Index
Matt Bower
(Department of Educational Studies, Macquarie University, Sydney, Australia)
Design of Technology-Enhanced Learning
ISBN: 978-1-78714-183-4, eISBN: 978-1-78714-182-7
Publication date: 3 August 2017
This content is currently only available as a PDF
Citation
Bower, M. (2017), "Index", Design of Technology-Enhanced Learning, Emerald Publishing Limited, Leeds, pp. 429-449. https://doi.org/10.1108/978-1-78714-182-720171002
Publisher
:Emerald Publishing Limited
Copyright © 2017 Emerald Publishing Limited
INDEX
Abstraction
, 40, 365–402
defined
, 366–367
importance of
, 366–367
Access control affordances
, 69
Accessibility
promoting
, 132–133
of social networking
, 229–230
Access to learning
, 9–10, 321–322, 368
Accommodation
, 42
Accretion
, 135
Acquisition
, 135
Active Worlds
, 305, 310, 311–312, 315, 317, 331, 334
Adaptive media
, 134
Affordances
, 14, 65–74, 87, 88, 128, 174
defined
, 66–68
of learning technologies, classification of
, 69–71
mobile technology
, 266–267
in practice
, 71–72
of technologies
, 68–69, 72–73, 407
AirDisk
, 270
Alignment within designs
, 132
Anderson and Krathwohl’s taxonomy
, 93, 94–97, 106, 116, 407
Apple’s App Store
, 295
Art Rage
, 268
Assessment
mobile learning
, 279, 282
social networking
, 234–235, 240, 248
technology-enhanced learning
, 373
virtual worlds
, 328–329, 335
Web 2.0
, 185, 205
Assimilation
, 41–42
Assistive technologies
, 3
Attention
, 39
AudioNote
, 271
Auditory information
, 75–76
Augmented reality
, 272
Australian Curriculum
, 6
Australian Curriculum Assessment and Reporting Authority (ACARA)
, 6
Australian Government
Transforming Australia’s Higher Education System
, 7
Australian Institute for Teaching and School Leadership (AITSL)
, 8
Australian Professional Standards for Teachers (APST)
, 8
Australian Professional Teaching Standards
, 8
Australian Universities Teaching Committee (AUTC)
ICTs and Their Role in Flexible Learning
, 143–144
Learning Design Visual Sequence
, 144, 145, 148, 151
Authentic learning
, 56, 57, 274
Behaviorism
, 36–38
Blogs
, 161, 167, 169–172, 194
Blogsy
, 270
Blurb
, 285
Book Creator
, 268
BridgeIT initiative
, 279
British Educational Communications and Technology Agency (BECTA)
Next Generation Learning
, 7
Brushes
, 268
BYOD (Bring Your Own Device) policy
, 289, 389
Calculator
, 268
Catering to special needs
, 278
Catering to today’s learners
, 10–11
Challenge-Experience-Reflect-Plan-Apply model
, 289
Classroom 2.0
, 196
Classroom boundaries, expanding
, 232
Cloud computing
, 162
Cognitive constructivism
, 44
Cognitive load
, 76, 77, 346–347
technology-enhanced learning
, 377, 392
Cognitive overload
, 76
during fieldwork
, 281
virtual worlds and
, 332
Cognitive process dimension, levels of
, 96
Cognitive realism
, 57
Cognitivism
, 39–41
Coherence effect. See Redundancy effect
Collaboration
, 5
effective collaboration, design for
, 198
mobile learning
, 292
social networking
, 228–229
technology-enhanced learning
, 369, 378, 393
virtual worlds
, 332–333
Web 2.0 technologies
, 183, 184
Collaborative knowledge building
, 176
Collaborative learning
, 3, 50, 407
mobile learning
, 276–278
virtual worlds
, 321
Collaborative remixability
, 176
Communal constructivism
, 353
Communication
, 5
mobile learning and
, 274
online technologies and
, 368–369
potentials, leveraging
, 247
social networking and
, 227–228
virtual worlds and
, 320–321, 332–333, 349
Web 2.0 technologies and
, 174–175
Communicative media
, 134
Communities of practice
, 233
Community building
virtual worlds and
, 329
Web 2.0 technologies and
, 199
Community development
social networking and
, 233–234
technology and
, 373–374
Web 2.0 and
, 181
Community engagement
, 232–233
virtual worlds and
, 329
Community of praxis
, 226
Compendium LD
, 144, 149, 151
Competence
digital
, 4
technological
, 5
Comprehension
, 39
Computational thinker
, 4
Computer supported collaborative learning (CSCL)
, 50
Computing, content representation in
, 104–105
Conceptual knowledge
, 95, 107
Conditions of Learning framework
, 40
Connectivism
, 46–49, 227
Constructionism
, 51
Constructionist learning
, 51, 407
Constructive alignment
, 97
Constructivism
, 41–44
cognitive
, 44
social
, 44–46, 227
Content knowledge (CK)
, 18, 21
Content representation
, 93–117, 370
Anderson and Krathwohl’s taxonomy
, 93, 94–97, 106, 116, 407
computing
, 104, 105
English
, 98–99
geography
, 104
history
, 103
learning assessment using technology
, 107–110
mathematics
, 101–103
open education revolution
, 110–115
science
, 99–100
using technology
, 105–107
Context
, 20
Cooperative learning
, 276–278
Co-presence
, 326–327
