標(biāo)題: Titlebook: Designing Environments for Constructive Learning; Thomas M. Duffy,Joost Lowyck,Thomas M. Welsh Book 1993 Springer-Verlag Berlin Heidelberg [打印本頁] 作者: 無法仿效 時(shí)間: 2025-3-21 18:00
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作者: prosperity 時(shí)間: 2025-3-21 21:35
Book 1993 would also like to thank the staff at the Catholic University for their great support during the workshop. Their efforts and their good cheer were important components in the success of the meeting. In particular we would like to thank Jan Elen, Catherine Vermunicht and Jef Vanden Branden. Finally 作者: Servile 時(shí)間: 2025-3-22 03:49
Studies in Computational Intelligencet by the participants, which are always mediated by tools, media and technology. In teaching, actions are more strictly dependent on the systems of signs (Vygotskij, 1934/1990) and methodologies which characterize different subject matters.作者: 嚴(yán)厲譴責(zé) 時(shí)間: 2025-3-22 06:08 作者: Spina-Bifida 時(shí)間: 2025-3-22 08:47 作者: insurrection 時(shí)間: 2025-3-22 13:02 作者: insurrection 時(shí)間: 2025-3-22 18:59
A Constructivist Critique of the Assumptions of Instructional Design there is great diversity in the opinions and theoretical stances of instructional designers. These range from hard-core behaviorism to a cognitive orientation which, adopting the same tenet of knowledge construction, coincides with the position of “moderate” constructivists, as Merrill (1991) has p作者: 狂怒 時(shí)間: 2025-3-22 21:41 作者: 罐里有戒指 時(shí)間: 2025-3-23 03:37 作者: 賄賂 時(shí)間: 2025-3-23 09:06
https://doi.org/10.1007/978-1-4615-5243-7(c) teaching strategies to be employed and (d) items and procedures for assessment. These components seem to be important for any domain of instruction imaginable. Specific curricula involve specific values for each of the four components of instruction. Thus, curriculum designers often specify in g作者: 共同時(shí)代 時(shí)間: 2025-3-23 11:43
https://doi.org/10.1007/978-1-4615-5243-7ctivity. The complex and intense interactions between teachers and pupils have defied any simple categorization but, however it is described, education cannot fail to be seen as entailing a special form of discussion; teachers and learners engage in a form of dialogue which is highly context bound, 作者: 脫離 時(shí)間: 2025-3-23 16:34 作者: 證明無罪 時(shí)間: 2025-3-23 21:06 作者: 老人病學(xué) 時(shí)間: 2025-3-24 01:04
https://doi.org/10.1007/978-3-319-47557-8lls. However, research concerning this “cognitive-effects hypothesis” has shown that Logo as such does not lead to the spontaneous development of general thinking skills; this can only be obtained if Logo is embedded in a powerful teaching-learning environment aimed at the acquisition and transfer o作者: defile 時(shí)間: 2025-3-24 06:25 作者: 無節(jié)奏 時(shí)間: 2025-3-24 08:36
Studies in Computational Intelligenceracy curriculum in Rome and in Florence. This is an example of an epistemological approach to schooling which “argues that knowledge is not acquired as a collection of abstract entities but rather is constructed in the context of the environment in which it is encountered. Context is integral to und作者: 標(biāo)準(zhǔn) 時(shí)間: 2025-3-24 13:58 作者: 記成螞蟻 時(shí)間: 2025-3-24 16:20 作者: Aesthete 時(shí)間: 2025-3-24 19:33
Case Study I: Dam Control System Designrews & Goodson, 1981; Case & Bereiter, 1984; Merrill, Kowallis & Wilson, 1981; Jonassen, 1990; Spencer, 1988). I.D. originates from the endeavors of behavioristic learning psychologists, like Skinner (1954) and Pressey (1960) to make instruction more controllable, efficient and effective by applying作者: 單獨(dú) 時(shí)間: 2025-3-25 00:54
Hung T. Nguyen,Vladik Kreinovichemantic representations refer to concepts and principles with their defining characteristics (like a bird is an animal with feathers). Episodic representations are based on personal, situated and affective experiences with instances of the concepts and principles (like I love my little bird). Action作者: 鞭子 時(shí)間: 2025-3-25 05:58 作者: Buttress 時(shí)間: 2025-3-25 07:30
