Handbook of Research on Human Performance and Instructional Technology | Date: 28 April 2011, 05:32
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Handbook of Research on Human Performance and Instructional Technology
By Holim Song, Terry Kidd
* Publisher: Information Science Reference
* Number Of Pages:
* Publication Date: 2009-10-20
* ISBN-10 / ASIN: 160566782X
* ISBN-13 / EAN: 9781605667829
Product Description:
Not only have educators and trainers alike begun to harness the power of instructional technology and human performance techniques, but now businesses and industries have incorporated these technologies for training development and performance improvement. The Handbook of Research on Human Performance and Instructional Technology provides theoretical understanding of the essential link between education, training development, organization development, performance improvement, and instructional technology. An innovative publication useful to worldwide businesses, industry, schools, and higher academic institutions, this Handbook of Research is instrumental in providing the latest knowledge related to instructional technology and human performance in order to meet the needs and challenges of tomorrow.
Table of Contents:
TENTATIVE
Section I: Instructional and Learning Design Foundations
This section presents the concepts and applications of instructional design to the real classroom. In addition, this section discusses key features in designing learning environments and strategies to incorporate effective instructional design models into designing a technology rich learning environment.
Chapter I: An Ontological Approach to Online Instructional Design
This chapter introduces the ontological instructional design as an alternative to the traditional instructional design in teaching and learning. By comparing the differences between traditional instructional design and e-Learning, the authors suggest that instructional design in e-Learning require a different model than the existing traditional models due to the idiosyncratic nature of e-Learning in terms of population, environment, and resources.
Chapter II: Constructivist Instructional Design: A Blueprint for Online Courses Design
With the continuous growth of online learning in higher education, the need to design course materials that capitalize and leverage on the richness of the Internet and learning technologies has taken on new dimensions. This chapter explores constructivist theory paired with instructional design models to design learning environments that apply content to real-life situations.
Chapter III: Instructional Architecture that Supports Learning Communities within Three-Dimensional Virtual Learning Environments: Classroom-in-a-Box within the Second Life Environment
This discussion focuses upon a theoretical understanding of the instructional architecture that supports learning communities within three-dimensional virtual world environments; specifically, within the Second Life world environment. This theoretical understanding provides the essential link between instructional imperatives, performance improvement and a community of learning within an instructional technology framework. Motivated by the shift from the Information Age known for the availability of information towards the Cognitive Age which emphasizes the ability to access, evaluate, organize, comprehend, apply, analyze, synthesize and innovatively represent information into an enhanced understanding and novel use, this discussion offers the opportunity to directly address the learner’s needs within the three-dimensional virtual learning environment, such as Second Life, through the design of a virtual learning environment classroom-in-a-box.
Chapter IV: Three Contexts Methodology: Strategies to Bring Reality to the Classroom
The main objective of this manuscript is to propose a methodology called the Three Contexts Methodology based in the situated learning paradigm. It attempts to integrate three contexts related to the process of learning: 1) the context of the community of professional practice that created the content; 2) the school classroom; and 3) the context in which what is learned is going to be applied. Through this the 3CM strives to improve learning transfer and the integration of technology.
Chapter V: Creating Supportive Multimedia Learning Environments
This chapter explores strategies for developing effective multimedia instruction should be based on evidence presented by cognitive science and backed by research. Unless guided by instructional design principles, multimedia learning products run the risk of being unusual and entertaining but not effective.
Chapter VI: Using CPS to Promote Active Learning
This chapter discusses the integration of the Classroom Performance System (CPS), and will cover three aspects: 1) incorporating CPS based on active learning theory, 2) discussing student positive feedback on CPS use experiences, and 3) sharing CPS best practice with other educators to promote active learning from teaching, design and administration perspectives.
Section II: Instructional Technology Applications
This section includes contributions that address innovative technology interventions to solve educational related problems in curriculum and in instruction. Not only does this section speak toward how to use technology in the teaching and learning process, it also address key issues in implementation, project management, and diffusion. Also present in this section are examples and strategies on how to use certain technologies to promote active learning. This collection of articles should be required reading for anyone planning to infuse technology into their teaching and learning practices.
Chapter VII: Wired for Learning with Web 2.0: Trends, Issues, and Challenges
Web 2.0 refers to the recent expansion of the Web. This expansion can be thought of as a new layer on top of the Web and refers to the ways the platform, the Web, is used. Previously, World Wide Web sites were relatively static sites and provided the user information. This chapter will focus on the second generation of Web tools that allow for communication tools, interaction with media and humans, and collaboration and sharing. Web 2.0 tools allow users to create online content--they are writing to the Web.
Chapter VIII: Revisiting Planning Effective Multimedia Instructions
The effective use of pedagogical design principles with appropriate multimedia can permit greater individualization, which in turn fosters improved learning, greater learner satisfaction, and higher retention rates. This chapter reviews the trends and issues of today’s multimedia education, and attempts to provide strategies and guidelines for planning multimedia instruction.
Chapter IX: Applications of Second Life
The following chapter will provide readers with a better understanding of Second Life; the applications and implications of Second Life for teaching, learning, and professional development training; project examples; best practices; a model for the development of education and/or training projects in Second Life; pitfalls and potential problems; how Second Life can offer a linkage between education, professional development training, and organizational development; and future directions for Second Life.
Chapter X: Using Concept Maps to Enhance Students' Prior Knowledge in Complex Learning: A Research on Individual Differences
As an instructional tool, concept map has been widely used to teach complex subjects in schools. Research suggests that concept mapping can help bridge learners’ prior knowledge with new learning, reduce the cognitive load involved in learning and improve comprehension, content retention, and knowledge transfer. Existing literature focuses on cognitive features, cognitive styles and differences between instructor provided and student generated concepts. However, little is known about the effects of concept maps as a cognitive tool to influen
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