Titlebook: Integrated and Holistic Perspectives on Learning, Instruction and Technology; Understanding Comple J. Michael Spector,Theresa M. Anderson B

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Book 2000mains. We know how to use technology to promoteunderstanding in simpler domains (e.g., orientation information,procedures with minimal-branching, etc.), but we are less sure how touse technology to support understanding in more complex domains (e.g.,managing limited resources, understanding environm

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Knowledge Management for School-based Educatorshe heart of knowledge management. Although the ultimate role knowledge management will play in education defies prediction, we identify current trends, key issues, and barriers —real and anticipated —associated with managing knowledge in education settings.

Left-Atrium

Research-based Principles for Multimedia Presentationtive. The limitations of the proposed principles stem from the incomplete consideration of all studies and theories relevant to multimedia presentation, as well as the effect of individual differences upon the variables involved in the principles.

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Reflections on Developing A Web-based , luation of a fully web-based distance learning course to help teachers integrate these converging technologies into their instruction is the major focus of the chapter. The chapter concludes with reflections on lessons learned and the implications for teacher education of such web-based courses.

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Building Theory Into Practice in Learning and Instructiont is rarely followed with much rigor or success. One set of reasons concerns the vagueness and generality of TP. A second set of reasons concern the exigencies of instruction design practice. I shall also propose answers to two underlying questions: (1) Should TP be revised? and, (2) Should practitioners be encouraged to take TP more seriously?

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ORBIT

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Knowledge Management for School-based Educatorsd customers. Knowledge Management (KM) involves recognizing, documenting, and distributing the explicit and tacit knowledge resident in an organization. The Internet can facilitate knowledge sharing communities, support the exchange of tools and resources, and provide new forms of collaborative part

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Static and Dynamic Environmentss. Traditional methodologies have tried to accommodate both foundations (theory) and process. A serious problem arises in trying to apply static methodologies to dynamic environments. To emphasis this point, we look at lessons learned by instructional designers in the development of one class of tec