teaching_and_learning_with_technology

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physiology and is also active in experimental research in physiology and hypertension and in the development of digital imaging systems for microscopy. Address: Faculty IT Unit, the University of Melbourne, Australia. E-mail: pjharris@unimelb.edu.au. Andrew Higgins is from the Flexible Learning Section ofThe Higher Education Development Center, University of Otago. Address: 75 Union Place, PO Box 56, Dunedin, New Zealand. E-mail: andrew.higgins@stonebow.otago.ac.nz. Annamarie Jagose teaches in the English Department with Cultural Studies at the University of Melbourne. She combines her interests in computerassisted learning with research in contemporary culture, media and everyday life. Address: English with Cultural Studies, the University of Melbourne. Email: arjagose@unimelb.edu.au. Chris Jones is from the Centre for Studies in Advanced Learning Technology, Lancaster University, UK. Chris is interested in the connections between technology and social life and his recent research focused on understanding the roles and experiences of students and tutors in networked learning environments. Chris is also interested in the politics of networked learning understood as both the formal politics expressed by government in policy initiatives and the micro politics involved in day-to-day interactions. Address: Centre for Studies in Advanced Learning Technology (CSALT), Department of Educational Research, Lancaster University, Lancaster LA1 4YL, UK. E-mail: c.r.jones@lancaster.ac.uk. Carol Johnston is from the Faculty of Economics and Commerce at the University of Melbourne. Her research interests are in the areas of online assessment and feedback. Address: Teaching and Learning Unit, Faculty of Economics and Commerce, the University of Melbourne, Parkville, Victoria 3010, Australia. E-mail: cgj@unimelb.edu.au. Gregor Kennedy is from the Faculty of Medicine, Dentistry & Health Sciences, the University of Melbourne, Australia. His particular interest is in educational technology research and evaluation. His research interests include students’ problem-based and self-directed learning and the role motivation plays in students’ learning processes. Address: Biomedical Multimedia Unit, The University of Melbourne, Australia. E-mail: gek@unimelb.edu.au. Mike Keppell is from the Faculty of Medicine, Dentistry & Health Sciences, the University of Melbourne, Australia. Mike’s expertise lies in his ability to combine the operational and development tasks of educational software with the academic study of curriculum, instructional design and evaluation. Specifically he focuses on processes involved in optimizing the instructional designer-subject matter expert interaction. Address: Biomedical Multimedia Unit, the University of Melbourne. E-mail: mkeppell@unimelb.edu.au. ix
x Kinshuk is from the Information Systems Department at Massey University, New Zealand. His research interests include learning technologies, distance learning and adaptive interfaces, with particular focus on Web-based learning systems. Address: Information Systems Department, Massey University, Private Bag 11–222, Palmerston North, New Zealand. E-mail: kinshuk@massey.ac.nz. Yiping Lou is from the Department of Educational Leadership, Research, and Counseling at Louisiana State University, United States. Her current research interests include small group and individual learning with technology, technology-mediated learning processes, feedback design and interactive distance learning. Address: Department of Educational Leadership, Research, and Counseling at Louisiana State University, 111 Peabody Hall, Baton Rouge, LA 70803, USA. E-mail: ylou@lsu.edu. Catherine McLoughlin is from the School of Education at the Australian Catholic University in Canberra Australia. Her background combines instructional technology, curriculum design and staff development in higher education. Catherine has published and researched a range of issues surrounding the use and evaluation of informational and communications technologies to support learning. Address: Australian Catholic University, PO Box 256, Dickson, ACT 2602, Australia. E-mail: c.mcloughlin@signadou.acu.edu.au. Marcelo Milrad is from the School of Mathematics and Systems Engineering, at Växjö University in Sweden. He is also responsible for the Center for Learning Technologies (CLT), a multidisciplinary research center at Växjö University. His current research interests include the design of learning environments to support learning about complex domains, collaborative discovery learning and the development of mobile and wireless applications to support collaborative learning. Address: Växjö University, SE-351 95 Växjö, Sweden. E-mail: marcelo.milrad@msi.vxu.se. Christopher Morgan is from the Faculty of Rural Management of the University of Sydney located at the Orange campus. He has a particular research interest in making effective use of information and communications technology for support ing students at a distance. A focus of his research is approaches to the use of technology to influence educational participation and persistence. Address: Faculty of Rural Management, the University of Sydney, P.O.Box 883 Orange, NSW 2800, Australia. E-mail: cmorgan@orange.usyd.edu.au. Karen Murphy is from the Educational Technology Program, College of Education, Texas A&M University. She earned her doctoral degree at the University of Washington in Educational Curriculum and Instruction with a focus on distance learning. Her research interests are learning collaboratively in online environments, design of online instruction for constructivist learning environments, and socio-cultural context of learning at a distance. Address:
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44 CONTENT REPRESENTATION Figure 3.
