MOLZ, Markus ; University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Languages, Culture, Media and Identities (LCMI)
Langue du document :
Anglais
Titre :
Virtual Settings - e-Learning as Creating Context
Date de publication/diffusion :
2006
Titre de l'ouvrage principal :
Managing Learning in Virtual Settings: The Role of Context
Ausubel, D. (1963). The psychology of meaningful verbal learning. New York: Grune & Stratton.
Aviram, A. (1992). Non-lococentric education. Educational Review, 44(1), 3-17.
Bereiter, C. (2002). Education and mind in the knowledge age. Mahwah, NJ: Erlbaum.
Case, R. (1996). Changing views of knowledge and their impact on learning. In D. R. Olson & N. Torrance (Eds.), The handbook of education and human development: New models of learning, teaching and schooling. Oxford: Blackwell.
Choi, J. I.,& Hannafin, M. (1995). Situated cognition and learning environments: Roles, structures, and implications for design. Educational Technology Research & Development, 43(2), 3-69.
Clark, R., & Mayer, R. (2003). E-learning and the science of instruction. San Francisco, CA: Jossey-Bass/Pfeiffer.
Dorn, S. (1996). Creating the dropout: An institutional and social history of school failure. Westport, CT: Praeger.
Driscoll, M. (2000). Psychology of learning for instruction (2nd ed). Boston: Allyn & Bacon.
Duchastel, P. (1997a). A motivational framework for Web-based instruction. In B. Khan (Ed.), Web-based instruction: Development, application and evaluation. Englewood Cliffs, NJ: Educational Technology.
Duchastel, P. (1997b). A Web-based model for university instruction. Journal of Educational Technology Systems, 25(3), 221-228.
Duchastel, P. (2003). Learnability. In C. Ghaoui (Ed.), Usability evaluation of online learning programs. Hershey, PA: Idea Group.
Duchastel, P., & Molz, M. (2004). Learning and design-The quest for a theory of learning. Educational Technology Magazine, 44(1), 45-48.
Duchastel, P., & Turcotte, S. (1996). On-line learning and teaching in an information-rich context. Proceedings of INET'96. Montreal, Canada.
Egan, K. (1997). The educated mind. Chicago: University of Chicago Press.
Gamoran, A. (1986). Instructional and institutional effects of ability groups. Sociology of Education, 59(4), 185-198.
Goodyear, P. (1999). Seeing learning as work: Implications for understanding and improving analysis and design. Journal of Courseware Engineering, 2, 3-11.
Grabinger, R. S. (1996). Rich environments for active learning. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology. New York: MacMillan.
Hannafin, M. J., Hannafin, K. M., Land, S. M., & Oliver, K. (1999). Open learning environments: Foundations, methods and models. In C. M. Reigeluth (Ed.), Instructional design theories and models (Vol. 2). Mahwah, NJ: Erlbaum.
Ip, A., & Morrison, I. (2001). Learning objects in different pedagogical paradigms. ASCILITE 2001. Retrieved December 12, 2003, from http://users.tpg.com.au/adslfrcf/lo/LO(ASCILITE2001).pdf
Ip, A., & Naidu, S. (2001). Experienced-based pedagogical designs for e-learning. Education Technology, 61(5), 53-58.
Jacobson, M. J., & Spiro, R. J. (1994). A framework for the contextual analysis of technology-based learning environments. Journal of Computing in Higher Education, 5(2), 3-32.
Jonassen, D. E. (1994). Technology as cognitive tools: Learners as designers. IT-Forum. (Paper 1). Retrieved from http://it.coe.uga.edu/itforum/paper1/paper1.html
Kelly, A. E. (2003). Research as design. Theme issue: The role of design in educational research. Educational Researcher, 32(1), 3-4.
Kirschner, P., & Valcke, M. (1994). From supply-driven to demand-driven education: New conceptions and the role of ICT therein. Computers in Human Services, 10(4), 31-53.
