Curriculum, Plans, and Processes in Instructional Design: International Perspectives

by Seel, Norbert M.; Dijkstra, Sanne; Dijkstra, Sanne; Grabowski, Barbara L.

• ISBN13: 9780805844665
• ISBN10: 080584466X
• Format: Paperback
• Copyright: 2004-04-14
• Publisher: Lawrence Erlbau

Summary

Prominent researchers and practitioners from instructional design, as well as the learning sciences-from both the U.S. and around the world-have contributed to this volume. This volume is a valuable resource for graduate students, scholars, and researchers in the fields of instructional design and educational technology, as well as for those who wish to develop expertise in training in industrial, military, public and academic organizations.

Author Biography

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 the acquisition of knowledge and skills by solving problems.

Table of Contents

Preface	ix
About the Editors	xiii
Introduction: Instructional Design and Curriculum Development	1	(16)
Norbert M. Seel and Sanne Dijkstra
PART I: THEORETICAL FOUNDATIONS OF LEARNING AND INSTRUCTION AND INNOVATIONS OF INSTRUCTIONAL DESIGN AND TECHNOLOGY	17	(114)
Sanne Dijkstra
1 Complex Learning Environments: Connecting Learning Theory, Instructional Design, and Technology	25	(24)
James W. Pellegrino
2 Model-Centered Learning Environments: Theory, Instructional Design, and Effects	49	(26)
Norbert M. Seel
3 Epistemological Development: An Implicit Entailment of Constructivist Learning Environments	75	(14)
David Jonassen, Rose Marra, and Betsy Palmer
4 Promoting Deep Science Learning Through Case-Based Reasoning: Rituals and Practices in Learning by Design™ Classrooms	89	(26)
Janet L. Kolodner, Paul J. Camp, David Crismond, Barbara Passe, Jackie Gray, Jennifer Holbrook, and Mike Ryan
5 Children as Instructional Designers: Apprenticing, Questioning, and Evaluation in the Learning Science by Design Project	115	(30)
Yasmin Kafai and Cynthia Ching
PART II: CURRICULUM DEVELOPMENT, INSTRUCTIONAL DESIGN, AND INFORMATION TECHNOLOGY	131	(126)
Norbert M. Seel
6 The Integration of Curriculum Design, Instructional Design, and Media Choice	145	(26)
Sannne Dijkstra
7 Needs Assessment-Informing Instructional Decision Making in a Large Technology-Based Project	171	(22)
Barbara L. Grabowski
8 Curriculum Development as Modeling of Complex Reality	193	(18)
Frank Achtenhagen
9 Curriculum Work and Instructional Design as Different Perspectives on Teaching	211	(16)
Hermann Josef Abs
10 Information and Communication Technology Transforming the Teaching Profession	227	(12)
Bernard Cornu
11 Linking ICT, Knowledge Domains, and Learning Support for the Design of Learning Environments	239	(32)
Joost Lowyck and Jan Elen
PART III: DELIVERY SYSTEMS, INFORMATION AND COMMUNICATION TECHNOLOGY, AND MEDIA IN EDUCATION	257	(112)
Norbert M. Seel and Sanne Dijkstra
12 Multiple Uses of Information and Communication Technology in Education	271	(1)
J. Michael Spector
13 Instructional Design Principles for Adaptivity in Open Learning Environments	289	(20)
Detlev Leutner
14 Evaluating Web-Based Learning Systems and Software	309	(22)
Wilhelmina Savenye
15 Evaluating the Pedagogical Value of Multimedia Learning Material: An Experimental Study in Primary School	331	(22)
Erkki Olkinuora, Mirjamaija Mikkilä Erdmann, and Sami Nurmi
16 Case-Based Learning and Problem Solving in an Adaptive Web-Based Learning System	353	(16)
Gerhard Weber
Author Index	369	(10)
Subject Index	379