Copyright
, 282
Corrections
, 37
Cost of virtual world
, 337
Coursera
, 115
Creative Commons
, 93
4.0 scheme
, 114
licenses
, 113–114, 116, 407
Creative communicator
, 4–5
Creative design
, 123
Creativity
, 5, 372
Critical thinking
, 5
Croquet
, 310
C21 Canadians for 21st Century Learning & Innovation “Shifting Minds” framework
, 5
Cueing effect
, 83–84
Curricula
, 6–7, 54
Cyberbullying
, 239–240
Cybersafety
, 239–240
of participants, monitoring and managing
, 251
Decision maker
, 189
Design
alignment within
, 132
creative
, 123
defined
, 121, 122–124
engineering
, 123
good
, 130
learning. See Learning design; Learning Design field
models, critical reflection on
, 136–138
teaching as
, 126–127
thinking. See Design thinking
Design-based learning
, 51–52, 407
Designing for learning
, 129–133, 139
accessibility, promoting
, 132–133
alignment within designs
, 132
defined
, 129
tasks according to intended learning outcomes
, 131–132
understanding and catering to students
, 130–131
using social networking
, 219–254
Design thinking
, 121–154, 408
challenge of developing
, 127–129
creative search
, 125
current state of
, 150–151
flexibility in
, 125
learning and
, 125
previous design knowledge, leveraging
, 125
problem framing
, 125
prototyping
, 125
social
, 125
solution focused
, 124–125
tolerance for ambiguity
, 125
user focused
, 125
Design Thinking for Educators
, 136
Differentiation
, 131, 132
Diffusion of Innovations theory
, 412, 415, 417–418
Digital capability
, 372
inadequate
, 377
Digital citizen
, 4
Digital competence
, 4
Digital creativity
, 278
Digital Economy and Society Index
, 4
Digital expectancy
, 11
Digital immigrants
, 11–12
Digital natives
, 1, 11–13
Digitization
, 3
Diigo
, 162
Disequilibrium
, 42
Distraction
mobile learning and
, 282
social networking and
, 237–238
technology-enhanced learning
, 380
virtual worlds and
, 334
Docs2PDF
, 270
Draw Free
, 271
Dropbox
, 269, 270, 276
Dynamic conditionality
, 327
Ecology of learning
, 295
Edmodo
, 222, 223–224, 225
Educational affordances
, 69
Educational culture
Web 2.0 technologies
, 188
Educational design models
conversational framework
, 133–134, 150
Learning Development Cycle
, 134–135
7Cs model
, 135–136
Educators
negative dispositions
, 336, 382
professional requirements for
, 7–9
supporting
, 418–420
EdX
, 115
Elgg
, 224
Embodiment
, 322
Emergence
, 134
Emphasis affordances
, 69
Empowered learner
, 4
Engagement
mobile learning
, 275
social networking
, 231–232
technology-enhanced learning
, 371, 394
virtual worlds
, 327–328
Web 2.0-based learning
, 178–179, 201
Engagement-Exploration-Explanation-Elaboration-Evaluation (5E) model
, 289
Engineering design
, 123
English, content representation in
, 98–99
English as a Second Language
, 227, 235, 244
Epistemological knowledge
, 42
E-portfolios
, 170, 176, 178, 203, 227, 242, 243, 372
Equilibration
, 42
Equitable access to education
, 279
Equity
mobile learning
, 283
technology-enhanced learning
, 380–381
European Commission
Digital Competence Framework for Citizens
, 5
Digital Economy and Society Index
, 4
Evernote
, 276
Executive control
, 39
Experiential learning
, 326, 345
Extended abstract representation
, 108
Facebook
, 152, 173, 219, 222–223, 225–242, 248, 252, 269, 270
FaceTime
, 270
Factual knowledge
, 95, 106, 107
Feedback
peer
, 185, 203–204
regular
, 293–294
technology-enhanced learning
, 373, 379
through Web 2.0
, 176
Feedblender
, 194
Feedburner
, 194
Fidelity
, 331, 346
Flashcards
, 38
Flexible narrative worlds
, 306
Flickr
, 161, 194
FlipSnack
, 71–72
Folksonomies
, 161
4 Component Instructional Design Model
, 136
Friending
, 233, 387
Games-based learning
, 52–53, 279–280, 407
Gamification
, 3
Gartner’s Hype Cycle
, 415–416, 417
GeoGebra
, 102, 102
Geographical Information Systems (GISs)
, 104
Geography, content representation in
, 104
Geometer’s Sketchpad
, 101
Global collaborator
, 5
Global Positioning System (GPS)
, 266, 274
Glogster
, 21
Good design
, 130
Google
, 170
Google Apps. See G Suite
Google Docs
, 172, 180, 192, 193, 269
Google Earth
, 306
Google Play
, 295
Google Plus
, 224
Google Reader
, 194
Group work processes
strategies for managing
, 250
strategies to support, applying
, 202–203
Web 2.0 technologies and
, 183–184
G Suite
, 173, 174, 371
Higher education
, 7
mobile learning in
, 269–271
small groups learning multiple Web 2.0 tools in, supporting
, 193–194
virtual worlds in
, 316–319
High school business studies, social networking in
, 242–244
History, content representation in
, 103
HTML
, 144, 180, 370
Human anatomy, teaching of
, 338–340
iAnnotate
, 270
iBooks
, 270
