An instructional design framework for authentic learning environments
Tóm tắt
Từ khóa
Tài liệu tham khảo
Alessi, S.M. (1996). Seeking common ground: Our conflicting viewpoints about learning and technology,ITForum. On-line discussion paper:[email protected].
Boud, D., Keogh, R., & Walker, D. (1985). Promoting reflection in learning: A model. In D. Boud, R. Keogh, & D. Walker (Eds.),Reflection: Turning experience into learning (pp. 18–40). London: Kogan Page.
Bransford, J.D., Sherwood, R.D., Hasselbring, T.S., Kinzer, C.K., & Williams, S.M. (1990). Anchored instruction: Why we need it and how technology can help. In D. Nix & R. Spiro (Eds.),Cognition, education and multimedia: Exploring ideas in high technology (pp. 115–141). Hillsdale, NJ: Lawrence Erlbaum.
Bransford, J.D., Vye, N., Kinzer, C., & Risko, V. (1990). Teaching thinking and content knowledge: Toward an integrated approach. In B.F. Jones & L. Idol (Eds.),Dimensions of thinking and cognitive instruction (pp. 381–413). Hillsdale, NJ: Lawrence Erlbaum Associates.
Brown, A.L. (1997). Transforming schools into communities of thinking and learning about serious matters.American Psychologist, 52(4), 399–413.
Brown, J.S., Collins, A., & Duguid, P. (1989a). Debating the situation: A rejoinder to Palincsar and Wineburg.Educational Researcher, 18(5), 10–12.
Brown, J.S., Collins, A., & Duguid, P. (1989b). Situated cognition and the culture of learning.Educational Researcher, 18(1), 32–42.
Brown, J.S., & Duguid, P. (1993). Stolen knowledge.Educational Technology, 33(3), 10–15.
Chee, Y.S. (1995). Cognitive apprenticeship and its application to the teaching of Smalltalk in a multimedia interactive learning environment.Instructional Science, 23, 133–161.
Cognition and Technology Group at Vanderbilt. (1990a). Anchored instruction and its relationship to situated cognition.Educational Researcher, 19(6), 2–10.
Cognition and Technology Group at Vanderbilt. (1990b). Technology and the design of generative learning environments.Educational Technology, 31(5), 34–40.
Cognition and Technology Group at Vanderbilt. (1993). Anchored instruction and situated cognition revisited.Educational Technology, 33(3), 52–70.
Collins, A. (1988).Cognitive apprenticeship and instructional technology (Technical Report 6899): BBN Labs Inc., Cambridge, MA.
Collins, A., & Brown, J.S. (1988). The computer as a tool for learning through reflection. In H. Mandl & A. Lesgold (Eds.),Learning issues for intelligent tutoring systems (pp. 1–18). New York: Springer-Verlag.
Collins, A., Brown, J.S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible.American Educator, 15(3), 6–11, 38–46.
Collins, A., Brown, J.S., & Newman, S.E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L.B. Resnick (Ed.),Knowing, learning and instruction: Essays in honour of Robert Glaser (pp. 453–494). Hillsdale, NJ: LEA.
Csikszentmihalyi, M. (1992).Flow: The psychology of happiness. London: Rider.
Dick, W. (1995). Instructional design and creativity: A response to the critics.Educational Technology, 35(5), 5–11.
Dreyfus, H., & Dreyfus, S. (1989). Why computers may never think like people. In T. Forester (Ed.),Computers in the human context: Information technology, productivity and people. Oxford: Basil Blackwell.
Edelson, D.C., Pea, R.D., & Gomez, L. (1996). Constructivism in the collaboratory. In B.G. Wilson (Ed.),Constructivist learning environments: Case studies in instructional design (pp. 151–164). Englewood Cliffs, NJ: Educational Technology Publications.
Eisner, E.W. (1991).The enlightened eye: Qualitative inquiry and the enhancement of educational practice. New York: Macmillan.
