附註:Result of two seminars held in 1999.
Includes bibliographical references (pages 243-261) and index.
Cover -- Dedication -- Table of Contents -- Preface -- Introduction -- About the Authors -- Part 1 : Instructional Foundations for Life-long Learning and Understanding Complex Domains -- Chapter 1. Environments for Lifelong Learning: Ergonomics, Architecture and Educational Design -- Chapter 2. Knowledge Management for School-Based Educators -- Chapter 3. Reflections on Developing a Web-based Teaching with Technology Course -- Chapter 4. Static and Dynamic Environments: The Ambiguity of the Problem -- Chapter 5. Building Theory into Practice in Learning and Instruction -- Chapter 6. Leveraging Technology in the Service of Life-Long Learning -- Part 2: Integrating Technology and Knowledge Construction in Rich Learning Environments -- Chapter 7. Integrating Constructivism and Learning Technologies -- Chapter 8. Mental Models & Instructional Planning -- Chapter 9. Reality, Models and Complex Teaching-Learning Environments -- Chapter 10. Building versus Using Simulations -- Chapter 11. Research Based Principles for Multimedia Presentation -- Chapter 12. Epistemology, Psychology of Learning and Instructional Design -- Conclusion -- Bibliography.
摘要:One outcome of recent progress in educational technology is strong interest in providing effective support for learning in complex and ill-structured domains. We know how to use technology to promote understanding in simpler domains (e.g., orientation information, procedures with minimal-branching, etc.), but we are less sure how to use technology to support understanding in more complex domains (e.g., managing limited resources, understanding environmental impacts, etc.). Such domains are increasingly significant for society. Technology (e.g., collaborative tele-learning, digital repositories, interactive simulations, etc.) can provide conceptually and functionally rich domains for learning. However, this introduces the problem of determining what works in which circumstances and why. Research and development on these matters is reflected in this collection of papers. This research suggests a need to rethink foundational issues in educational philosophy and learning technology. One major theme connecting these papers is the need to address learning in the large - from a more holistic perspective. A second theme concerns the need to take learners where and as they are, integrating technology into effective learning places. Significant and systematic progress in learning support for complex domains demands further attention to these important issues.
