Description du livre Taschenbuch. Etat : Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This 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. 332 pp. Englisch. N� de r�f. du vendeur 9783030372569

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Educational Technology Beyond Content

Edit� par Springer International Publishing (2021)

ISBN 10 : 3030372561 ISBN 13 : 9783030372569

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moluna
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Description du livre Kartoniert / Broschiert. Etat : New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Furnishes a diverse exploration of instructional design and learning environmentsProvides application ready ideas for the field of instructional designIncludes an examination of the development of character trai. N� de r�f. du vendeur 462924275

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Educational Technology Beyond Content : A New Focus for Learning

Brad Hokanson

Edit� par Springer International Publishing (2021)

ISBN 10 : 3030372561 ISBN 13 : 9783030372569

Neuf Taschenbuch Quantit� disponible : 1

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AHA-BUCH GmbH
(Einbeck, Allemagne)

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Description du livre Taschenbuch. Etat : Neu. Druck auf Anfrage Neuware - Printed after ordering - This 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. N� de r�f. du vendeur 9783030372569

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