ICTs and Their Role in Flexible Learning
, 143–144
Identity construction
, 322
IDRISI GIS system
, 104
iGoogle
, 193
Image sharing
, 161
Immersion
, 326–327
iMovie
, 268
IMS Learning Design (IMS-LD)
, 142–143, 148, 151
Inappropriate design, and technology-enhanced learning
, 382
Information and Communication Technologies (ICTs)
, 3, 6, 24, 28, 183, 411
affordances of
, 69
Information processing
, 39
Innovative designer
, 4
Inquiry-based learning
, 50–51, 407
Institutional culture
Web 2.0 technologies
, 188
Institutional infrastructure
, 132
Institutional support
in mobile learning
, 284
in social networking
, 241–242
in technology-enhanced learning
, 383–384
virtual worlds
, 337
Web 2.0 learning design
, 195
Instructional Design
, 138
Intellectual property
, 282
Interactive media
, 134
International Society for Technology in Education (ISTE)
Standards for Students
, 4–5
Standards for Teachers
, 8
Intrinsic desire to improve learning outcomes
, 2–3
iPads
, 266
and assessment
, 279
BYOD policy
, 289
collaborative and cooperative learning
, p 285
distraction and misuse
, 282
encouraging media literacies
, 278
flexible access to learning
, 273
in higher education
, 270-271
motivating and engaging learners
, 275
personalizing learning
, 276
pre-service teacher reflection
, 287-288
professional learning
, 294
role of teacher
, 293
in schools
, 268-277
tasks
, 291-300
technical issues
, 281
iTunes
, 270
Jibe
, 310
Justice
social
, 11
Keynote
, 268
Kitely
, 310
Knowing-in-action
, 128
Knowledge
conceptual
, 95, 105–107
constructor
, 4
content
, 18, 21
developer
, 190
epistemological
, 42
factual
, 95, 106, 107
learning
, 47
metacognitive
, 95
pedagogical
, 18–19, 21
pedagogical content
, 18–19, 25
procedural
, 95, 106, 107
technological
, 18, 19, 21, 25, 26
technological content
, 19, 21, 25, 94
technological pedagogical
, 19, 21, 25, 26
TPACK model
, 13–14, 17–29, 66, 94, 133, 136, 145, 406
Kodu
, 53
K-12 education
, 267, 274, 293, 295
KWL
, 285
Laurillard’s Conversational Framework
, 108
Leadership
, 7
Learner agency, promoting
, 230
Learning
access to
, 9–10, 321–322, 368
activity
, 129, 138
authentic
, 56, 57, 274, 390
collaborative
, 3, 50, 276–278, 321, 407
computer supported collaborative
, 50
constructionist
, 51, 407
cooperative
, 276–278
design-based
, 51–52, 407
experiential
, 326, 345
games-based
, 52–53, 279–280, 407
inquiry-based
, 50–51, 407
learning. See Learning design; Learning Design field
meaningful
, 56–57, 390
mobile
, 261–297
outcomes, intrinsic desire to improve
, 2–3
peer
, 231
problem-based
, 50, 407
reflective
, 394–395
seamless
, 265, 276
situated
, 274, 326, 345
skills
, 4
task
, 129
ubiquitous
, 276
vicarious
, 177, 371–372, 394–395
Learning Activity Management System (LAMS)
, 147–148, 149, 151, 408
Learning by design
, 17, 23, 24, 52
Learning design
, 150
defined
, 139
as product
, 139
Learning Designer
, 146, 149, 151
Learning designers, directions forward for
, 151–152
Learning Design field
, 121–154, 408
conceptual map
, 140–141
current state of
, 150–151
defined
, 138–140
Learning Activity Management System
, 147–148, 408
pattern descriptions
, 143
pedagogical planner tools
, 145–147
representation and sharing of
, 148–150
technical standards
, 141–142
visualization approaches
, 143–145
visualization tools
, 145
Learning Design Support Environment
, 145–146
Learning Design Visual Sequence (LDVS)
, 144, 145, 148–149, 151
Learning Development Cycle
, 134–135, 137, 150
Learning management system (LMS)
, 377, 382
Learning objects
, 111–112
Linden Dollars
, 317
Linden Scripting Language (LSL)
, 311, 319, 325
LinkedIn
, 152, 221
Long-term memory
, 39, 42, 76
Macquarie ICT Innovations Centre
3-D Virtual Worlds Project 3.0
, 340
MapIT
, 285
Massively Multiplayer Online Games (MMOGs)
, 308
Massive Open Online Courses (MOOCs)
, 47, 48, 93, 114–115, 116, 407, 415
Mathematica
, 101
Mathematics, content representation in
, 101–103
Meaningful learning
, 56–57, 390
Media
adaptive
, 134
affordances
, 69
communicative
, 134
interactive
, 134
literacies
, 278
narrative
, 134
productive
, 134
social
, 162, 222
MediaWiki
, 168
Memorization
, 40
Memory
long-term
, 39, 42, 76
working
, 39, 42, 76
Mental models
, 77, 108, 109
Metacognitive knowledge
, 95
Microblogging
, 161, 167, 172
Mindmeister
, 172, 192
Minecraft
, 53, 268, 305, 310, 313–314, 315
Mobile computer supported collaborative learning (mCSCL)
, 295
Mobile games
, 272
Mobile learning (m-learning)
, 261–297
assessment issues
, 282
benefits and potentials of
, 272–280
categories of
, 264–265
catering to special needs
, 278
cognitive overload during fieldwork
