure versus agency,
exploration versus exploitation and short-term versus long-term goals. Each
illustrates the tension that exists between competing variables that need to be
considered in order to work effectively in real world complex educational
systems. 相似文献