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Chapter
Integrating Constructivism and Learning Technologies
This chapter seeks to demonstrate how constructivism and its associated theories (e.g., activity theory, distributed cognition, situated learning, etc.) can be used as lenses for examining the potentials of te...
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Article
Activity theory as a framework for designing constructivist learning environments
The epistemic assumptions of constructive learning are different from those of traditional instruction, so classical methods of needs and task analysis are inappropriate for designing constructivist learning e...
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Article
Computers as mindtools for engaging learners in critical thinking
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Article
Instructional design models for well-structured and III-structured problem-solving learning outcomes
Although problem solving is regarded by most educators as among the most important learning outcomes, few instructional design prescriptions are available for designing problem-solving instruction and engaging...
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Article
Enhancing relevance: Embedded ARCS strategies vs. Purpose
The hypothesis of this study assumes that the cognitive effects of motivation result primarily from the relevance of what is being learned, that is, whether the ideas being studied are meaningful and whether t...
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Article
Scaffolding diagnostic reasoning in case-based-learning environments
MEDICAL DIAGNOSIS is a critical skill that is usually developed with experience in interacting with, diagnosing, and managing patients. Computer-delivered, case-based-learning environments can be developed to ...
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Article
Computers as cognitive tools: Learningwith technology, notfrom technology
COGNITIVE TOOLS are computer-based applications that are normally used as productivity software. However, these applications may also function as knowledge representation formalisms that require learners to th...
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Article
Learningwith media: Restructuring the debate
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Article
Applications of hypertext: Technologies for higher education
THIS PAPER BEGINS with a description of our assumptions about meaningful learning in higher education and meaningful learning from hypertext. We then describe different classes of applications of hypertext to ...
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Book
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Chapter
Introduction
Education! A critical topic in virtually all the nations of the world. What do children need to know in a world where information is growing at such a tremendous rate? How do we help them become lifelong learn...
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Chapter
Designing Learning Environments That Support Thinking: The Jasper Series as a Case Study
Most instructional design efforts involve a minimum of four components; namely, a specification of (a) the goals to be met, (b) materials to be used, (c) teaching strategies to be employed and (d) items and pr...
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Book and Conference Proceedings
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Chapter and Conference Paper
What are Cognitive Tools?
Tools are extensions of human beings that partially differentiate humans from lower order species of animals. Other species of animals have discovered tools, but have been unable to conceive needs to construct...
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Chapter and Conference Paper
Adding Intelligence to Hypertext with Expert Systems and Adding Usability to Expert Systems with Hypertext
Hypertext refers to a non-sequential, non-linear method for organizing and displaying text. It was designed to enable the reader to access information from a text in ways that are most meaningful (Nelson, 1981...
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Chapter and Conference Paper
Designing Hypertext for Learning
This paper describes hypertext, and its potential as a technology that can effectively facilitate learning.
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Chapter and Conference Paper
Levels of Processing in Building Expert Systems
Expert systems are regarded by many as cognitive tools; they are content independent and generalisable applications that can elicit higher order mental processing from learners. This paper defines the function...
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Chapter and Conference Paper
Cognitive flexibility theory and its implications for designing CBI
In this chapter, I argue that cognitive flexibility theory implemented in hypertext provides an effective model for designing and develo** computer-based instruction to support advanced knowledge acquisition...
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Article
Objectivism versus constructivism: Do we need a new philosophical paradigm?
Many scholars in the instructional systems field have addressed the paradigm shift in the field of learning psychology and its implications for instructional systems technology (IST). This article analyzes the...
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Article
Hypertext as instructional design
In this article, hypertext is compared with instructional design principles and processes. Contrary to initial perceptions, hypertext can be considered to be theoretically and operationally consistent with ins...
