Constructivism and the Technology of Instruction

A Conversation

By: David H. Jonassen (Editor), Thomas M. Duffy (Editor)

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Paperback | 1 October 1992 | Edition Number 1

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244 Pages

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15.3 x 22.9 x 1.3

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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. Working with colleagues in each discipline, the editors were amazed to find a general lack of familiarity with each others'' work. From an instructional design perspective, it seems that the practice of instructional design must be based on some conception of how people learn and what it means to learn. From a learning theory perspective, it seems obvious that the value of learning theory rests in the ability to predict the impact of alternative learning environments or instructional practices on what is learned. Thus the interchange of ideas between these disciplines is essential.

As a consequence of both the information rich environment and the technological capability, business is seen moving away from a fixed curriculum and toward providing information and instruction when it is needed. These changes bring about a window of opportunity establishing a dialogue that will provide for a richer understanding of learning and the instructional environment required to achieve that learning. The editors hope that this book is the beginning of the conversation and that it will serve to spur continued conversation between those involved in learning theory and those involved in the design of instruction.

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You Can Find This Book In

Non-Fiction Education Educational Psychology Education Equipment & Technology Open Learning Teaching Skills & Techniques

Acknowledgments	p. viii
Preface	p. ix
Constructivism: New Implications For Instructional Technology	p. 1
Theory into Practice: How Do We Link?	p. 17
Assessing Constructions And Constructing Assessments A Dialogue	p. 35
Technology Meets Constructivism Do They Make a Marriage?	p. 45
Cognitive Flexibility, Constructivism, And Hypertext: Random Access Instruction For Advanced Knowledge Acquisition In Ill-Structured Domains	p. 57
Technology and the Design Of Generative Learning Environments Cognition and Technology Group Learning Technology Center Peabody College of Vanderbilt University	p. 77
Instructional Technology Perspectives	p. 90
An Instructional Designer's View of Constructivism Walter Dick Florida State University	p. 91
Constructivism And Instructional Design	p. 99
Some Thoughts About Constructivism And Instructional Design	p. 115
Knowledge Representation, Content Specification, and the Development Of Skill in Situation-Specific Knowledge Assembly: Some Constructivist Issues as They Relate To Cognitive Flexibility Theory and Hypertext	p. 121
Attempting to Come to Grips With Alternative Perspectives	p. 129
Evaluating Constructivistic Learning	p. 137
Reflections on the Implications Of Constructivism For Educational Technology	p. 149
In Defense of Extremism	p. 157
What Constructivism Demands Of the Learner	p. 161
Reflections On the Conversation	p. 166
Constructing Constructivism	p. 167
The Assumptions of Constructivism And Instructional Design	p. 177
Constructive Criticisms	p. 183
An Eclectic Examination of Some Issues In the Constructivist-Isd Controversy	p. 205
Author Index	p. 211
Table of Contents provided by Publisher. All Rights Reserved.

Constructivism and the Technology of Instruction

A Conversation

At a Glance

Paperback

Shipping

How to return your order

Defective items

You Can Find This Book In

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