Fuzzy Sets and Knowledge Representationhich might guide the establishment of such environments. Nancy Cole (1990) has recently criticized schooling in the USA for overemphasizing the acquistion of knowledge and basic skills to the detriment of higher-order skills and advanced knowledge. She comments: Students can repeat science facts and作者: LIMN 時(shí)間: 2025-3-25 15:18
https://doi.org/10.1007/978-3-642-78069-1Ausbildung; Constructivism; Hypermedien; Instructional design; Konstruktives Lernen; Lehrmethoden; P?dagog作者: HAVOC 時(shí)間: 2025-3-25 19:09 作者: 不可知論 時(shí)間: 2025-3-25 20:30
NATO ASI Subseries F:http://image.papertrans.cn/d/image/268936.jpg作者: 植物茂盛 時(shí)間: 2025-3-26 03:07
Studies in Fuzziness and Soft ComputingEducation! 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 learners so that they can avoid having their understanding become outmoded in a few years?作者: LIKEN 時(shí)間: 2025-3-26 05:21
Si-Cong Guo,Ying Zhao,Hua-Dong WangIn this book on designing constructivist learning environments, we offer a conception of why and how these environments should be used in higher education.作者: 整頓 時(shí)間: 2025-3-26 12:27
A New Similarity Measure Between Vague SetsThe unimportant and often negative results of the introduction of technology into various educational settings are mainly due to scarce consideration given to a realistic and cognitively based epistemology of learning and to an analysis of educative settings in which technology should be inserted and used. I will explain these points briefly.作者: 一小塊 時(shí)間: 2025-3-26 13:15 作者: Adulterate 時(shí)間: 2025-3-26 19:06
IntroductionEducation! 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 learners so that they can avoid having their understanding become outmoded in a few years?作者: PURG 時(shí)間: 2025-3-26 20:57
A Manifesto for a Constructivist Approach to Uses of Technology in Higher EducationIn this book on designing constructivist learning environments, we offer a conception of why and how these environments should be used in higher education.作者: Cacophonous 時(shí)間: 2025-3-27 02:30
Toward a Cognitive Ergonomics of Educational TechnologyThe unimportant and often negative results of the introduction of technology into various educational settings are mainly due to scarce consideration given to a realistic and cognitively based epistemology of learning and to an analysis of educative settings in which technology should be inserted and used. I will explain these points briefly.作者: Presbyopia 時(shí)間: 2025-3-27 07:45
Varied Levels of Support for Constructive Activity in Hypermedia-Based Learning EnvironmentsAlthough we are not confirmed constructivists, our experience as researchers, practitioners, and teachers of instructional design and hypermedia has made us very aware of the limitations of conventional instructional development paradigms for creating hypermedia-based educational products.作者: 大廳 時(shí)間: 2025-3-27 09:53
Yukihiro Hamasuna,Yasunori Endoy practitioners who are strategic in their actions. This means that they make decisions in and design instruction for their teaching/leaning contexts based on what is known about teaching and learning.作者: 使閉塞 時(shí)間: 2025-3-27 13:56 作者: Coronation 時(shí)間: 2025-3-27 21:45
https://doi.org/10.1007/978-1-4615-5243-7ulum package that is relatively easy to implement and evaluate. There is also a potential problem with such efforts. The more complete the specification of the values for each instructional component, the less inclined teachers may be to map into the unique features of particular students and communities.作者: 反感 時(shí)間: 2025-3-28 01:08 作者: profligate 時(shí)間: 2025-3-28 04:48