Entwhistle, N., Entwhistle, A., & Tait, H. (1993). Academic understanding and contexts to enhance it: A perspective from research on student learning. In T.M. Duffy, J. Lowyck, & D.H. Jonassen (Eds.),Designing environments for constructive learning (pp. 331–357). Heidelberg: Springer-Verlag.
Gabrys, G., Weiner, A., & Lesgold, A. (1993). Learning by problem solving in a coached apprenticeship system. In M. Rabinowitz (Ed.),Cognitive science foundations of instruction (pp. 119–147). Hillsdale, NJ: Lawrence Erlbaum Associates.
Glaser, B.G., & Strauss, A.L. (1967).The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
Gold, R.L. (1969). Roles in sociological field observation. In G. McCall & J.L. Simmons (Eds.),Issues in participant observation (pp. 30–39). Reading MA: Addison-Wesley.
Greenfield, P.M. (1984). A theory of the teacher in the learning activities of everyday life. In B. Rogoff & J. Lave (Eds.),Everyday cognition: Its development in social context (pp. 117–138). Cambridge, MA: Harvard University Press.
Griffin, M.M. (1995). You can't get there from here: Situated learning, transfer and map skills.Contemporary Educational Psychology, 20, 65–87.
Harley, S. (1993). Situated learning and classroom instruction.Educational Technology, 33(3), 46–51.
Henderson, L., Patching, W., & Putt, I. (1994). The impact of metacognitive interactive strategies and prompts embedded in interactive multimedia in a cross-cultural context: An exploratory investigation.,Open Learning '94, Proceedings of the First International Conference on Open Learning (pp. 389–397). Brisbane: Queensland Open Learning Network & The University of Queensland.
Herrington, A.J., Sparrow, R.L., Herrington, J., & Oliver, R.G. (1997). Investigating assessment strategies in mathematics classrooms,Book and CD-ROM. Perth: MASTEC, Edith Cowan University.
Herrington, J., & Knibb, K. (1999). Multimedia and student activity: An interpretive study using VideoSearch.Australian Journal of Educational Technology, 15(1), 47–57.
Herrington, J., & Oliver, R. (1999). Using situated learning and multimedia to investigate higher-order thinking.Journal of Interactive Learning Research, 10(1), 3–24.
Herrington, J., Oliver, R., Herrington, T., & Sparrow, L. (1997). Enhancing transfer from interactive multimedia to real-world practice. In R. Kevill, R. Oliver, & R. Phillips (Eds.),What works and why: Proceedings of the 14th Annual Conference of the Australian Society for Computers in Learning in Tertiary Education (pp. 269–275). Perth, WA: Curtin University.
Honebein, P.C., Duffy, T.M., & Fishman, B.J. (1993). Constructivism and the design of learning environments: Context and authentic activities for learning. In T.M. Duffy, J. Lowyck, & D.H. Jonassen (Eds.),Designing environments for constructive learning (pp. 87–108). Heidelberg: Springer-Verlag.
Hooper, S. (1992). Cooperative learning and computer-based design.Educational Technology Research and Development, 40(3), 21–38.
Hummel, H.G.K. (1993). Distance education and situated learning: Paradox or partnership?Educational Technology, 33(12), 11–22.
Jonassen, D. (1991a). Context is everything.Educational Technology, 31(5), 35–37.
Jonassen, D. (1991b). Evaluating constructivistic learning.Educational Technology, 31(9), 28–33.
Katz, S., & Lesgold, A. (1993). The role of the tutor in computer-based collaborative learning situations. In S.P. Lajoie & S.J. Derry (Eds.),Computers as cognitive tools (pp. 289–317). Hillsdale, NJ: Lawrence Erlbaum.
Kemmis, S. (1985). Action research and the politics of reflection. In D. Boud, R. Keogh, & D. Walker (Eds.),Reflection: Turning experience into learning (pp. 139–163). London: Kogan Page.