, 281
collaborative and cooperative learning, enabling
, 276–278
communication, enabling
, 273–274
defined
, 262–265
design and implementation recommendations. See Mobile learning design and implementation recommendations
distraction and misuse
, 282
equitable access to education
, 279
equity issues
, 283
flexible and convenient access to learning, providing
, 273
games-based learning, facilitating
, 279–280
in higher education
, 269–271
in-situ reflections, capturing
, 279
institutional issues in
, 284
intellectual property and copyright
, 282
iPads supported pre-service teacher reflection
, 287–288
issues and limitations of
, 280–284
lack of pedagogical and technical support
, 283–284
media literacies and digital creativity, encouraging
, 278
mobile games and augmented reality
, 272
Mobilized 5E Science Curriculum
, 285–286
motivating and engaging learners
, 275
new forms of assessment, promoting
, 279
personalized student-centered learning, promoting
, 275–276
QR codes
, 271
in schools
, 267–269
situated and authentic learning, facilitating
, 274
student safety
, 283
teachers and students, technical skills of
, 283
technical issues in
, 280–281
technologies
, 265–267
time of
, 284
ubiquitous and seamless access, enabling
, 276
Mobile learning design and implementation recommendations
active role in learning experience
, 293
authentic contexts
, 293
BYOD policy
, 289–290
collaboration and cooperation
, 292
learning types and pedagogical objectives
, 290
pedagogical shift
, 294
pedagogies
, 288–289
prerequisite learning skills
, 291
productive and open-ended mobile learning tasks, utilizing
, 291–292
quality of apps
, 290–291
regular feedback to students, providing
, 293–294
safe and responsible use of technology
, 291
sort of mobile devices
, 289
teacher professional learning support and communities, leveraging
, 294–295
technological environment and enlist support, constraints of
, 289
user-friendly content based on multimedia learning effects
, 292–293
Mobile phone operating systems
, 266
Mobilized 5E Science Curriculum (M5ESC)
, 285–286
Modality effect
, 79–80, 85
Moore’s Law
, 412
Motivation
Mobile learning
, 275
technology and
, 371
virtual worlds
, 327–328
Web 2.0-based learning
, 179–180, 200
Multimedia
defined
, 74
learning effects. See Multimedia learning effects
skills, developing
, 177–178
Multimedia learning effects
, 65, 66, 74–87, 407
assumptions of
, 75–77
caveat to application of learning principles
, 86–87
defined
, 74
modality effect
, 79–80
personalization effect
, 84
redundancy effect
, 80–81
signaling (or cueing) effect
, 83–84
split-attention effect
, 81–83
technology-enhanced learning
, 391–392
transfer-appropriate processing
, 85
Multimodality
, 74
Multiple choice questions
, 38
Multistructural representation
, 108
Multi-User Virtual Environments (MUVEs)
, 307–308
MySpace
, 224
Narrative media
, 134
Navigational affordances
, 69
Navigational aids to support wayfinding
, 347–348
Negative educator dispositions
technology-enhanced learning
, 382
virtual worlds
, 336
Negative reinforcement
, 36–37
Negative reinforcers
, 37
Negative staff perceptions
, 187
Negative student dispositions
social networking in education
, 236–237
technology-enhanced learning
, 378
virtual worlds
, 333–334
Web 2.0 in education
, 184
Negative teacher dispositions
social networking in education
, 241
New literacies, developing
, 230
New Media Consortium (NMC)
Horizon Reports
, 412–414
New millennium learners
, 12
Next Generation Learning (BECTA)
, 7
Ning
, 222, 224, 225, 227, 235
Notepad
, 285
Notes
, 268
Office HD
, 268
Office2HD
, 270
Off-task behavior
, 294
Online technologies, and communication
, 368–369
Open Cobalt
, 310
Open Educational Practices (OEPs)
, 117
Open Educational Resources
, 116, 407
Open education revolution
, 110–115
Creative Commons licenses
, 113–114
learning objects
, 111–112
Massive Open Online Courses
, 114–115, 407
resources for
, 112–113
Open Sim
, 53, 305, 310, 312, 315, 331, 343
as architectural design environment for school students
, 340–342
Open Wonderland
, 310
Pages
, 268
Partnership for 21st Century Skills (P21)
, 5, 6
Pattern descriptions
, 143
PBWorks
, 167, 168
Pedagogical content knowledge (PCK)
, 18–19, 21
Pedagogical knowledge (PK)
, 18, 21
Pedagogical patterns
, 143, 148
Pedagogical Patterns Project
, 143
Pedagogical planner tools
, 145–147, 149, 151
Pedagogy
, 13, 18, 407
approaches to
, 49–53
attributes of
, 53
meanings of
, 35–36
perspectives of
, 36–49
reflecting on aims of
, 56–57
strategies to promote learning
, 54–56
in virtual spaces
, 347
Peer feedback
, 185
high-quality
