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Theoretical Foundations of Learning Environmentsprovides students, faculty, and instructional designers with a clear, concise introduction to the major pedagogical and psychological theories and their implications for the design of new learning environments for schools, universities, or corporations. Jonassen and Land have assembled a group of leading experts to describe the most important contemporary theories that form the foundation of the conception and design of open-ended learning environments and new applications of educational technologies. This book is well suited as a textbook for courses in instructional design and theory, educational psychology, learning, theory, curriculum theory and design, and related areas. The recent rise of constructivism and its associated theories represented a paradigm shift for educators and instructional designers to a view of learning as necessarily more social, conversational, and constructive than traditional transmissive views of learning. This bestselling text was the first to provide a manageable overview of the altered field, and the second edition has been fully updated to include expert introductions to metacognition, model-based reasoning, and other key contemporary theories that all students, professionals, and researchers concerned with instructional design will need to comprehend.
David Jonassen is Curators' Professor of Educational Psychology and Learning Technologies at the University of Missouri. Susan Land is Associate Professor of Education in the Instructional Systems program at Penn State University.
Table of Contents
|List of Figures||p. v|
|Student-Centered Learning Environments: Foundations, Assumptions and Design||p. 3|
|Theoretical Perspectives for Learning Environments||p. 27|
|From Practice Fields to Communities of Practice||p. 29|
|Designing Model-Based Learning Environments to Support Mental Models for Learning||p. 66|
|Conceptual Change and Student-Centered Learning Environments||p. 95|
|Argumentation and Student-Centered Learning Environments||p. 114|
|Theory and Practice of Case-Based Learning Aids||p. 142|
|Metacognition and Self-Regulated Learning in Student-Centered Learning Environments||p. 171|
|Embodied Cognition and Learning Environment Design||p. 198|
|Everyday Expertise: Learning Within and Across Formal and Informal Settings||p. 224|
|Activity Theory in the Learning Technologies||p. 242|
|Learning Communities: Theoretical Foundations for Making Connections||p. 268|
|What is a Community of Practice and How Can We Support It?||p. 286|
|Theoretical Perspective for Investigating Learning Environments||p. 301|
|Learning Environments as Emergent Phenomena: Theoretical and Methodological Implications of Complexity||p. 303|
|List of Contributors||p. 335|
|Table of Contents provided by Ingram. All Rights Reserved.|