Many entry level instructional designers and students enrolled in related academic programs indicate they are better prepared to accomplish the challenging work of creating effective training and education materials after they have a thorough understanding of the ADDIE principles. However, a survey of instructional development applications indicate that the overwhelming majority of instructional design models are based on ADDIE, often do not present the ADDIE origins as part of their content, and are poorly applied by people unfamiliar with the ADDIE paradigm.
The purpose of this book is to focus on fundamental ADDIE principles, written with a minimum of professional jargon. This is not an attempt to debate scholars or other educational professionals on the finer points of instructional design, however, the book's content is based on sound doctrine and supported by valid empirical research. The only bias toward the topic is that generic terms will be used as often as possible in order to make it easy for the reader to apply the concepts in the book to other specific situations.
-the position of on-line learning in the development of the information society;
-developments in virtual organisations, virtual institutes and virtual laboratories;
-creation and development of interactive and adaptive context-aware learning environments using intelligent agents and cognitive style match;
-integrating collaborative learning and collective competencies into on-line learning practices;
-creation and development of e-learning portals, and concerns with inter-operability;
-uses of on-line learning environments in diverse subjects, such as environmental education, mathematics and ICT;
-changes with educational organisation and the impact of culture and culturation;
-the role of case studies and models in teacher development of practice;
-educational uses of broadcasting and web-based technology;
-creation and development of assessment and computerised examination systems in on-line learning environments;
-the role of team work, team learning and team teaching in on-line learning environments used for work-based purposes;
-the role of on-line learning environments in parent-child relationships and rehabilitation situations;
-a focus on shifts in female enrolment in computer science courses;
-theories and concepts of telE-learning (including the application of activity theory and situated learning theory to on-line delivery and learning);
-developments in appropriate research methodologies for on-line learning environments.
TelE-LEARNING: The Challenge for the Third Millennium contains the edited proceedings of Stream 3 of the 17th World Computer Congress, which was sponsored by the International Federation for Information Processing (IFIP) and held in Montréal, Québec, Canada in August 2002.
Underneath the hood of every car there's a lot of fast, furious, and spectacular science going on. G-force, combustion, power: you name it, a car's got it. Help your child discover all about the science of cars with this explosive tour of automobiles in Car Science.
Find out how cars revolutionized the world and see how a car functions with jaw-dropping diagrams, cutaway drawings and cool graphics. Steer to the fundamental science behind the mechanics and then sit back for an exciting look into the future of minimal emissions, maximum fun.
• Ancient people used bows to drill holes and start fires?
• The ancient Chinese built a machine to detect earthquakes?
•The ancient Romans operated a factory for milling grain?
Machine technology is as old as human society itself. The first humans on Earth used basic machines. They used stone axes to butcher meat. They use levers to pry roots and rocks from the ground. Over the centuries, ancient peoples learned to make more complicated machines. People in the ancient Middle East devised wheels and pulleys. The ancient Chinese created wheelbarrows and bellows. The ancient Greeks built big war machines.
What kinds of tools and techniques did ancient craftspeople use? Which methods worked and which didn’t? And how did ancient machines set the stage for our own modern machines? Learn more in Ancient Machine Technology.
help navigate potential pitfalls and still live fulfilling lives online.
A dog's nose is so sensitive that if a human could see as well as a dog could smell, we would be able to see the small letters on an eye chart from four (four!) miles away. Is it any wonder then that dogs can be trained to find missing people in piles of rubble or a certain flower blooming amongst hundreds or thousands of other smells?
In Sniffer Dogs you will meet many dogs and their handlers and learn all about their jobs. Some of these dogs are raised from birth to detect blood sugar levels in their owners. Others are rescued from animal shelters and their boisterous personalities help make them excellent sniffer dogs. Featuring a balance between science and social science, Sniffer Dogs will appeal to dog lovers and science lovers alike.
• Ancient cultures measured time accurately with water clocks?
• An engineer in the first century B.C. designed an odometer to calculate distance traveled?
• People computed the first values of pi about four thousand years ago?
Computing technology is as old as human society itself. The first humans on Earth used basic computing skills. They counted by carving tally marks in bone. They used body parts and basic tools to measure. Over the centuries, ancient peoples learned more about computing. People in the ancient Middle East used scales to measure goods for trading. The ancient Egyptians wrote textbooks including multiplication and division problems. The ancient Chinese developed an abacus for speedy calculations. Ancient Greeks made advances in geometry.
What kinds of tools and techniques did ancient mathematicians use? Which of their inventions and discoveries have stood the test of time? And how did the ancients set the stage for our own modern computing? Learn more in Ancient Computing Technology.
It includes nine chapters which were initially presented at the iGBL conference, a conference held throughout Ireland, where researchers, practitioners, students and other stakeholders meet and share their interest in games and education. These chapters touch on some very important topics, including games for health; formal education; poetry and games; science teaching through mobile games; relaxation with gaming devices; and accounting for disabilities with handheld devices. Together, these chapters illustrate the advancements in the field of Game-Based Learning, the challenges faced by developers and educators, as well as the opportunities that this medium can offer.
Each chapter is written with practicality in mind in an effort to provide the reader with both a solid theoretical approach and background, coupled to some practical guidelines and suggestions that can be applied easily.
Teaching and Measuring Cognitive Readiness deals with (a) the primacy of cognitive readiness as attributes or individual difference variables; (b) the need for cognitive readiness instructional and assessment strategies; (c) the need to integrate assessment into cognitive readiness training; (d) the need for theory-driven evaluation studies to increase knowledge and efficacy in teaching cognitive readiness; and (e) the need for a solid psychometric approach to the use of cognitive readiness assessments.