, 203–204
Peer learning
, 231
Peer-to-peer support
, 3
Penultimate
, 271
Personal digital assistants, educational affordances
, 266
Personalization effect
, 84, 86, 87
Personal learning environments for school students, creating
, 189–193
PhET Interactive Simulation
, 99, 100
PhotoPeach
, 21
Physical contiguity
, 82
Pinterest
, 221–222
Plagiarism
, 185–186, 205–206
monitoring
, 249
technology-enhanced learning
, 379–380, 396
Policy documents
, 6–7
PollEverywhere
, 270
Positive behavior
, 36
Positive learning community
social networking learning
, 250
technology-enhanced learning
, 396–397
Practitioner’s Guide to Technology Pedagogy and Content Knowledge
, 20, 21, 136
Preparing Tomorrow’s Teachers to Teach with Technology (PT3)
, 23
Presence
, 326–327
Prestructural representation
, 108
Prezi
, 97, 172, 270
Prezi Viewer
, 270
Privacy
social networking in education
, 238–239, 246
technology-enhanced learning
, 380–381, 387–388
Web 2.0 in education
, 186
Problem-based learning
, 50, 407
Procedural knowledge
, 95, 106, 107
Productive media
, 134
Professional learning
social networking learning
, 253–254
technology-enhanced learning
, 383
virtual world learning
, 354
Web 2.0 learning
, 206
Professional requirements, for educators
, 7–9
Project Wonderland
, 306
Pseudoanonymity
, 340
Quest Atlantis
, 316
Quickpolls
, 270
Quick Response codes (QR codes)
, 271
ReactionGrid
, 310
Read-write web. See Web 2.0
Realism
cognitive
, 57
visual
, 57
Really Simple Syndication (RSS)
, 394
RealXtend
, 310
Recorder
, 285
Redundancy effect
, 80–81, 86
Reflection
, 128
in-situ, capturing
, 279
iPads supported pre-service teacher
, 287–288
social networking and
, 232, 248
Web 2.0 and
, 178
Reflection-in-action
, 128
Reflection-on-action
, 128, 248
Reflective learning
, 394–395
Reflective thinking
, 199
Relational representation
, 108
Relationships, fostering
, 233–234
ResearchGate
, 221
Retrieval
, 39
Rewards
, 37
River City
, 316, 328
Role-play
, 325–326
Safety
cybersafety
, 239–240, 251
student
, 283
technology-enhanced learning
, 380–381, 387–388
virtual worlds
, 334–335
Web 2.0 technologies
, 186, 205
Scaffolding
, 44–45, 199–200, 348, 390–391, 416
Schema. See Long-term memory
Scholarship of teaching
, 1, 2, 13, 160, 422
Schools
mobile learning in
, 267–269
virtual worlds in
, 314–316
Science, content representation in
, 99–101
Science, Technology, Engineering and Mathematics (STEM)
, 188
Scratch
, 104, 105
Seamless learning
, 265, 276
Second language learning
social networking in
, 244–245
Second Life
, 305, 306, 310–311, 315–320, 324–328, 331, 334, 335, 337, 343, 351, 354
human anatomy, teaching of
, 338–340
Second Life
, 53
Selection
, 39
Sensory perception
, 39
Seven Cs model
, 135–136, 137, 150
Shareable Content Object Reference Model (SCORM)
, 142
Sharing of content
, 370
Signaling (or cueing) effect
, 83–84, 86
SimCity
, 52
Simulation
, 3, 323
Simulation worlds
, 306
Singapore National ICT Masterplan
, 7
Situated learning
, 274, 326, 345
Situational model
, 39
Sketchbook
, 285
Skype
, 226, 270
Slideshare
, 270
Slides Shark
, 270
SLOODLE
, 311
Smore
, 21
Snapchat
, 222
Social affordances
, 69
Social bookmarking
, 162
Social constructivism
, 44–46, 227
Socialiser
, 190
Social justice
, 11
Socially mediated metacognition
, 248
Social media
, 162, 222
Social networking
, 14, 46, 152
defined
, 221–222
designing for learning using
, 219–254
in education. See Social networking in education
high school business studies
, 242–244
learning design recommendations. See Social networking learning design recommendations
second language learning
, 244–245
technologies, examples of
, 222–224
Social networking in education
assessment
, 234–235, 240
benefits and potentials of
, 227–235
classroom boundaries, expanding
, 232
collaboration, facilitating
, 228–229
communication, enabling
, 227–228
community engagement
, 232–233
contribution and engagement, motivating
, 231–232
convenient access
, 229–230
cyberbullying and cybersafety
, 239–240
distraction
, 237–238
ease of use
, 229
fostering relationships and community development
, 233–234
inappropriate task design
, 241
institutional issues in
, 241–242
issues and limitations of
, 235–241
learner agency, promoting
, 230
negative student dispositions
, 236–237
negative teacher dispositions
, 241
new literacies, developing
, 230
overlap with other platforms
, 237
peer learning, facilitating
, 231
privacy issues
, 238–239
reflection, enabling
, 232
social support, providing
, 234
student-centered learning
, 230
students and teachers, technical skills of
, 240–241
technical constraints
, 235–236
uses of
, 224–227
