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摘要
摘要
The rationale for this textbook is to introduce educators and e-learning designers to pedagogical models that provide the framework for effective content organization for curriculum, as well as visual design principles that support development of interactive learning environments. The book reveals the application of pedagogical models to the design of e-learning environments by discussing theories and showing actual applications that have been developed for the Web.
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In Learning Theories and the Design of E-Learning Environments, Gillani addresses the central goal of "how to use the Web as a reform tool to develop student-centered design" in addressing information overload, student diversity, new learning theories, and the Web as an instructional delivery medium. Gillani describes a student-centered design model for education Web sites which includes knowledge design (learning theory), perceptual design (Web design), and development and evaluation (process). For readers new to learning theory, part 1 (knowledge design) is a good introduction. For others, it is a welcome refresher. Examples from e-learning illustrate application of the theories. Part 2 (perceptual design) vacillates between including too little perceptual theory and too much detail regarding particular software. Part 3 (development and measurement) offers insight into the development process based on a modified version of IBM's design-and-development process but provides little insight into evaluating the effectiveness of online learning. Depending on their background and experience, readers will find different parts of this book to be helpful. ^BSumming Up: Recommended. Professionals/practitioners, graduate students, and faculty. B. J. Keinath Metropolitan State University
目录
Preface | |
Acknowledgment | |
Chapter 1 New Challenges | p. 1 |
Information Overload | p. 3 |
Student Diversity | p. 4 |
Learning Theories | p. 6 |
Web as a Medium of Instructional Delivery | p. 9 |
Student-centered Design | p. 10 |
Structure of the Book | p. 15 |
Reflection | p. 17 |
Part I Orientation to Learning Theories | p. 21 |
Chapter 2 Behavioral Theories and E-learning | p. 25 |
Pavlov's Classical Conditioning | p. 26 |
Thorndike's Connectionism Theory | p. 26 |
Skinner's Operant Conditioning | p. 28 |
Applied Behavioral Analysis | p. 31 |
Schedule of Reinforcement | p. 32 |
Application of Behaviorism to Models of Teaching | p. 33 |
Mastery Learning Model | p. 33 |
Implication of Behaviorism to Development of E-Learning Environments | p. 34 |
Structured E-learning Tutorials and NASA's Virtual Skies | p. 36 |
Assessment | p. 37 |
Breakdowns of the Main Goal into Subordinating Goals | p. 37 |
Intervention | p. 39 |
Presentation | p. 41 |
Structured Practice and Guided Practice | p. 42 |
Evaluation | p. 46 |
Reflection | p. 47 |
Chapter 3 Cognitive Theories and E-learning | p. 49 |
Piaget's Cognitive Developmental Theory | p. 49 |
Schema | p. 50 |
Assimilation, Accommodation, and Equilibrium | p. 52 |
Neo-Piagetian Theories | p. 56 |
Application of Cognitive Theories to Models of Teaching | p. 59 |
Inquiry-training | p. 60 |
Discovery Learning | p. 61 |
Implications of Cognitive Theories to E-learning | p. 62 |
Inquiry-Training and Hypermedia | p. 63 |
NASA's Astro-Venture | p. 65 |
Discovery Learning and Simulation | p. 69 |
NASA's Solar System Simulator | p. 70 |
Reflection | p. 71 |
Chapter 4 Social Theories and E-learning | p. 75 |
Vygotsky's Sociocognitive Theory | p. 76 |
Internalization of External Activities | p. 77 |
The Role of Language in Cognitive Development | p. 78 |
Relationship between Learning and Development | p. 79 |
Knowledge Formation within the Zone of Proximal Development | p. 81 |
Application of Social Cognitive Theories to Models of Teaching | p. 83 |
