Rather than focus on technology as a tool to teach with, this book stresses that technology—video, hypermedia, the Internet, etc.—is an excellent tool to learn with. The emphasis is on learning to solve problems. By concentrating on problem solving with several specific media, the authors show how a variety of technologies can be used to engage students in personally and socially constructed meaning. They address the Internet, and how it can be used to foster community building; video, and how naturally students take to being behind the camera; and multimedia, as a new form of interactive literacy. The Internet material also includes a section on creating a personal or group website, plus coverage of cybermentoring. For teachers in computer classes and media centers—of students at all grade levels.

Learning to Solve Problems with Technology: A Constructivist Perspective (2nd Edition)

Business & Money

Howland, Jane

Jonassen, David H.

Marra, Rose M.

Moore, Joi

Job Hunting & Careers

Pearson College Div

Well-known for addressing the use of computers to foster critical-thinking and problem solving, this text was written to teach current and future teachers how to better engage learners more mindfully and meaningfully in the process of learning. Available now in it's Third Edition, it focuses on how to use technology to support meaningful learning through model building, providing powerful strategies for engaging, supporting, and assessing coonceptual change in learners.

Modeling with Technology: Mindtools for Conceptual Change (3rd Edition)

Computers & Technology

Computer Science

Pearson

Grounded in constructivist teachings, this book will help teachers demonstrate ways that technology can be used to engage and support meaningful learning. Much different than the last edition, the 3rd edition of this popular text is now organized around learning processes that engage and support different learning activities such as investigating, exploring, writing, modeling, community buildiing, communicating, designing, visualizing, and assessing. Rather than the reader learning how to use specific technologies this book demonstrates for the reader how learners can use different technologies for meaningful learning.   PreK-12 preservice &amp; Inservice teachers

Meaningful Learning with Technology (3rd Edition)

Education & Teaching

Howland, Jane L.

Crismond, David P.

Schools & Teaching

PRENTICE/HALL

This book addresses how to use very specific types of technology and focuses on how technology can be used as a thinking tool to foster meaningful learning. The book approaches learning from a constructivist view and relates it to using technology to engage meaningful learning.Within each chapter, the book provides different activities and implementation strategies in the Technique sections and follow-up questions in the Things to Think About sections. Very current uses of technology such as video theater, cybermentoring,creating homepages, and hypermedia are discussed throughout the book.

Learning with Technology: A Constructivist Perspective

Wilson, Brent G.

Peck, Kyle L.

Merrill Pub. Co

Nonbook Media: A Self-Paced Introductional Handbook for Teachers and Library Media

Politics & Social Sciences

Social Sciences

Library Professional Pubns

Task Analysis is not only the most important component of Instructional Design but also the most often misconstrued and poorly executed. Starting with this premise these authors have developed a complete reference and instructional text on Task Analysis. The Handbook of Task Analysis Procedures fulfills three distinct purposes. As an overview of the field it presents a comprehensive collection of functions, techniques and tools that can be used in a variety of settings. Thirty-five different procedures are cataloged and described in individual chapters. Providing flowcharts and examples, it is organized to instruct the reader on how to perform these techniques. Finally all chapters have been consistently structed making it an ideal reference book.
Handbook of Task Analysis Procedures is designed to help the reader select a specific task analysis technique for a particular situation. Having done this, the reader can then refer to the appropriate chapter for his chosen technique. This chapter provides a statement of purpose, an overview, and applications. It then presents a step by step description of how to use the procedure. The chapter concludes with examples, an evaluation, and a complete set of references. Designed to be used in education and by trainers in the business sector, this volume is a unique reference book. Part I provides an overview of Task Analysis and describes the variables that affect how task analysis is performed. A decision table and discussion help the reader select specific techniques. The techniques are grouped in Part II, III, and IV according to their functional similarity--learning analysis, job analysis, content analysis. Part V describes information gathering tools. This Handbook is essential for the reader who believes that competent task analysis is a vital part of instructional design.

Handbook of Task Analysis Procedures

Tessmer, Martin

Hannum, Wallace

Praeger

This volume presents a process for developing expert systems. As the field of instructional technology matures it is becoming clear that technological process, not technological devices, is the single most important factor in designing effective instruction. Computers as devices are helpful, but their primary advantage may be the discipline placed on thinking and design processes by using them. The process used when examining a problem determines the quality of information entered into a program and the ultimate effectiveness of the solution. The process in this volume is intended for small-scale expert system solutions that contribute to the solution of instructional problems. Hardware independent, the volume focuses on narrowly defined examples intended for small personal computer systems. Particular attention is paid to problems associated with education and training.
Building Expert Systems in Training and Education has one primary function: to help instructional designers derive the components of a problem and enter it into an expert system shell. It is totally process-oriented and focuses on the front-end knowledge engineering process. It provides a repertoire of practical tools and processes that can be used to select, define, and structure problems. Three types of examples are used to illustrate three ways to use expert systems: for instructional support, for instructional decision making, and for an instructional job aid. Each chapter is followed by a list of learning activities to facilitate practice and consolidation. When appropriate, answers or examples to the learning activities is given. This is a practical guide for instructional technology educators and students, and business and industrial training professionals.

Building Expert Systems in Training and Education

Grabinger, R Scott

Wilson, Brent W.

Software

This book provides a comprehensive, up-to-date look at problem solving research and practice over the last fifteen years. The first chapter describes differences in types of problems, individual differences among problem-solvers, as well as the domain and context within which a problem is being solved. Part one describes six kinds of problems and the methods required to solve them. Part two goes beyond traditional discussions of case design and introduces six different purposes or functions of cases, the building blocks of problem-solving learning environments. It also describes methods for constructing cases to support problem solving. Part three introduces a number of cognitive skills required for studying cases and solving problems. Finally, Part four describes several methods for assessing problem solving. Key features includes: <ul>
<li>
Teaching Focus – The book is not merely a review of research. It also provides specific research-based advice on how to design problem-solving learning environments. </li> <li>
Illustrative Cases – A rich array of cases illustrates how to build problem-solving learning environments. Part two introduces six different functions of cases and also describes the parameters of a case.</li> <li>
Chapter Integration – Key theories and concepts are addressed across chapters and links to other chapters are made explicit. The idea is to show how different kinds of problems, cases, skills, and assessments are integrated.</li> <li>
Author expertise – A prolific researcher and writer, the author has been researching and publishing books and articles on learning to solve problems for the past fifteen years. </li>
</ul> This book is appropriate for advanced courses in instructional design and technology, science education, applied cognitive psychology, thinking and reasoning, and educational psychology. Instructional designers, especially those involved in designing problem-based learning, as well as curriculum designers who seek new ways of structuring curriculum will find it an invaluable reference tool.

Learning to Solve Problems: A Handbook for Designing Problem-Solving Learning Environments

Economics

Routledge

Human factors in technology

Pearson Custom

Task Analysis Methods for Instructional Design

Task Analysis Methods for Instructional Design is a handbook of task analysis and knowledge elicitation methods that can be used for designing direct instruction, performance support, and learner-centered learning environments.  To design any kind of instruction, it is necessary to articulate a model of how learners should think and perform. This book provides descriptions and examples of five different kinds of task analysis methods: *job/behavioral analysis; *learning analysis;  *cognitive task analysis;  *activity-based analysis methods; and  *subject matter analysis.  Chapters follow a standard format making them useful for reference, instruction, or performance support.

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