TY  - BOOK
AU  - Spector,J.Michael
TI  - Handbook of research on educational communications and technology
SN  - 9780805858495
AV  - LB1028.3 .H355 2008
PY  - 2008///]
CY  - New York
PB  - Lawrence Erlbaum Associates
KW  - Educational technology
KW  - Research
KW  - Handbooks, manuals, etc
KW  - Communication in education
KW  - Telecommunication in education
KW  - Instructional systems
KW  - Design
N1  - Includes bibliographical references and indexes; -- PART I: FOUNDATIONS; -- Historical foundations; / Michael Molenda; -- Theoretical foundations; / J. Michael Spector; -- Complexity theory; / Xiaopeng Ni and Robert Maribe Branch; -- Experiential perspectives; / Konrad Morgan; -- Empirical perspectives on memory and motivation; / Norbert M. Seel; -- Contextualistic perspectives; / Eric J. Fox; -- Philosophical perspectives; / Kathy L. Schuh and Sasha A. Barab; -- PART II: STRATEGIES; -- Representation strategies; / Linda L. Lohr and James E. Gall; -- Strategies for designing embodied curriculum; / Sasha A. Barab and Tyler Dodge; -- Generative learning: principles and implications for making meaning; / Hyeon Woo Lee, Kyu Yon Lim, and Barbara L. Grabowski; -- Feedback strategies for interactive learning tasks; / Susanne Narciss; -- Technology-enhanced support strategies for inquiry learning; / Yael Kali and Marcia C. Linn; -- A distributive perspective for collaborative activity; / Tom Satwicz and Reed Stevens; -- Prescriptive principles for instructional design; / M. David Merrill, Matthew Barclay and Andrew van Schaack; --PART III: TECHNOLOGIES; -- Programmed technologies; / Barbara B. Lockee, Miriam B. Larson, John K. Burton, and D. Michael Moore; -- Educational hypertext; / Dale S. Niederhauser; -- Computer-mediated technologies; / Arthur C. Graesser, Patrick Chipman, and Brandon G. King; -- Computer-mediated communications technologies; / Jay Pfaffman; -- K-12 library media centers; / Delia Neuman; -- Technology-based knowledge systems; / Ian Douglas; -- Flexible learning and the architecture of learning places; / Peter Goodyear; -- Enabling time, pace, and place independence; / Som Naidu; -- Blended learning environments; / Charles R. Graham and Charles Dziuban; -- Adaptive technologies; / Valerie J. Shute and Diego Zapata-Rivera; -- Generational differences; / Thomas C. Reeves and Eunjung Oh; -- Technologies linking learning, cognition, and instruction; / Sabine Graf and Kinshuk; -- Synthetic learning environments; / Janis A. Cannon-Bowers and Clint A. Bowers; -- Modeling technologies; / Roy B. Clariana and Johannes Strobel; -- The learning objects literature; / David A. Wiley; -- Open source and open standards; / Rob Koper; -- PART IV: MODELS; -- Human cognitive architecture; / John Sweller; -- Outcome-referenced, conditions-based theories and models; / Tillman J. Ragan, Patricia L. Smith and L. K. Curda; -- Cooperation and the use of technology; / David W. Johnson and Roger T. Johnson; -- The cognitive apprenticeship model in educational practice; / Vanessa P. Dennen and Kerry J. Burner; -- Whole-task models in education; / Jeroen J. G. van Merriënboer and Liesbeth Kester; -- Model-facilitated learning; / Ton de Jong and Wouter R. van Joolingen; -- Adaptive instructional systems; / Jung Lee and Ok-Choon Park; -- Problem-based learning; / Woei Hung, David H. Jonassen and Rude Liu; -- Behavioral, cognitive, and technological approaches to performance improvement; / Ruth Colvin Clark and Frank Nguyen; -- Resource-based learning; / Michael J. Hannafin and Janette R. Hill; -- Instructional models in domains and professions; / Henny P. A. Boshuizen, Caroline Phythian-Sence, Richard K. Wagner, Koeno Gravemeijer, Geerdina Maria van der Aalsvoort, Fleurie Nievelstein, Tamara van Gog, Frans J. Prins, Tim Dornan, Albert Scherpbier, and John Spencer; --PART V: DESIGN AND DEVELOPMENT; -- Competencies for the new-age instructional designer; / Roderick C. Sims and Tiffany A. Koszalka; -- Cognitive task analysis; / Richard E. Clark, David F. Feldon, Jeroen van Merriënboer, Kenneth A. Yates, and Sean Early; -- Design and validation of technology-based performance assessments; / Eva L. Baker, Gregory K.W. K. Chung, and Girlie C. Delacruz; -- Models and methods for evaluation; / Ron Owston; -- Change agentry; / Brian Beabout and Alison A. Carr-Chellman; -- Design languages; / Andrew S. Gibbons, Luca Botturi, Eddy Boot, and Jon Nelson; -- The social consequences of design and development teams; / Laura Blasi, Stephen M. Fiore, John Hedberg, and Richard F. Schmid; -- User-centered design and development Eun-Ok Baek, Kursat Cagiltay, Elizabeth Boling, and Theodore Frick; -- Tools for design and development of online instruction; / Bryan L. Chapman; -- Artifacts as tools in the design process; / Elizabeth Boling and Kennon M. Smith; -- Systems design for change in education and training; / Sunnie Lee Watson, William R.Watson, and Charles M. Reigeluth; -- PART VI: METHODOLOGICAL ISSUES; -- Theory development; / Jan Elen and Geraldine Clarebout; -- Research designs; / Steven M. Ross, Gary R. Morrison, Robert Hannafin, Michael Young, Jan van den Akker, Wilmad Kuiper, Rita C. Richey, and James D. Klein; -- Data collection and analysis; / Tamara van Gog, Fred Paas, Wilhemina Savenye, Rhonda Robinson, Mary Niemczyk, Robert Atkinson, Tristan E. Johnson, Debra L. O'Connor, Remy M. J. P.Rikers, Paul Ayres, Aaron R. Duly, Paul Ward, and Peter A. Hancock; -- Foundations for the future; / ChanMin Kim, JungMi Lee, Jeroen van Merriënboer, M. David Merrill, and J. Michael Spector
UR  - http://www.loc.gov/catdir/toc/ecip0715/2007014745.html
ER  -