Hung T. Nguyen,Vladik Kreinovichts that skills and knowledge are represented in a person independent of the contexts in which they have been acquired, thus enabling the person to apply acquired knowledge regardless of the situation.作者: Herbivorous 時(shí)間: 2025-3-28 09:10 作者: Rheumatologist 時(shí)間: 2025-3-28 13:30
A Logo-Based Tool-Kit and Computer Coach to Support the Development of General Thinking Skillsto the computer system? In order to study this issue, we developed a Logo-based tool-kit and computer coach that supports the acquisition of a Logo programming strategy, including planning and debugging skills. In this contribution we present the theoretical and empirical background and the design of this computer system.作者: 軟弱 時(shí)間: 2025-3-28 15:30
Transfer of Learning from a Constructivist Perspectivets that skills and knowledge are represented in a person independent of the contexts in which they have been acquired, thus enabling the person to apply acquired knowledge regardless of the situation.作者: Pandemic 時(shí)間: 2025-3-28 22:34 作者: 光明正大 時(shí)間: 2025-3-29 02:42
Computer-Mediated Zones of Engagement in Learningn cannot fail to be seen as entailing a special form of discussion; teachers and learners engage in a form of dialogue which is highly context bound, in that it relates at the very least to the social environment of classrooms, with all that that entails.作者: 滔滔不絕地講 時(shí)間: 2025-3-29 06:42 作者: 剝皮 時(shí)間: 2025-3-29 10:16
Tools for Constructivismpractice) and are only now being supplanted by cognitive information processing theories (e.g., levels of processing, schema theory, production systems, metacognition). More recently, a variation of cognitive information processing theory has begun to attract attention — connectionism (see Bereiter, 1991).作者: 壓倒性勝利 時(shí)間: 2025-3-29 14:23 作者: 猛然一拉 時(shí)間: 2025-3-29 15:41 作者: 咆哮 時(shí)間: 2025-3-29 20:04
Case Study I: Dam Control System Design behavioristic learning principles. In addition, for the construction of particular I.D. models, derivates and aspects of General System Theory (Jonassen, 1984) were added to basic learning principles.作者: FRONT 時(shí)間: 2025-3-30 03:17
Constructivism and the Design of Learning Environments: Context and Authentic Activities for Learninthematics, structural engineering, etc. Similarly, the development of logical thought by Plato’s students was always set in the context of the larger philosophical debate and in developing rhetorical skills. Thus the larger task, the construction task, provides an organizing and unifying role and a purpose for learning.作者: 尖叫 時(shí)間: 2025-3-30 05:28
Transitions in the Theoretical Foundation of Instructional Design behavioristic learning principles. In addition, for the construction of particular I.D. models, derivates and aspects of General System Theory (Jonassen, 1984) were added to basic learning principles.作者: Hyperopia 時(shí)間: 2025-3-30 12:17
0258-1248 NATO for support in conducting this workshop and for support in the preparation of this book. We are particularly grateful for their emphasis on designing the workshop to build collegiality. They suggested that we hold the meeting in a small town and that we organize evening activities to keep the g作者: CODA 時(shí)間: 2025-3-30 14:05
https://doi.org/10.1007/978-1-4615-5243-7n cannot fail to be seen as entailing a special form of discussion; teachers and learners engage in a form of dialogue which is highly context bound, in that it relates at the very least to the social environment of classrooms, with all that that entails.作者: 策略 時(shí)間: 2025-3-30 18:54
Loredana Biacino,Giangiacomo Gerlandation, has led me into exploring Constructivism from practice rather than theory. Secondly my current research requires me to express theory and research findings in ways which are comprehensible and, dare I say it, inspirational to lay audiences.作者: 網(wǎng)絡(luò)添麻煩 時(shí)間: 2025-3-30 22:35 作者: MITE 時(shí)間: 2025-3-31 04:49 作者: rods366 時(shí)間: 2025-3-31 06:24