Laister, J., & Koubek, A. (2001). 3rd Generation learning platforms. Requirements and motivation for collaborative learning. Final paper of the INVITE project. Retrieved December 12, 2003, from http://invite.fhjoanneum.at/download/icl_tj_paper_final.pdf
McKeough, A. (1991). Three perspectives on learning and instruction. In A. McKeough, & J. L. Lupast (Eds.), Toward the practice of theory-based instruction. Hillsdale, NJ: Erlbaum.
McLoughlin, C. (2001). Inclusivity and alignment: Principles of pedagogy, task and assessment design for effective, cross-cultural online learning. Distance Education, 22(1), 7-29.
Molz, M., Eckhardt, A., Schnotz, W., Niegemann, H., & Hochscheid-Mauel, D. (2003). Deconstructing instructional design models. Towards an integrative conceptual framework for instructional design. In H. Niegemann, R. Brünken, & D. Leutner (Eds.), Instructional design for multimedia learning. Münster, NY: Waxmann.
Ohlson, G. M., & Ohlson, J. S. (2000). Distance matters. Human-Computer Interaction, 15(2/3), 139-178.
Oubenaissa, L., Giardina, M., & Bhattacharya, M. (2002). Designing a framework for the implementation of situated online, collaborative, problem-based activ ity: Operating within a local and multi-cultural learning context. International Journal of E-Learning, 1(3), 41-46.
Pea, R. D. (1994). Seeing what we build together: Distributed multimedia learning environments for transformative communications. Journal of the Learning Sciences, 3(3), 285-299.
Reigeluth, C. (Ed.). (1999). Instructional design theories and models: A new paradigm of instructional theory (Vol. 2). Mahwah, NJ: Erlbaum.
Richey, R. C., & Tessmer, M. (1995). Enhancing instructional systems design through contextual analysis. In B. B. Seels (Ed.), Instructional design fundamentals. A reconsideration. Englewood Cliffs, NJ: Educational Technology.
Salomon, G. (Ed.). (1993). Distributed cognition. Psychological and educational considerations. Cambridge, MA: Cambridge University Press.
Schank, R. (2002). Designing worldclass e-learning. New York: McGraw-Hill.
Seufert, S., Lechner, U., & Stanoevska, K. (2002). A reference model for online learning communities. International Journal of E-Learning, 1(1), 43-54.
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 3, 4-13.
Shedroff, N. (2001). Experience design. Indianapolis, IN: New Riders.
Shneiderman, B. (1998). Relate-create-donate: A teaching/learning philosophy for the cyber-generation. Computers & Education, 31(1), 25-39.
Spector, J. M. (2000b). Trends and issues in educational technology: How far we have not come. ERIC IT Newsletter, 12(2). Retrieved December 12, 2003, from http://suedweb.syr.edu/faculty/spector/publications/trendstech-educ-eric.pdf
Spector, M. (2000a). Towards a philosophy of instruction. Educational Technology & Society, 3(3), 522-525.
Tessmer, M., & Wedman, J. (1995). Context-sensitive instructional design models: A response to design research, studies, and criticism. Performance Improvement Quarterly, 8(3), 38-54.
Torres, C.A., & Antikainen, A. (Eds.). (2003). The international handbook on the sociology of education: An international assessment of new research and theory. Lanham, MD: Rowman & Littlefield.
Visser, J. (2001). Integrity, completeness and comprehensiveness of the learning environment: Meeting the basic learning needs of all throughout life. In D. Aspin, J. Chapman, M. Hatton, & Y. Sawano (Eds.), International handbook of lifelong learning. London: Kluwer.
Wenger, E. (1999). Communities of practice. Learning, meaning and identity. Cambridge, MA: Cambridge University Press.
Wilber, K. (2000). A theory of everything. An integral vision of business, politics, science and spirituality. Boston: Shambala.
Wilson, B., & Ryder, M. (2001). Dynamic learning communities: An alternative to designed instructional systems. Retrieved January 12, 2003, from http://carbon.cudenver.edu/~mryder/dlc.html
Wolf, K. D. (2001). Internet based learning communities - Moving from patchwork environments to ubiquitous learning infrastructures. In S. Dijkstra, D. Jonassen, & D. Sembill (Eds.), Multimedia learning. Results and perspectives. Frankfurt/Main: Lang.
