Sinopsis
In the last two decades of the former centrury different developments changed instructional-design theory and practive substanitally. First, shifts in epistemological beliefs lead to the desing of learning environments that foster the construction of knowledge and the engagement of problem-solving skills. Second, commitment to communities of learners has emphasized cooperative learning. Third, the digitalization of both visual and auditory information, which are stored in one format, and the rapid transport of this information on a global scale by using the Internet, lead to the multimedia revolution. This revolution together with the development of hypermedia techniques has offred the instructional-designers and students the possibility to search all available databases for information that they can use for their problem-solving activities. Moreover the revolution has offered designers and theachers the option of telecoaching or telementoring, which now are becoming normal pracrtice for many teachers the option of telecoaching or telementoring, which now are becoming normal practice for many teachers in the academic and distance education sectors. Finally, the use of interactive classrooms in which the students can engage with virtual environments has changed the nature of learning for studnets. In this voume, these developments will be addressed by schoolars in the field of instructional design and multimedia use.
"Sinopsis" puede pertenecer a otra edición de este libro.
Reseña del editor
In the last two decades of the former century different developments changed instructional-design theory and practice substantially. First, shifts in epistemological beliefs lead to the design of learning environments that foster the construction of knowledge and the engagement of problem-solving skills. Second, commitment to communities of learners has emphasized cooperative learning. Third, the digitalization of both visual and auditory information, which are stored in one format, and the rapid transport of this information on a global scale by using the Internet, lead to the multimedia revolution. This revolution together with the development of hypermedia techniques has offered the instructional-designers and students the possibility to search all available databases for information that they can use for their problem-solving activities. Moreover the revolution has offered designers and teachers the option of telecoaching or telementoring, which now are becoming normal practice for many teachers in the academic and distance education sectors. Finally, the use of interactive classrooms in which the students can engage with virtual environments has changed the nature of learning for students. In this volume, these developments will be addressed by scholars in the field of instructional design and multimedia use.
Biografía del autor
Norbert M. Seel is chair and professor for research on learning and instructional design, as well as the head of the Department of Educational Sciences at the Albert-Ludwigs-University at Freiburg, Germany. His research interests include model-based learning and thinking, inductive reasoning and complex problem solving, the investigation of exploratory learning within technology-enhanced environments, and processes of decision making in instructional design. Seel has published 16 books, among them the textbook, "Psychology of Learning (2nd ed.), as well as numerous refereed journal articles and book chapters in the area of cognitive psychology, research on learning, and instruction. He is one of the editors of the two volumes "Instructional Design: International Perspectives and is the European editor of the journal "Technology, Instruction, Cognition, and Learning.
Sanne Dijkstra is emeritus professor of instructional technology in the Faculty of the Behavioral Sciences at the University of Twente, The Netherlands. He has been assistant and associate professor of experimental and educational psychology at the Free University of Amsterdam. In 1982 Dijkstra became full professor of education at the University of Twente--the assignment encompassed the responsibility for the research and teaching of instructional design theories and models, as well as the training of teachers of chemistry, mathematics, and physics. His areas of interest include the psychology of cognition and cognitive processes, and industrial and educational psychology. Much of his research publications are on instructional design and the effectiveness and efficiency of the models used. He has a strong interest in theacquisition of knowledge and skills by solving problems.
"Sobre este título" puede pertenecer a otra edición de este libro.
