Handbook of Visual Languages for Instructional Design: Theories and Practices: Theories and PracticesBotturi, Luca, Stubbs, Todd IGI Global, 31.12.2007 - 504 Seiten The more complex instructional design (ID) projects grow, the more a design language can support the success of the projects, and the continuing process of integration of technologies in education makes this issue even more relevant. The Handbook of Visual Languages for Instructional Design: Theories & Practices serves as a practical guide for the integration of ID languages and notation systems into the practice of ID by presenting recent languages and notation systems for ID; exploring the connection between the use of ID languages and the integration of technologies in education, and assessing the benefits and drawbacks of the use of ID languages in specific project settings. |
Inhalt
Visual Instructional Design Languages | 90 |
Research Studies | 344 |
Compilation of References | 439 |
About the Contributors | 467 |
Index | 475 |
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Handbook of Visual Languages for Instructional Design: Theories and Practices Luca Botturi Keine Leseprobe verfügbar - 2008 |
Häufige Begriffe und Wortgruppen
action activity allows analysis applied approach aspects associated authoring chapter collaborative communication complete concepts considered coUML course create culture defined dependency describe design drawing design languages design process detail diagrams discussion document drawing educational elements engagement engineering environment evaluation example experience express field Figure final flow formal framework functional goals graphic ideas identify important improve IMS-LD indicate instructional design interactions involved knowledge learners learning design means notation objects participants patterns performance perspective phase possible practice presented problem proposed reference represent representation role scenario Session shared shows situation solution specific strategy structure task teacher teaching Technology theory tion translation understand units University visual
Beliebte Passagen
Seite 47 - Hence all mathematical derivation can be viewed simply as change in representation, making evident what was previously true but obscure. This view can be extended to all problem solving — solving a problem simply means representing it so as to make the solution transparent.
Seite 78 - ... present position he could not be seen. It was partly the unusual geography of the room that had suggested to him the thing that he was now about to do. But it had also been suggested by the book that he had just taken out of the drawer. It was a peculiarly beautiful book. Its smooth creamy paper, a little yellowed by age, was of a kind that had not been manufactured for at least forty years past.
Seite 56 - I can see, any unusual ambiguity: it denotes an historically transmitted pattern of meanings embodied in symbols, a system of inherited conceptions expressed in symbolic forms by means of which men communicate, perpetuate, and develop their knowledge about and attitudes toward life.
Seite 110 - JR, & Duffy, TM (1996). Problem based learning: An instructional model and its constructivist framework. In BG Wilson (Ed.), Constructivist learning environments. Case studies in instructional design (pp.
Seite 399 - The design patterns in this book are descriptions of communicating objects and classes that are customized to solve a general design problem in a particular context.
Seite 78 - Actually he was not used to writing by hand. Apart from very short notes, it was usual to dictate everything into the speakwrite, which was of course impossible for his present purpose. He dipped the pen into the ink and then faltered for just a second. A tremor had gone through his bowels. To mark the paper was the decisive act In small clumsy letters he wrote: April 4th, 1984.
Seite 110 - In DH Jonassen & SM Land (Eds.), Theoretical Foundations of Learning Environments (pp.
Seite 84 - ... of females who have both spare time and ornamentally cultural ambitions. Appeals on behalf of the visual arts were also directed at young men specifically, and in them too can be traced the same increase in superficiality of idea. Here, for example, are the words of Benjamin Franklin in 1749: . . . Drawing is a kind of universal language, understood by all nations. A man may often express his ideas, even to his own countrymen, more clearly with a lead pencil or bit of chalk than with his tongue....
Seite 78 - Winston fitted a nib into the penholder and sucked it to get the grease off. The pen was an archaic instrument, seldom used even for signatures, and he had procured one furtively and with some difficulty, simply because of a feeling that the beautiful creamy paper deserved to be written on with a real nib instead of being scratched with an ink-pencil. Actually he was not used to writing by hand. Apart from very short notes it was usual to dictate everything into the speakwrite, which was of course...
Seite 43 - An early step toward understanding any set of phenomena is to learn what kinds of things there are in the set — to develop a taxonomy. This step has not yet been taken with respect to representations.