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Titlebook: Designing Environments for Constructive Learning; Thomas M. Duffy,Joost Lowyck,Thomas M. Welsh Book 1993 Springer-Verlag Berlin Heidelberg

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书目名称Designing Environments for Constructive Learning
编辑Thomas M. Duffy,Joost Lowyck,Thomas M. Welsh
视频video
丛书名称NATO ASI Subseries F:
图书封面Titlebook: Designing Environments for Constructive Learning;  Thomas M. Duffy,Joost Lowyck,Thomas M. Welsh Book 1993 Springer-Verlag Berlin Heidelberg
描述The idea for this book grew out of a NATO Advanced Research Workshop held at the Catholic University at Leuven, Belgium. We are grateful to 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 group together and to promote informal and extended discussions. What sage advice. The excitement grew over the three days as we shared understandings and enriched our perspectives. Indeed, there was even a proclaimed "near" conversion to a constructivist perspective from one colleague trained in traditional instructional design methods. While we report this as a bit of a humorous anecdote, it most clearly reflects the sense of excitement that developed. We 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
出版日期Book 1993
关键词Ausbildung; Constructivism; Hypermedien; Instructional design; Konstruktives Lernen; Lehrmethoden; Pädagog
版次1
doihttps://doi.org/10.1007/978-3-642-78069-1
isbn_softcover978-3-642-78071-4
isbn_ebook978-3-642-78069-1Series ISSN 0258-1248
issn_series 0258-1248
copyrightSpringer-Verlag Berlin Heidelberg 1993
The information of publication is updating

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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
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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.
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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
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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
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