"This is an exciting book that synthesizes, clarifies and extends mounting discussions of dialogical thinking related to computer-supported education [...]. It is not only a delightful personal statement, but provokes thought on central issues of CSCL and enters into challenging dialog with the relevant alternative approaches. As a result of reading this book, I am convinced that we urgently need to open new online spaces for people to understandingly interact with different perspectives and creatively generate new insight and respect for difference."
Executive Editor of the International Journal of Computer Supported Collaborative Learning
This book offers a set of lenses which give deep insight into education and the use of technologies for learning. The moves between empirical studies, theoretical reflections and discussion of the design of learning environments make the book very thought provoking. Ideas are not just treated as ideas but they become transformed into principles for design.
Wegerif is convincing that the use of technology for the creation, maintaining and development of dialogical spaces has the potential for transforming and expanding educational experiences in a way which offers a needed vision of learning for the future.
Director of the InterMedia Centre for design, communication and learning University of Oslo
The first full-length authored treatment of the relationship between the centrality of technological development in daily life and its potential as a means of education, Mobile Learning charts the rapid emergence of new forms of mass communication and their potential for gathering, shaping, and analyzing information, studying their transformative capability and learning potential in the contexts of school and socio-cultural change. The focus is on mobile/cell phones, PDAs, and to a lesser extent gaming devices and music players, not as "the next new thing" but meaningfully integrated into education, without objectifying the devices or technology itself. And the book fully grounds readers by offering theoretical and conceptual models, an analytical framework for understanding the issues, recommendations for specialized resources, and practical examples of mobile learning in formal as well as informal educational settings, particularly with at-risk students. Among the topics covered:
• Core issues in mobile learning
• Mobile devices as educational resources
• Socioeconomic approaches to mobile learning
• Creating situations that promote mobile learning
• Ubiquitous mobility and its implications for pedagogy
• Bridging the digital divide at the policy level
Mobile Learning is a groundbreaking volume, sure to stimulate both discussion and innovation among educational professionals interested in technology in the context of teaching and learning.
Thus the ambitious dual aim achieved in these pages is on the one hand to foster improvements in the leaching and communication of chemistry—whether to students or the public, and secondly to promote advances in our broader understanding of the subject that will have positive knock-on effects on the world’s citizens and environment. In doing so, the book addresses (as did the conference) the neglect suffered in the chemistry classroom by issues connected to globalization, even as it outlines ways to bring the subject alive in the classroom through the use of innovative technologies.
In this book, serious games are understood as games which aim at providing an engaging, self-reinforcing context in which to motivate and educate the players. Serious games can be of any genre, use any game technology, and be developed for any platform. They can be entertaining, but usually they teach the user something. The central aim of serious games is to raise quality of life and well-being. As part of interactive media industry, the serious games field focuses on designing and using digital games for real-life purposes and for the everyday life of citizens in information societies. The field of serious games focuses on such areas as education, business, welfare, military, traffic, safety, travelling and tourism.
In building successful interdisciplinary science programs, however, many questions must be addressed. Although many resources exist for developing and implementing new academic programs, there does not exist in a single volume that adequately address this important topic. Integrated Science: New Approaches to Education is a focused collection of essays addressing the myriad challenges associated with conceptualizing, developing, implementing and measuring the success of new undergraduate programs in interdisciplinary science and engineering fields. This book will provide an overview of this process drawn from a broad perspective of experts within their respective fields.
The three conferences, (IETA 05, TENE 05 and EIAE 05) were part of the International Joint Conference on Computer, Information, and System Sciences, and Engineering (CISSE 2005).
CISSE 2005, the World's first Engineering/Computing and Systems Research E-Conference was the first high-caliber Research Conference in the world to be completely conducted online in real-time via the internet.
CISSE received 255 research paper submissions and the final program included 140 accepted papers, from more than 45 countries. The whole concept and format of CISSE 2005 was very exciting and ground-breaking. The powerpoint presentations, final paper manuscripts and time schedule for live presentations over the web had been available for 3 weeks prior to the start of the conference for all registrants, so they could pick and choose the presentations they want to attend and think about questions that they might want to ask. The live audio presentations were also recorded and are part of the permanent CISSE archive, which includes all power point presentations, papers and recorded presentations.
All aspects of the conference were managed on-line; not only the reviewing, submissions and registration processes; but also the actual conference. Conference participants - authors, presenters and attendees - only needed an internet connection and sound available on their computers in order to be able to contribute and participate in this international ground-breaking conference. The on-line structure of this high-quality event allowed academic professionals and industry participants to contribute work and attend world-class technical presentations based on rigorously refereed submissions, live, without the need for investing significant travel funds or time out of the office. Suffice to say that CISSE received submissions from more than 50 countries, for whose researchers, this opportunity presented a much more affordable, dynamic and well-planned event to attend and submit their work to, versus a classic, on-the-ground conference.
The CISSE conference audio room provided superb audio even over low speed internet connections, the ability to display PowerPoint presentations, and cross-platform compatibility (the conferencing software runs on Windows, Mac, and any other operating system that supports Java). In addition, the conferencing system allowed for an unlimited number of participants, which in turn granted CISSE the opportunity to allow all participants to attend all presentations, as opposed to limiting the number of available seats for each session.
The implemented conferencing technology, starting with the submission & review system and ending with the online conferencing capability, allowed CISSE to conduct a very high quality, fulfilling event for all participants.
See: www.cisse2005.org, sections: IETA, TENE, EIAE