Kirk, D., & Macdonald, D. (1998). Situated learning in physical education.Journal of Teaching in Physical Education, 17, 376–387.
Knights, S. (1985). Reflection and learning: The importance of a listener. In D. Boud, R. Keogh, & D. Walker (Eds.),Reflection: Turning experience into learning (pp. 85–90). London: Kogan Page.
Kroll, D.L., Masingila, J.O., & Mau, S.T. (1992). Grading cooperative problem solving.Mathematics Teacher, 85(8), 619–627.
Lajoie, S. (1991). A framework for authentic assessment in mathematics.NCRMSE Research Review: The Teaching and Learning of Mathematics, 1(1), 6–12.
Lampert, M., & Ball, D. (1998).Teaching, multimedia and mathematics: Invstigations of real practice. New York, NY: Teachers College Press.
Lampert, M., & Ball, D.L. (1990).Using hypermedia technology to support a new pedagogy of teacher education (Issue paper 90-5): National Center for Research on Teacher Education.
Latchem, C. (1993). Where are media and technology heading? In J. Herrington (Ed.),Television and video-conferencing (pp. 85–95). Perth: WADEC.
Laurillard, D. (1996). The changing university.On-line:[email protected].
Lave, J., & Wenger, E. (1991).Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
LeCompte, M.D., & Preissle, J. (1993).Ethnography and qualitative design in educational research (2nd ed.). San Diego: Academic Press.
Linn, R.L., Baker, E.L., & Dunbar, S.B. (1991). Complex, performance-based assessment: Expectations and validation criteria.Educational Researcher, 20(8), 15–21.
Lockwood, F. (1992).Activities in self-instructional texts. London: Kogan Page.
McLellan, H. (1993). Evaluation in a situated learning environment.Educational Technology, 33(3), 39–45.
McLellan, H. (1994). Situated learning: Continuing the conversation.Educational Technology, 34(10), 7–8.
Mercer, N. (1996). The quality of talk in children's collaborative activity in the classroom.Learning and instruction, 6(4), 359–377.
Meyer, C.A. (1992). What's the difference between authentic and performance assessment?Educational Leadership, 49(8), 39–40.
Miles, M.B., & Huberman, A.M. (1994).Qualitative data analysis: An expanded sourcebook (2nd. ed.). Thousand Oaks, CA: Sage.
Moore, J.L., Lin, X., Schwartz, D.L., Petrosino, A., Hickey, D.T., Campbell, O., Hmelo, C., & Cognition and Technology Group at Vanderbilt. (1994). The relationship between situated cognition and anchored instruction: A response to Tripp.Educational Technology, 34(10), 28–32.
Mousley, J., & Sullivan, P. (1995).Learning about teaching. Geelong: Deakin University; ACU.
Norman, D. (1993).Things that make us smart: Defending human attributes in the age of the machine. Reading, MA: Addison-Wesley.
Palincsar, A.S. (1989). Less charted waters.Educational Researcher, 18(5), 5–7.
Park, I., & Hannafin, M.J. (1993). Empirically-based guidelines for the design of interactive multimedia.Educational Technology Research and Development, 41(3), 63–85.
Patton, M.Q. (1990).Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage.
Qualitative Solutions & Research. (1997).NUD·IST [Computer software]. Melbourne: Author.
Quinn, C.N. (1997). Engaging learning,ITForum. On-line forum:[email protected].
Reeves, T. (1995). Reaction to ‘Interactivity: A forgotten art?’ On-line:[email protected].
Reeves, T.C. (1993a). Evaluating interactive multimedia. In D.M. Gayeski (Ed.),Multimedia for learning: Development, application, evaluation (pp. 97–112). Englewood Cliffs, NJ: Educational Technology Publications.
Reeves, T.C. (1993b). Interactive learning systems as mindtools. In P. Newhouse &. (Eds.),Viewpoints 2 (pp. 2–11, 29). Perth: ECAWA.
