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Theoretical Foundations of Learning Environments by David H Jonassen Free Ship
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Located in: Lawrenceville, Georgia, United States
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eBay item number:177050625417
Item specifics
- Condition
- Pages
- 272
- Publication Date
- 1999-12-01
- Book Title
- Theoretical Foundations of Learning Environments
- ISBN
- 9780805832167
About this product
Product Identifiers
Publisher
Routledge
ISBN-10
0805832165
ISBN-13
9780805832167
eBay Product ID (ePID)
1825754
Product Key Features
Number of Pages
272 Pages
Language
English
Publication Name
Theoretical Foundations of Learning Environments
Subject
Computers & Technology, General, Cognitive Psychology & Cognition, Learning Styles
Publication Year
1999
Type
Textbook
Subject Area
Education, Psychology
Format
Trade Paperback
Dimensions
Item Height
0.6 in
Item Weight
16.8 Oz
Item Length
9.1 in
Item Width
6.3 in
Additional Product Features
Intended Audience
Scholarly & Professional
LCCN
99-058073
Dewey Edition
21
Reviews
The editors and authors of this volume provide much interesting information on the construction of varied learning environments promoting an active ownership of learning and understanding....[the books] organization (specifically, the references made within chapters to material in other chapters) allows the reader to make useful comparisons between the models. - Contemporary Psychology
Illustrated
Yes
Dewey Decimal
370.15/23
Table Of Content
Preface. S.M. Land, M.J. Hannafin, Student-Centered Learning Environments. S.A. Barab, T.M. Duffy, From Practice Fields to Communities of Practice. B.G. Wilson, K.M. Myers, Situated Cognition in Theoretical and Practical Context. D.H. Jonassen, Revisiting Activity Theory as a Framework for Designing Student-Centered Learning Environments. P. Bell, W. Winn, Distributed Cognitions, by Nature and by Design. M.F. Young, S.A. Barab, S. Garrett, Agent as Detector: An Ecological Psychology Perspective on Learning by Perceiving-Acting Systems. D.W. Carraher, A.D. Schliemann, Lessons From Everyday Reasoning in Mathematics Education: Realism Versus Meaningfulness. K. Brown, M. Cole, Socially-Shared Cognition: System Design and the Organization of Collaborative Research. J.L. Kolodner, M. Guzdial, Theory and Practice of Case-Based Learning Aids.
Synopsis
Theoretical Foundations of Learning Environmentsdescribes the most contemporary psychological and pedagogical theories that are foundations for the conception and design of open-ended learning environments and new applications of educational technologies. In the past decade, the cognitive revolution of the 60s and 70s has been replaced or restructured by constructivism and its associated theories, including situated, sociocultural, ecological, everyday, and distributed conceptions of cognition. These theories represent a paradigm shift for educators and instructional designers, to a view of learning as necessarily more social, conversational, and constructive than traditional transmissive views of learning. Never in the history of education have so many different theories said the same things about the nature of learning and the means for supporting it. At the same time, although there is a remarkable amount of consonance among these theories, each also provides a distinct perspective on how learning and sense making occur. This book provides students, faculty, and instructional designers with a clear, concise introduction to these theories and their implications for the design of new learning environments for schools, universities, and corporations. It is well-suited as a required or supplementary text for courses in instructional design and theory, educational psychology, learning, theory, curriculum theory and design, and related areas., Theoretical Foundations of Learning Environments describes the most contemporary psychological and pedagogical theories that are foundations for the conception and design of open-ended learning environments and new applications of educational technologies. In the past decade, the cognitive revolution of the 60s and 70s has been replaced or restructured by constructivism and its associated theories, including situated, sociocultural, ecological, everyday, and distributed conceptions of cognition. These theories represent a paradigm shift for educators and instructional designers, to a view of learning as necessarily more social, conversational, and constructive than traditional transmissive views of learning. Never in the history of education have so many different theories said the same things about the nature of learning and the means for supporting it. At the same time, although there is a remarkable amount of consonance among these theories, each also provides a distinct perspective on how learning and sense making occur. This book provides students, faculty, and instructional designers with a clear, concise introduction to these theories and their implications for the design of new learning environments for schools, universities, and corporations. It is well-suited as a required or supplementary text for courses in instructional design and theory, educational psychology, learning, theory, curriculum theory and design, and related areas., This book will provide students, faculty, and designers with a concise introduction to the new theories of learning and meaning making in the field of learning psychology and how they have contributed to the conception of learning environments.
LC Classification Number
LB1060.T47 2000
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