38 Result(s)
within
David H. Jonassen
Education
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Reference Work Entry In depth
Mindtools (Productivity and Learning)
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Living Reference Work Entry In depth
Mindtools (Productivity and Learning)
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Chapter
Transforming Learning with Technology
Throughout the industrial age, technology has promised to improve the lives of those who used it. Modernists believe that technology can produce faster, better, and more efficiently. During the 20th century, e...
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Article
Designing for decision making
Decision making is the most common kind of problem solving. It is also an important component skill in other more ill-structured and complex kinds of problem solving, including policy problems and design probl...
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Article
Learning by self-explaining causal diagrams in high-school biology
Understanding scientific phenomena requires comprehension and application of the underlying causal relationships that describe those phenomena (Carey 2002). The current study examined the roles of self-explanatio...
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Article
Ask Systems: interrogative access to multiple ways of thinking
The purpose of this paper is to familiarize instructional designers and researchers with a useful design and research paradigm known as “Ask Systems.” Ask Systems are interrogative interfaces to information an...
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Article
Arguing to learn and learning to argue: design justifications and guidelines
Meaningful learning requires deep engagement with ideas. Deep engagement is supported by the critical thinking skill of argumentation. Learning to argue represents an important way of thinking that facilitates...
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Chapter
Externally Modeling Mental Models
Meaningful learning, as opposed to reproductive learning, is active, constructive, intentional, authentic, and collaborative. When learners engage in meaningful learning, they naturally construct mental models...
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Article
Designing effective supports for causal reasoning
Causal reasoning represents one of the most basic and important cognitive processes that underpin all higher-order activities, such as conceptual understanding and problem solving. Hume called causality the “c...
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Article
On the Role of Concepts in Learning and Instructional Design
The field of instructional design has traditionally treated concepts as discrete learning outcomes. Theoretically, learning concepts requires correctly isolating and applying attributes of specific objects int...
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Article
Learning to Troubleshoot: A New Theory-Based Design Architecture
Troubleshooting is a common form of problem solving. Technicians (e.g., automotive mechanics, electricians) and professionals (physician, therapists, ombudspersons) diagnose faulty systems and take direct, cor...
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Article
A Constructivist's Perspective on Functional Contextualism
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Chapter
Modeling for Meaningful Learning
In the first part of the chapter, we argue that the goal of formal education should be meaningful learning. Meaningful learning is necessarily social, collaborative, intentional, authentic, and active. The res...
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Article
Read the bottom line
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Article
Designing Research-Based Instruction for Story Problems
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Article
The effects of argumentation scaffolds on argumentation and problem solving
An important skill in solving problems, especially ill-structured problems, is the production of coherent arguments to justify solutions and actions. Because direct instruction in argumentation has produced in...
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Article
Case-based reasoning and instructional design: Using stories to support problem solving
With an increased emphasis on problem solving and problem-based learning in the instructional design field, new methods for task analysis and models for designing instruction are needed. An important methodolo...
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Article
Communication patterns in computer mediated versus face-to-face group problem solving
Research has shown that when group problem solving is computer mediated, communications become more task oriented with clearer role expectations, while face-to-face communications are more cohesive and persona...
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Article
Toward a design theory of problem solving
Problem solving is generally regarded as the most important cognitive activity in everyday and professional contexts. Most people are required to and rewarded for solving problems. However, learning to solve p...
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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...