Social networking learning design recommendations
, 245–253
active involvement
, 252–253
assessment process, optimizing
, 249
authentic and meaningful tasks, utilizing
, 248
communication potentials, leveraging
, 247
cybersafety of participants, monitoring and managing
, 251
engagement with stakeholders
, 249
group work processes, strategies for managing
, 251
opportunities for professional learning, creating
, 252
plagiarism, monitoring
, 249
positive learning community, creating
, 250
primary/supplement system
, 246
privacy
, 246
professional boundaries between students and teachers, maintaining
, 251–252
reflection into learning process, building
, 248
space for social contributions, creating
, 250
structure and authority level
, 247–248
student input into course design and implementing, inviting
, 250
tool selection and learning tasks
, 247
Social worlds
, 306
Socratic dialog
, 42
SOLO taxonomy
, 108, 109
Space for social contributions, creating
, 250
Spatial affordances
, 69
Spatial knowledge, developing
, 346
SpeakUp 2015 survey
, 10–11
Split-attention effect
, 81–83, 86
Standards for Students (ISTE)
, 4–5
Standards for Teachers (ISTE)
, 7
Storify
, 269
Storybird
, 172
Student’s Globalization Project
, 22
Student-centered learning
, 230
personalized, promoting
, 275–276
technology and
, 372–373
Web 2.0-based
, 178–179
Students
background and interests
, 345
construction and modeling, allowing
, 324–325
as designers, leveraging
, 352–353
designing for learning
, 130–131
digital capabilities, inadequate
, 377
digital learning capabilities, developing
, 200–201, 392–393
digital learning skills
, 3–6, 183
input into course design and implementing
, 250
misuse of Web 2.0 technologies
, 186
mobile learning skills
, 283
negative dispositions
, 184, 236–237, 333–334, 378
personal learning environments for school students, creating
, 189–193
prerequisite learning skills
, 291
prior knowledge, and level of challenge to Web 2.0 learning design
, 197–198
regular feedback to, providing
, 293–294
safety
, 283
social networking skills
, 240–241
and teachers, maintaining professional boundaries between
, 251–252
virtual worlds for learning
, 331–332
Students as Producers
, 152
Student–teacher relationship
, 234
Symbol system theory
, 85
Synthesis
, 40
affordances
, 69
Tablet devices
, 266
Tasks
according to intended learning outcomes, design of
, 131–132
authentic
, 197, 248
goal-oriented
, 247
inappropriate design of
, 187–188, 241
incident-based
, 131
instructions
, 348
integrated
, 197
meaningful
, 248
mobile learning
, 291–292
role-based
, 131
rule-based
, 131
strategy-based
, 131
student-directed
, 197
tool selection
, 247
Taxonomy of Learning, Teaching and Assessing
, 93, 94–97, 106, 116
Teacher(s)
critical role of
, 417–418
digital skills
, 187
digital skills, underdeveloped
, 381–382
mobile learning skills
, 283
negative dispositions
, 241
social networking skills
, 240–241
and students, maintaining professional boundaries between
, 251–252
support
, 188–189
virtual worlds for learning
, 335–336
TeacherPal
, 270
Teachers’ Knowledge of Teaching and Technology (TKTT)
, 25
Teaching
as design
, 126–127
scholarship of
, 1, 160
Teaching Teachers for the Future
, 20
Technical constraints
mobile learning
, 280–281
social networking in education
, 235–236
technology-enhanced learning
, 376–377
virtual worlds
, 330–331
Web 2.0 in education
, 182
Technical standards, for Learning Design
, 141–142
Technological competence
, 5
Technological knowledge (TK)
, 18, 21, 25, 26
Technological content knowledge (TCK)
, 19, 21, 25, 94
Technological determinism
, 1, 2, 11–13
Technological pedagogical knowledge (TPK)
, 19, 21, 25, 26
Technology
affordances
, 68–69, 72–73
content representation using
, 105–107
and designing for learning
, 131
integration
, 1–14
learning assessment using
, 107–110
Technology-enhanced learning
access to learning
, 368
active and student-centered learning, facilitating
, 372–373
assessment and feedback
, 373, 379
cognitive load issues
, 377
collaboration
, 369, 378
contribution
, 370–371
design principles. See Technology-enhanced learning design principles
digital capabilities and creativity
, 372
flexible environment
, 367–368
futures
, 410–417
identity, presence, and co-presence
, 369–370
inadequate student digital capabilities
, 377
inappropriate design
, 382
institutional issues
, 383–384
issues and limitations of
, 376–385
learning communities, development of
, 373–374
misuse and distraction
, 380
motivation and engagement
, 371
negative educator dispositions
, 382
negative student dispositions
, 378
