Emerging Edtech

2010 ◽  
pp. 298-310 ◽  
Author(s):  
Ching-Huei Chen ◽  
Manetta Calinger ◽  
Bruce C. Howard
Keyword(s):  
Instructional Design ◽  
Learning Environments ◽  
Best Practice ◽  
Design Principles ◽  
Educational Technologies ◽  
Technology Enhanced Learning ◽  
Emergent Technologies ◽  
Practice Models ◽  
How People Learn ◽  
Enhanced Learning

Design principles are universal and may be translated onto the newest trends and emergent technologies. In this research study, the authors combined the perspectives provided by two sources to create a set of recommended design principles for technology-enhanced learning environments. One source was the How People Learn framework (Bransford, Brown, & Cocking, 2000). The second source was a series of interviews conducted with pacesetters in the field of educational technologies. With the knowledge gained from these two sources, the authors created our own set of design principles. These principles may be used to guide evaluation, instructional design efforts, or best practice models for exemplary use of educational technologies in the classroom.

Emerging Edtech

2011 ◽  
pp. 1880-1891
Author(s):  
Ching-Huei Chen ◽  
Manetta Calinger ◽  
Bruce C. Howard
Keyword(s):  
Instructional Design ◽  
Learning Environments ◽  
Best Practice ◽  
Design Principles ◽  
Educational Technologies ◽  
Technology Enhanced Learning ◽  
Emergent Technologies ◽  
Practice Models ◽  
How People Learn ◽  
Enhanced Learning

Design principles are universal and may be translated onto the newest trends and emergent technologies. In this research study, the authors combined the perspectives provided by two sources to create a set of recommended design principles for technology-enhanced learning environments. One source was the How People Learn framework (Bransford, Brown, & Cocking, 2000). The second source was a series of interviews conducted with pacesetters in the field of educational technologies. With the knowledge gained from these two sources, the authors created our own set of design principles. These principles may be used to guide evaluation, instructional design efforts, or best practice models for exemplary use of educational technologies in the classroom.

Designing Technology Enhanced Learning Environments

2000 ◽  
pp. 241-261 ◽  
Author(s):  
J. Micael Spector
Keyword(s):  
Instructional Design ◽  
Learning Environments ◽  
New Technologies ◽  
Short Review ◽  
Lessons Learned ◽  
Instructional Planning ◽  
Technology Enhanced Learning ◽  
Web Based ◽  
The Rich ◽  
Enhanced Learning

There are now many educational research and technology projects reporting a variety of outcomes and lessons learned with regard to how to effectively integrate technology into learning and instruction. What can we learn from these projects and experiences? Is there a clear and coherent instructional design framework for technology-enhanced learning environments? What are the most promising approaches to instructional design? Are there particular tools that can assist? What kinds of evaluations will insure that the process of designing such environments will become progressively more effective? These are the questions explored in this chapter. The discussion includes a short review of the possibilities afforded by new technologies, with special emphasis on collaborative tele-learning and Web-based simulations. After illustrating the rich and diverse kinds of interactions now possible in Web-based settings, we shall argue that instructional design is more critical than ever before. It is not the case that technology has simplified instructional planning. Quite the contrary; new technologies have made the design of effective learning environments even more challenging than before. While our concept of learning remains relatively intact, the settings in which instruction can and does occur and the kinds of resources which can be brought to support learning in those various settings has changed dramatically. As a consequence, the subject of this chapter is relatively unexplored territory, and the findings and conclusions suggested herein should be regarded as tentative and preliminary.

scholarly journals Developing a competency taxonomy for teacher design knowledge in technology-enhanced learning environments: a literature review

2019 ◽  
Vol 14 (1) ◽  
Author(s):  
Mi Song Kim
Keyword(s):  
Literature Review ◽  
Learning Environments ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Design Knowledge ◽  
Technology Enhanced Learning ◽  
Design Data ◽  
Design Work ◽  
Teacher Design ◽  
Enhanced Learning

AbstractRecent research in technology-enhanced learning environments has indicated the need to redefine the role of teachers as designers. This supports successful learners better able to adapt to twenty-first century education, in particular STEM education. However, such a repositioning of teaching as a design science challenges teachers to reconceptualize educational practice as an act of design, not in the artistic meaning of the word. Our recent research finding also indicated that teacher design knowledge (TDK) processes are often invisible to both the teacher educators and the teachers. To respond to these challenges, this paper will define TDK for STEM teachers by making TDK visible in the form of a TDK competency taxonomy. A systematic literature review was conducted to identify the characteristics of teaching practices in technology-enhanced learning environments. This TDK competency taxonomy consists of four main categories drawing on existing literature on teacher design work and teacher instructional design: data practice, design practice, knowledge creation practice, and professional teaching practice. The implications of these findings were discussed.

Culturally Sensitive Instructional Design Principles for Online Learning Environments

2018 ◽  
pp. 292-326
Author(s):  
Gülten Kartal ◽  
Elif Toprak ◽  
Evrim Genc Kumtepe
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Cultural Diversity ◽  
Learning Environments ◽  
Design Principles ◽  
Culturally Sensitive ◽  
Online Learning Environments ◽  
E Learning ◽  
Efficient Learning ◽  
Instructional Design Principles

Distance education and e-learning practices are preferred by increasing number of people and institutions in the recent years all around the globe. It's clear that there are different interests, expectations, needs, characteristics, and backgrounds of participants in these learning environments. In this connection, it is important that courses are designed, taking cultural diversity into account, optimizing self-learning in such environments. The instructional designs that support multiculturalism in learning environments, lead to more efficient learning. Based on the awareness about cultural diversity, this chapter focuses on culturally sensitive instructional design principles for online learning environments. Firstly, “culture” as a concept and its components, based on various prominent definitions in literature are given. Then, the design principles are discussed with a critical look on online learning environments, with an eye to different theories and studies of leading researchers in the field.

Principled Construction and Reuse of Learning Designs

2011 ◽  
pp. 869-890 ◽  
Author(s):  
Gilbert Paquette ◽  
Olga Mariño ◽  
Karin Lundgren-Cayrol ◽  
Michel Léonard
Keyword(s):  
Learning Environments ◽  
Learning Objects ◽  
Research Center ◽  
Technology Enhanced Learning ◽  
Learning Design ◽  
Future Directions ◽  
Enhanced Learning

This chapter summarizes the work on instructional engineering and educational modeling accomplished since 1992 at the LICEF Research Center of Télé-université by the researchers of the CICE Research Chair. Recent results on learning design modeling and learning objects reusability processes are thoroughly presented using examples drawn from many projects conducted in the last 3 years. These are discussed to uncover the importance of a principled approach for the modeling of learning design and the of learning objects in technology enhanced learning environments. Finally, delivery and dissemination issues are discussed and a summary of on-going and future directions for research is presented.

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