The idea for this book grew out of a NATO Advanced Research Workshop held at the Catholic University at Leuven, Belgium. We are grateful to NATO for support in conducting this workshop and for support in the preparation of this book. We are particularly grateful for their emphasis on designing the workshop to build collegiality. They suggested that we hold the meeting in a small town and that we organize evening activities to keep the group together and to promote informal and extended discussions. What sage advice. The excitement grew over the three days as we shared understandings and enriched our perspectives. Indeed, there was even a proclaimed "near" conversion to a constructivist perspective from one colleague trained in traditional instructional design methods. While we report this as a bit of a humorous anecdote, it most clearly reflects the sense of excitement that developed. We would also like to thank the staff at the Catholic University for their great support during the workshop. Their efforts and their good cheer were important components in the success of the meeting. In particular we would like to thank Jan Elen, Catherine Vermunicht and Jef Vanden Branden. Finally we would like to thank the personnel at Indiana University for their help in assembling this book. Deborah Shaw prepared the index. We thank her for the skill and speed with which she was able to work.
... 205, 206, 208, 215, 223 Collins, A. W., 226 Collins, E., 226 Confry, J., 83 Connell, T., 98 Cooper, D., 227 Coulson, R. J., 26 Crowder, E., 108, 109, 112 Cuban, L., 107 Cunningham, D. J., 11, 12, 83, 137, 140, 223 Curtis, R., 225 ...
Readers are invited to use Dr. Charles Reigeluth's Web site to comment and to view others' comments about the instructional design theories in this book, as well as other theories. Point your browser to: www.indiana.edu/~idtheory
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.
This edited collection addresses the growing divide between the learning sciences community and the instructional design and technology community, bringing leading scholars from both fields together in one volume in an attempt to find ...
This book provides students, faculty, and instructional designers with a clear, concise introduction to these theories and their implications for the design of new learning environments for schools, universities, and corporations.
... Designing learning environments that support thinking: the Jasper series as a case study. In T. M. Duffy, J. Lowyeh, & D. H. Jonassen (Eds.), Designing environments for constructive learning (pp. 9−36), Berlin: Springer-Verlag. Collins ...
"This book uses a flexible learning framework to explain the best ways of creating a meaningful learning environment.
The Encyclopedia of the Sciences of Learning provides an up-to-date, broad and authoritative coverage of the specific terms mostly used in the sciences of learning and its related fields, including relevant areas of instruction, pedagogy, ...
Second International Conference, ICITL 2019, Tromsø, Norway, December 2–5, 2019, Proceedings Lisbet Rønningsbakk, Ting-Ting Wu, Frode Eika Sandnes, Yueh-Min Huang. ICT security awareness in the South African education system and it then ...
Interactive media: Essentials for success. Emeryville, CA: Ziff-Davis Press. Carlson, H. L., Quintero, E., & Karp, J. (1998). Interdisciplinary in-service at the university: A participatory model for professional development.