Reeves, T.C., & Okey, J.R. (1996). Alternative assessment for constructivist learning environments. In B.G. Wilson (Ed.),Constructivist learning environments: Case studies in instructional design (pp. 191–202). Englewood Cliffs, NJ: Educational Technology Publications.
Resnick, L. (1987). Learning in school and out.Educational Researcher, 16(9), 13–20.
Resnick, L. (1996). Situated rationalism: The biological and cultural foundations for learning.Prospects, 26(1), 37–53.
Resnick, L.B., & Resnick, D.P. (1992). Assessing the thinking curriculum: New tools for educational reform. In B.R. Gifford & M.C. O'Connor (Eds.),Changing assessment: Alternative views of aptitude, achievement and instruction (pp. 37–75). Boston: Kluwer.
Salomon, G. (1991). Transcending the qualitative-quantitative debate: The analytic and systemic approaches to educational research.Educational Researcher, 20(6), 10–18.
Schwier, R.A., & Misanchuk, E.R. (1993).Interactive multimedia instruction. Englewood Cliffs, NJ: Educational Technology Publications.
Shank, G. (1994). Shaping qualitative research in educational psychology.Contemporary Educational Psychology, 19, 340–359.
Sims, R. (1995). Interactivity: A forgotten art? On-line:[email protected].
Spiro, R.J., Feltovich, P.J., Jacobson, M.J., & Coulson, R.L. (1991a). Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains.Educational Technology, 31(5), 24–33.
Spiro, R.J., Feltovich, P.J., Jacobson, M.J., & Coulson, R.L. (1991b). 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.Educational Technology, 31(9), 22–25.
Spiro, R.J., Vispoel, W.P., Schmitz, J.G., Samarapungavan, A., & Boeger, A.E. (1987). Knowledge acquisition for application: Cognitive flexibility and transfer in complex content domains. In B.K. Britton & S.M. Glynn (Eds.),Executive control processes in reading (Vol. 31, pp. 177–199). Hillsdale, NJ: Lawrence Erlbaum Associates.
Torrance, H. (1995). Introduction. In H. Torrance (Ed.),Evaluating authentic assessment: Problems and possibilities in new approaches to assessment (pp. 1–8). Buckingham: Open University Press.
Tripp, S.D. (1993). Theories, traditions and situated learning.Educational Technology, 33(3), 71–77.
Vygotsky, L.S. (1978).Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, E. Souberman, Eds., &, Trans.). Cambridge, MA: Harvard University Press.
Whitehead, A.N. (1932).The aims of education and other essays. London: Ernest Benn Limited.
Wiggins, G. (1989). A true test: Toward more authentic and equitable assessment.Phi Delta Kappan, 70(9), 703–713.
Wiggins, G. (1990).The case for authentic assessment. Washington, DC: ERIC Clearinghouse on Tests, Measurement, and Evaluation.
Wiggins, G. (1993).Assessing student performance: Exploring the purpose and limits of testing. San Francisco: Jossey-Bass.
Wilson, B.G., & Welsh, J.R. (1991). Small knowledge-based systems in education and training: Something new under the sun. In Educational Technology Anthology Series (Ed.),Expert systems and intelligent computer-aided instruction (Vol. 2, pp. 7–13). Englewood Cliffs, NJ: Educational Technology Publications.
Wineburg, S.S. (1989). Remembrance of theories past.Educational Researcher, 18(5), 7–10.
Winn, W. (1993). Instructional design and situated learning: Paradox or partnership.Educational Technology, 33(3), 16–21.
Young, M.F. (1993). Instructional design for situated learning.Educational Technology Research and Development, 41(1), 43–58.
Young, M.F. (1995). Assessment of situated learning using computer environments.Journal of Science Education and Technology, 4(1), 89–96.
Young, M.F., & McNeese, M. (1993). A situated cognition approach to problem solving with implications for computer-based learning and assessment. In G. Salvendy & M.J. Smith (Eds.),Human-computer interaction: Software and hardware interfaces. New York: Elsevier Science Publishers.