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N. M. Seel, T. Lehmann, P. Blumschein, O. A. Podolskiy (2017): Instructional Design for Learning: Theoretical Foundations

N. M. Seel, T. Lehmann, P. Blumschein, O. A. Podolskiy (2017): Instructional Design for Learning:... Technology, Knowledge and Learning https://doi.org/10.1007/s10758-019-09402-z BOOK RE VIE W N. M. Seel, T. Lehmann, P. Blumschein, O. A. Podolskiy (2017): Instructional Design for Learning: Theoretical Foundations Sense Publishers, Rotterdam, DOI:10.1007/978-94-6300-941-6 1,2 Lunju Chen © Springer Nature B.V. 2019 Over the past century, educational psychologists and researchers have posited many theo- ries to explain how individuals learn, i.e. how they acquire, organize and deploy knowledge and skills. Seel (2012) I would like to claim that research on instructional design (ID) has become a full-fledged area of inquiry within the field of education and educational studies. With the recent boom of the learning sciences, research foci in the field of ID have recently shifted to place greater emphasis on the design of learning environments that would better facilitate the processes of learning and assist the learners’ construction and comprehen- sion of meaning. Since the beginning of the 20th century, factors such as different needs of learning and the development of technology have resulted in a proliferation of ID the- ories which endeavor to provide reasonable answers to questions of ‘what to teach’ and ‘how to teach it’. Variant and diversified theories and models represent essentially different “worlds” (of knowledge, learning and work) (Van http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png "Technology, Knowledge and Learning" Springer Journals

N. M. Seel, T. Lehmann, P. Blumschein, O. A. Podolskiy (2017): Instructional Design for Learning: Theoretical Foundations

"Technology, Knowledge and Learning" , Volume OnlineFirst – Mar 19, 2019

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Publisher
Springer Journals
Copyright
Copyright © 2019 by Springer Nature B.V.
Subject
Education; Learning and Instruction; Mathematics Education; Educational Technology; Science Education; Creativity and Arts Education
ISSN
2211-1662
eISSN
2211-1670
DOI
10.1007/s10758-019-09402-z
Publisher site
See Article on Publisher Site

Abstract

Technology, Knowledge and Learning https://doi.org/10.1007/s10758-019-09402-z BOOK RE VIE W N. M. Seel, T. Lehmann, P. Blumschein, O. A. Podolskiy (2017): Instructional Design for Learning: Theoretical Foundations Sense Publishers, Rotterdam, DOI:10.1007/978-94-6300-941-6 1,2 Lunju Chen © Springer Nature B.V. 2019 Over the past century, educational psychologists and researchers have posited many theo- ries to explain how individuals learn, i.e. how they acquire, organize and deploy knowledge and skills. Seel (2012) I would like to claim that research on instructional design (ID) has become a full-fledged area of inquiry within the field of education and educational studies. With the recent boom of the learning sciences, research foci in the field of ID have recently shifted to place greater emphasis on the design of learning environments that would better facilitate the processes of learning and assist the learners’ construction and comprehen- sion of meaning. Since the beginning of the 20th century, factors such as different needs of learning and the development of technology have resulted in a proliferation of ID the- ories which endeavor to provide reasonable answers to questions of ‘what to teach’ and ‘how to teach it’. Variant and diversified theories and models represent essentially different “worlds” (of knowledge, learning and work) (Van

Journal

"Technology, Knowledge and Learning"Springer Journals

Published: Mar 19, 2019

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