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48 CONTENT REPRESENTATION students
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Chapter 4 Optimizing domain knowled
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52 CONTENT REPRESENTATION Table 4.1
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58 CONTENT REPRESENTATION 2. fine-g
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62 CONTENT REPRESENTATION Conferenc
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Chapter 5 Using interactive video-b
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66 ACTIVATION OF LEARNING General f
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68 ACTIVATION OF LEARNING perspecti
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70 ACTIVATION OF LEARNING Figure 5.
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Chapter 6 Using authentic patient e
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84 ACTIVATION OF LEARNING way to po
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86 ACTIVATION OF LEARNING (2000) su
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88 ACTIVATION OF LEARNING Burford,
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Chapter 7 Virtual learning in cultu
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92 ACTIVATION OF LEARNING Cognitive
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94 ACTIVATION OF LEARNING as it tak
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96 ACTIVATION OF LEARNING reward. T
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98 ACTIVATION OF LEARNING Quiz Zone
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100 ACTIVATION OF LEARNING Figure 7
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102 ACTIVATION OF LEARNING Table 7.
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104 ACTIVATION OF LEARNING Gunn, C
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106 ACTIVATION OF LEARNING both the
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108 ACTIVATION OF LEARNING practice
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110 ACTIVATION OF LEARNING As the t
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112 ACTIVATION OF LEARNING Example:
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114 ACTIVATION OF LEARNING interact
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116 ACTIVATION OF LEARNING course,
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118 ACTIVATION OF LEARNING Mullaly,
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Chapter 9 Technology and second lan
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122 PROVIDING SOCIALIZATION SUPPORT
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Chapter 10 Developing social presen
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Chapter 11 Socialization through CM
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Chapter 12 Collaboration and commun
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Part 4 Assessment of learning outco
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182 ASSESSMENT OF LEARNING OUTCOMES
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Chapter 15 The use of online assess
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Chapter 17 A feedback model and suc
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234 PROVIDING FEEDBACK completion o
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236 PROVIDING FEEDBACK While this m
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238 PROVIDING FEEDBACK students mov
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240 PROVIDING FEEDBACK feedback to.
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242 PROVIDING FEEDBACK Papert, S (1
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244 PROVIDING FEEDBACK of these env
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246 PROVIDING FEEDBACK Moreover, co
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248 PROVIDING FEEDBACK Figure 18.2
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250 PROVIDING FEEDBACK Interactive
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252 PROVIDING FEEDBACK each. Compar
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254 PROVIDING FEEDBACK Individual O
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256 PROVIDING FEEDBACK References A
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Chapter 19 Fundamentals for structu
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260 PROVIDING FEEDBACK Figure 19.1
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262 PROVIDING FEEDBACK communicatio
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264 PROVIDING FEEDBACK While Taylor
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266 PROVIDING FEEDBACK Leveraging f
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268 PROVIDING FEEDBACK The tools ar
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Commentary On learning and teaching
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272 LEARNING AND TEACHING WITH TECH
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274 INDEX and feedback 237, 238 hyp
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276 INDEX e-learning and 246, 247,
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278 INDEX ‘QuILT: Quality in Lear
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