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020 _a9783030372545
024 7 _a10.1007/978-3-030-37254-5
_2doi
040 _cМУБИС
050 4 _aLC8-6691
072 7 _aJNV
_2bicssc
072 7 _aEDU039000
_2bisacsh
072 7 _aJNV
_2thema
082 0 4 _a371.33
_223
245 1 0 _aEducational Technology Beyond Content
_h[electronic resource] :
_bA New Focus for Learning /
_cedited by Brad Hokanson, Gregory Clinton, Andrew A. Tawfik, Amy Grincewicz, Matthew Schmidt.
250 _a1st ed. 2020.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2020.
300 _aXV, 316 p. 56 illus., 37 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aEducational Communications and Technology: Issues and Innovations,
_x2625-0004
505 0 _aIntroduction; Greg Clinton -- Lost in Action: The Missing Skills; Andrew Gibbons -- Ah, I’m a designer?!: Becoming Empowered Designers through Course Experiences; Lisa Yamagata-Lynch Hsin-Hui Chang, Takuya Hayakawa, Jason Michael Mastrogiovanni, Lisa A. Shipley, Cody Miller, and Terrica M. Durbin -- What Should Be the Content of Student Learning? Ted Frick -- Building a Holistic Design Identity Through Integrated Studio Education; Colin M. Gray, Paul Parsons, & Austin L. Toombs -- Incorporating Mindful and Motivational Regulation Strategies into Online Learning; Amy Grincezicz -- Design Principles Promoting Embodied Skills Development for Individuals Severely Impacted by Autism in a 3D Collaborative Virtual Learning Environment; Matthew Schmidt, Noah Glaser, Carla Schmidt, Dennis Beck, Heath Palmer, Mark Lim -- Designerly Talk in the Design Studio; Katherine Bevins & Craig D. Howard -- The Effect of Organizational Systems Training Success; Maria del Socorro Hubbard & Andrew Tawfik -- Developing cross-cutting competencies for a transdisciplinary world: An extension of Bloom’s Taxonomy; Iryna Ashby, Marisa Exter, & Deena Varner -- How Culture Influences Learning Beyond Content: A Review of Literature; Newton Buliva -- Cybermatics Playable Case Study: A Model For Attitudinal and Skill-Based Learning; Desiree Winters & Jason McDonald -- Transdisciplinary Studies in Technology: Towards a Content Agnostic Praxis for Solving Problems; Deena Varner, Colin Gray, & Marisa Exter -- Designing Instruction for the Age of Singularity: An evolving concept of knowledge acquisition; Robert Kenny & Glenda A. Hunter Gunter -- Beyond Language Learning: Developing Learners' Self-Regulation Skills and Self-Efficacy in a College Flipped Spanish Course; Nadia Jaramillo Cherrez -- Learning Through Play; Kathy Essmiller -- Mentorship Through Critique: A Case Study; Esther Michela & Esther Michela -- Beyond Learning Environments: Enabling Instructional Creativity; Jody Nyboer -- Beyond Content: What Else Did Pre-service Teachers Learn in a Making Course of a Teacher Education Program; Yi Jin -- Training Motivational Regulation Skills through Virtual Tutors in Online Learning; Sanghoon Park & Jung Lim -- The Effects of Wearable Technologies on Performance: Serving The Whole Student With Focused Attention on Health and Wellness; Suzanne Ensmann -- Business Students Meet the Real World: Creative Problem-Solving Via a Complex Role-Playing Simulation; Dennis Cheek & Kim A. Cheek -- How Social Presence on Twitter Impacts Students Engagement and Learning in a Mathematics Classroom; Shelly Vohra -- Design Matters: Moving Beyond Content to Metacognition; Ryan A Hargrove -- Developing A Rubric for Authentic Learning Praxis; Annette McNamara & Jennifer Englund -- Digital Storytelling in ESL Reading Classrooms: Tasks that go Beyond Language Learning; Shizhong Zhang & Charlene Xiong -- Summary Observations; Brad Hokanson. .
520 _aThis book is the outcome of a research symposium sponsored by the Association for Educational Communications and Technology [AECT]. Consisting of twenty-four chapters, including an introduction and conclusion, it argues that informational content should not be the main element of education, and that to provide more for learners, it is necessary to go beyond content and address other skills and capabilities. It also discusses the false premise that learning is complete when the information is known, not when learners seek more: their own directions, answers, and ideas. The authors assert that the ability to synthesize, solve problems and generate ideas is not based on specific content, although education often focuses solely on teaching content. Further, they state that content can be separated from the learning process and that instructional design and educational technology must be about the skills, habits, and beliefs to be learned.
650 0 _aEducational technology.
650 0 _aLearning.
650 0 _aInstruction.
650 0 _aAssessment.
650 1 4 _aEducational Technology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O21000
650 2 4 _aLearning & Instruction.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O22000
650 2 4 _aAssessment, Testing and Evaluation.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O33000
700 1 _aHokanson, Brad.
_eeditor.
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700 1 _aClinton, Gregory.
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700 1 _aTawfik, Andrew A.
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700 1 _aGrincewicz, Amy.
_eeditor.
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700 1 _aSchmidt, Matthew.
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710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030372538
776 0 8 _iPrinted edition:
_z9783030372552
776 0 8 _iPrinted edition:
_z9783030372569
830 0 _aEducational Communications and Technology: Issues and Innovations,
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856 4 0 _uhttps://doi.org/10.1007/978-3-030-37254-5
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