Theoretical Foundations of Learning Environments

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  • Edition: 2nd
  • Format: Nonspecific Binding
  • Copyright: 2012-01-20
  • Publisher: Routledge

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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.

Author Biography

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 Figuresp. v
Prefacep. vii
Overviewp. 1
Student-Centered Learning Environments: Foundations, Assumptions and Designp. 3
Theoretical Perspectives for Learning Environmentsp. 27
From Practice Fields to Communities of Practicep. 29
Designing Model-Based Learning Environments to Support Mental Models for Learningp. 66
Conceptual Change and Student-Centered Learning Environmentsp. 95
Argumentation and Student-Centered Learning Environmentsp. 114
Theory and Practice of Case-Based Learning Aidsp. 142
Metacognition and Self-Regulated Learning in Student-Centered Learning Environmentsp. 171
Embodied Cognition and Learning Environment Designp. 198
Everyday Expertise: Learning Within and Across Formal and Informal Settingsp. 224
Activity Theory in the Learning Technologiesp. 242
Learning Communities: Theoretical Foundations for Making Connectionsp. 268
What is a Community of Practice and How Can We Support It?p. 286
Theoretical Perspective for Investigating Learning Environmentsp. 301
Learning Environments as Emergent Phenomena: Theoretical and Methodological Implications of Complexityp. 303
List of Contributorsp. 335
Indexp. 342
Table of Contents provided by Ingram. All Rights Reserved.

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