online technologies and communication
, 368–369
plagiarism
, 379–380
professional learning
, 383
reflections on
, 374–376
representation and sharing of content
, 370
research-driven and collaborative approach to
, 420–422
safety, privacy, and equity
, 389–381
technical issues
, 376–377
time of
, 383
underdeveloped teacher digital skills
, 381–382
vicarious learning and reflection
, 371–372
Technology-enhanced learning design principles
, 385–400, 409, 410
authentic and meaningful learning, designing for
, 390
cognitive load and multimedia learning effects
, 391–392
collaboration
, 394
current state of
, 406–409
engagement
, 395
environment construction based on intended activity and pedagogy
, 391
general pedagogical strategies and principles, utilizing
, 393
high-quality assessment and feedback practices
, 395–396
pedagogical motivations
, 386
plagiarism, monitoring and managing
, 396
positive learning communities, fostering
, 396–397
professional learning opportunities and support, leveraging
, 397–398
rationale for
, 392
reflective and vicarious learning
, 394–395
student safety and privacy
, 387–388
students’ digital learning capabilities, developing
, 392–393
supportive scaffolding, integrating
, 390–391
technological context, scope of
, 388
technology selection
, 388–389
understanding and catering to students
, 387
Technology infiltration
, 415
Technology integration
, 1–14
access to learning
, 9–10
catering to today’s learners
, 10–11
curricula and policy documents
, 6–7
drivers of
, 2–11
intrinsic desire to improve learning outcomes
, 2–3
professional requirements for educators
, 7–9
students’ digital learning skills, development of
, 3–6
as tantalizing challenge
, 1–2
Technology knowledge (TK)
, 18, 21, 25, 26
Technology Pedagogy And Content Knowledge (TPACK) model
, 13–14, 17–29, 66, 88, 94, 133, 136, 145, 406
capacity development
, 22–25
elements of
, 18–19
limitations of
, 27–28
measurement of
, 25–27
practical outlook of
, 20–21
Temporal affordances
, 69
Temporal contiguity
, 82
3-dimensional (3-D) environments, representation of
, 322–323
3-D Virtual Worlds Project 3.0
, 340
Tiki-TokiTM
, 103
TPACK Cases
, 20
TPACK-COPR
, 24
TPACK-DBL
, 24
TPACK-IDDIRR
, 24
Transfer-appropriate processing
, 85, 86
Transforming Australia’s Higher Education System
, 7
Transmission
, 134
Transmission-based model of education
, 37
Twitter
, 161, 172, 175, 179, 181, 186, 222, 270, 274, 373
Ubiquitous learning
, 276
Udacity
, 115
Unistructural representation
, 108
United Kingdom
ICT curricula
, 6–7
United Nations Educational, Scientific and Cultural Organization (UNESCO)
, 262–263, 265
ICT Competency Framework for Teachers
, 8–9
United States (US)
Department of Education
, 10
SpeakUp 2015 survey
, 10–11
Universal Design for Learning (UDL)
, 132–133
Universal Instructional Design (UID)
, 292
University of Colorado
PhET Interactive Simulation
, 99, 100
University of Kentucky
College of Medicine
, 338
University of Lincoln
Students as Producers
, 152
University of Michigan EDT514
, 20
University of Nottingham
Periodic Table of Videos
, 100
US Common Core State Standards
, 6
Utah State University
National Library of Virtual Manipulables
, 101
Vicarious learning
, 177, 371–372, 394–395
Videoconferencing
, 10
Video sharing
, 161–162
Virtual Learning Environment
, 139
Virtual world learning design recommendations
ability to transcend physicality
, 346
applications within scope of curriculum
, 344–345
cognitive load implications
, 346–347
fidelity
, 346
general pedagogical principles, applying
, 352
human anatomy, teaching of
, 338–340
integrating other tools
, 353
intended activity and pedagogy
, 347
modes of communication
, 349
navigational aids to support wayfinding
, 347–348
ongoing technical support, managing
, 353–354
pedagogical strategies to support collaboration, applying
, 350–351
professional learning opportunities
, 354
promoting and leveraging presence
, 352
rationale for using virtual worlds
, 348–349
reason to use virtual world
, 342–343
scaffolding and task instructions
, 348
spatial features of environment, learning and teaching enhanced by
, 351–352
spatial knowledge, developing
, 346
student background and interests
, 345
student, task, and institutional requirements
, 344
students as designers, leveraging
, 352–353
tactics to support effective interaction, applying
, 350
technological landscape and support, assessment of
, 343
training
, 349
Virtual worlds
, 10, 14, 305–355
defined
, 306–310
in education. See Virtual worlds in education
examples of
, 310–314
learning design recommendations. See Virtual world learning design recommendations
