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Sciences of Learning and Instructional Design

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Allan H. K. Yuen
Andrew S. Gibbons
Asian perspective
assessment
Associative Psychology
Audio Visual Instruction
benchmarking
Brigham Young University
Category=JNQ
Category=JNU
Clinical reasoning
Cognitive apprenticeship
Cognitive Apprenticeship Model
cognitive theory
Constructive Articulation Between the Sciences of Learning and the Instructional Design and Technology Communities
curriculum development
David D. Williams
Dirk Ifenthaler
domain knowledge
educational psychology
Educational Technology Field
Educational Technology Publications
Educational Technology Research
Educational Technology Researchers
Electronic Performance Support Systems
Ellen B. Meier
emerging technologies
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eq_nobargain
eq_non-fiction
eq_society-politics
Eunjung Grace Oh
far transfer
Far transfer of learning
ICT in education
ICT Master Plan
Ill Structured Problem Solving
Instructional Design
instructional technology
interdisciplinary instructional research
J. Michael Spector
Jan Elen
Jeremy Roschelle
knowledge structures
Kristine Lund
LD
learning analytics
Learning Analytics Application
Learning Analytics Research
learning design
learning environment
Learning Science Approaches
Learning Science Discoveries
Learning Science Researchers
learning sciences
LS Community
LS Field
Nancy Law
Norbert M. Seel
Pablo N. Pirnay-Dummer
Pasteur's Quadrant
Paul A. Kirschner
pedagogical models
Professional Development
research community
research goal
research methodology
Robert Hubal
Scaffolding
scalability
sciences of learning
Self-regulated Learning Environments
Situated learning
Susanne P. Lajoie
Synthetic environment
Systems thinking
Technology rich learning environments
Thomas C. Reeves
Thomas Parsons
TRE
Virtual Patient Cases
Wellesley R. Foshay

Product details

  • ISBN 9781138924321
  • Weight: 356g
  • Dimensions: 152 x 229mm
  • Publication Date: 22 Jun 2017
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
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Description

There are two distinct professional communities that share an interest in using innovative approaches and emerging technologies to design and implement effective support for learning. This edited collection addresses the growing divide between the learning sciences community and the instructional design and technology community, bringing leading scholars from both fields together in one volume in an attempt to find productive middle ground. Chapters discuss the implications of not bridging this divide, propose possible resolutions, and go on to lay a foundation for continued discourse in this important area.

About

Lin Lin is Associate Professor of Learning Technologies at the University of North Texas, USA.

J. Michael Spector is Professor and former Chair of Learning Technologies at the University of North Texas, USA.