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My conversation with academics
A 2007 post from the Learning Circuits blog about different views of the value of theories, research, and results in academia and corporate environments. Definitely takes the anti-academic POV. I like Mitch Owen's response in the comments: "Effective work is always blended.. theory and application.. "
Systems thinking and innovation | effectivedesign.org
Live blogged notes from AECT about systems thinking, innovation, and games for learning. Lots of side comments too, including some good connections to instructional design and getting too bogged down in multiple theories.
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This is exactly what has happened to instructional design, and could by why theory and practice don’t meet. So much theory has been introduced that we can no longer see how instruction is actually designed. That’s why I think many times it has become easier for novice (in this case non-academically trained) designers can do it so often. They are not encumbered by the fog of theory.
AU Press - The Theory and Practice of Online Learning (second edition)
Terry Anderson has edited the second ed. of this book, available online under a CC-NC license. You can download the entire book or just individual chapters by specific authors.
http://www.aupress.ca/books/Terry_Anderson.php
Social Networking: Learning Theory in Action
Exploring how social networking applications could be used to create a more social constructivist learning environment to support collaboration, creativity, and networking. (The author calls it "social learning theory" and contrasts it with "objectivist" learning, but never uses the phrase "social constructivism." Still, it seems like that's what she's describing.)
Additional connectivism resources and discussion
Resources on connectivism, including transcripts of the presentations from the 2007 Online Connectivism Conference
Learnlets » Theory foundations for ISD?
Clark Quinn on the value of understanding the theories behind instructional design. He suggests that at least some exposure to the theories is necessary because you have to understand WHY you're doing what you're doing.
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You don’t have to read Vygotsky in the original Russian, but what you can not do, and I see all too often, is follow a cookie-cutter approach which says “I have to have an introduction, concept, example, …”, and then write one of each without understanding what are the key principles behind each of those elements.
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Note that Cammy is a ‘reflective practitioner’ to use Schön’s term, as she reads and reflects on what she does. That’s why she’s effectively done her own ‘masters’ in learning/ISD. So, I’m not comfortable with trusting experience over time to yield competent results, I think it takes someone being an ongoing learner. That’s easier in a well-designed program, though the caveat is that all programs are not necessarily well-designed.
Kapp Notes: Value of Instructional Designers
Karl Kapp explains his view of the value of instructional designers in integrating multiple theories and making learning experiences more effective. If the delivery medium doesn't matter (and the research says it doesn't), then the quality of the design is what matters.
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The discipline (and it is a discipline) borrows heavily from psychology, cognitive science, behavioral science, information design theory, and media design theory. However, it is the blending of these theories and ideas into the design of instruction that makes the difference between merely presenting information and creating an event in which learning actually occurs.
First principles of instruction - EduTech Wiki
Wiki resource for David Merrill's First Principles of Instruction:
* demonstration
* application
* activation
* integration
* task-centered
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