Social Inquiry Teaching Model | p. 84 |
Implication of Social Cognitive Theories to Design of E-learning Environments | p. 86 |
Social Inquiry Teaching Model for the Web | p. 86 |
NASA Quest: Planetary Flight as an Example of the Social Inquiry Training Model | p. 90 |
Reflection | p. 98 |
Chapter 5 Psychological Theories and E-learning | p. 100 |
Psychological Theories and the Thematic Nature of Development | p. 101 |
Characteristics of Expert's Knowledge Organization | p. 102 |
Erikson's Theory of Psychological Development | p. 103 |
Types of Human Memory as They Relate to the Integrated Structure of Knowledge | p. 108 |
Application of Psychological Theories to Models of Teaching | p. 110 |
Implication of Psychological Theories to Integrated Thematic E-Learning Environments | p. 112 |
Overview of The NASA SCIence Files | p. 114 |
Selecting Unifying Themes | p. 116 |
Develop Intellectual Confrontations Based on the Theme | p. 118 |
Decide the Interdisciplinary Possibilities | p. 119 |
Determine the Activities and the Sequence of Problem-based Learning | p. 123 |
Reflection | p. 126 |
Part II Orientation to Perceptual Design | p. 127 |
Chapter 6 Visual Design and E-learning | p. 131 |
Perceptual Design | p. 132 |
Psychology of Perception | p. 133 |
The Ecological Approach | p. 134 |
The Constructive Approach | p. 135 |
The Gestalt Laws of Perceptual Organization | p. 138 |
Language of Visual Communication | p. 140 |
Elements of Design | p. 141 |
Syntax of Design | p. 142 |
Reflection | p. 151 |
Chapter 7 Text, Color, Images, and Icons | p. 153 |
Working with Text | p. 153 |
Text and Its Origin in Technology | p. 153 |
Serif and Sans serif | p. 156 |
The Use of Text in E-learning Environments | p. 157 |
Basic Design Guidelines for Text | p. 158 |
Working with Colors | p. 159 |
Psychological Effect | p. 163 |
Design Guideline for Colors | p. 165 |
Working with Images | p. 165 |
Bitmapped or Vector-Based Images | p. 166 |
Ways of Dealing with Images | p. 169 |
Basic Design Guideline for Images | p. 170 |
Working with Icons | p. 171 |
Types of Icons | p. 171 |
Design Guideline for Icons | p. 173 |
Reflection | p. 173 |
Chapter 8 Animation, Video, and Audio | p. 177 |
Essential Features of Authoring Tools for Animation, Sound, and Video | p. 178 |
Macromedia Flash MX | p. 180 |
Basic Elements of Flash | p. 181 |
Authoring Procedure for Flash | p. 185 |
Working with Sound | p. 196 |
Importing Sounds into Flash | p. 197 |
Guidelines for Sound | p. 199 |
Working with Video | p. 199 |
Incorporating Video into Flash | p. 200 |
Publishing Flash Movies for E-learning Sites | p. 200 |
Reflection | p. 201 |
Chapter 9 Page Layout and Site Architecture | p. 205 |
Page Layout Elements | p. 206 |
Proportion | p. 208 |
Grid Lines to Assist Formatting a Page | p. 209 |
Alternative Sketches | p. 211 |
Guidelines for Page Layout | p. 212 |
Site Architecture | p. 213 |
Steps for Designing Site Architecture | p. 214 |
Create Modules with Discrete Topics | p. 215 |
Create Appropriate E-learning Site Architecture | p. 217 |
Guidelines for Site Architecture | p. 225 |
Reflection | p. 226 |
Part III Orientation to Design and Development | p. 230 |
Chapter 10 The Design Process | p. 231 |
Planning | p. 232 |
Learner Analysis: Who Will Use It? | p. 232 |
Educational Goal Analysis: Determining Site's Goal | p. 237 |
Identify Content | p. 240 |
Task Analysis: Charting Content | p. 241 |
Team Analysis: Who Will Be Involved in Development? | p. 244 |
Design | p. 247 |
Site Architecture | p. 247 |
Page Layout and Visual Design | p. 248 |
Production | p. 249 |
Development | p. 250 |
Maintenance | p. 251 |
Administration | p. 251 |
Marketing Your Site | p. 251 |
Reflection | p. 252 |
Feedback Level | p. 252 |
Content Organization | p. 253 |
Perceptual Level | p. 254 |
Bibliography | p. 257 |
Author Biographical Sketch | p. 263 |
Index | p. 265 |