Virtual worlds in education
access to learning, providing
, 321–322
assessment
, 328–329, 335
benefits and potentials of
, 319–329
cognitive overload
, 332
collaboration constraints
, 332–333
collaborative learning, facilitating
, 321
communication
, 320–321, 332–333
community building
, 329
community engagement
, 329
cost of
, 337
distraction
, 334
embodiment and identity construction
, 322
fidelity
, 331
higher education
, 316–319
institutional support
, 337
motivating and engaging learners
, 327–328
negative educator dispositions
, 336
negative student dispositions
, 333–334
Open Sim, as architectural design environment for school students
, 340–342
presence, co-presence, and immersion
, 326–327
role-play, enabling
, 325–326
safety
, 334–335
in schools
, 314–316
simulation, enabling
, 323
situated and experiential learning, facilitating
, 326, 345
student construction and modeling, allowing
, 324–325
student technical skills
, 331–332
teacher technical skills
, 335–336
technical constraints of
, 330–331
3-D environments, representation of
, 322–323
time issues
, 336
Visual information
, 75–76
Visualization
approaches
, 143–145
tools
, 145, 149, 151
Visual realism
, 57
VisuwordsTM
, 99
Web 1.0
, 161
Web 2.0
, 14, 47, 88, 220, 262, 269–270, 306, 365, 409
attributes of
, 161
blogs
, 169–172
defined
, 161–162
enhanced learning, design of
, 159–208
examples of
, 162–163
learning design recommendation. See Web 2.0 learning design recommendation
microblogging
, 172
personal learning environments for school students, creating
, 189–193
small groups learning multiple Web 2.0 tools in higher education, supporting
, 193–194
types of
, 164–166
wikis
, 167–169
Web 2.0 in education
, 173–182
access extending bounds of classroom
, 175
assessment
, 181–182, 185
collaborative knowledge building
, 175–176
communication, enabling
, 174–175
community development
, 180–181
ease of use
, 180
feedback, facilitating
, 176–177
group work and collaboration issues
, 183–184
inappropriate task design
, 187–188
institutional and educational culture
, 188
motivation and engagement, enhancing
, 179–180
multimedia skills, developing
, 177–178
negative staff perceptions
, 187
negative student dispositions
, 184
peer feedback challenges
, 185
plagiarism
, 185–186
reflection, encouraging
, 178
safety and privacy
, 186–187
student digital skills
, 183
student misuse
, 186
student-centered learning, enabling
, 178–179
teacher digital skills
, 187
teacher support
, 188–189
technical constraints
, 182–183
vicarious learning, enabling
, 177
Web 2.0 learning design recommendations
assessment
, 205
authentic, integrated, and student-directed tasks
, 197
community building
, 199
contribution, encouraging
, 201–202
design for effective collaboration
, 198
engagement in learning process
, 201
high-quality peer feedback, encouraging
, 203–204
institutional support, understanding and leveraging
, 195
interface with other tools and course components
, 196–197
level of openness
, 195
motivation
, 200
plagiarism and student safety, management of
, 205–206
professional learning opportunities, utilizing
, 206
reflective thinking, encouraging
, 199
scaffolding
, 199–200
strategies to support group work process, applying
, 202–203
student’s prior knowledge and level of challenge
, 197–198
students digital learning capabilities, developing
, 200–201
tool selection based on representational and interactional requirements
, 195–196
Web 3.0
, 207
Web-conferencing
, 10
WeblogMatrix
, 170
Web logs. See Blogs
Weebly
, 22
WHEN2050
, 340–341
WikiMatrix
, 168
Wikipedia
, 45, 46
Wikis
, 161, 167–169, 188
Wikispaces
, 161, 167, 194
WordleTM
, 98
Wordpress
, 161, 170, 270
Working memory
, 39, 42, 76
Workspaces
, 306
World of Warcraft
, 306
YouTube
, 162, 172, 173, 270
Zone of Proximal Development
, 44
ZumoDrive
, 270
- Prelims
- Chapter 1 Technology Integration as an Educational Imperative
- Chapter 2 The Technology Pedagogy and Content Knowledge (TPACK) Framework and Its Implications
- Chapter 3 Pedagogy and Technology-Enhanced Learning
- Chapter 4 Technology Affordances and Multimedia Learning Effects
- Chapter 5 Representing and Sharing Content Using Technology
- Chapter 6 Design Thinking and Learning Design
- Chapter 7 Design of Web 2.0 Enhanced Learning
- Chapter 8 Designing for Learning Using Social Networking
- Chapter 9 Designing for Mobile Learning
- Chapter 10 Designing for Learning Using Virtual Worlds
- Chapter 11 Abstracting Technology-Enhanced Learning Design Principles
- Chapter 12 Technology-Enhanced Learning – Conclusions and Future Directions
- Index