TY  - BOOK
AU  - Rushby,Nick
AU  - Surry,Dan
TI  - The Wiley Handbook of Learning Technology
T2  - Wiley Handbooks in Education Series
SN  - 9781118736630
AV  - LB1028.3 -- .W554 2016eb 
U1  - 371.33 
PY  - 2016///
CY  - Newark
PB  - John Wiley & Sons, Incorporated
KW  - Educational technology--Handbooks, manuals, etc
KW  - Electronic books
N1  - Intro -- Title Page -- Copyright Page -- Contents -- Foreword -- Acknowledgements -- Contributors -- Editorial Advisory Board -- Chapter 1 Mapping the Field and Terminology -- 1.1 Living with Change -- 1.2 What is Learning Technology? -- 1.3 Focusing on Learning -- 1.4 What are the Technologies? -- 1.5 Making it Work -- 1.6 Study and Ethical Practice -- 1.7 Current Issues -- 1.8 Innovation and Change -- 1.9 Conclusion -- References -- Chapter 2 How People Learn -- 2.1 Introduction -- 2.2 Human Cognitive Architecture and Learning Processes -- 2.2.1 The construction of cognitive schemas -- 2.2.2 The automation of cognitive schemas -- 2.2.3 Complex Learning and Transfer -- 2.3 Self-Regulated and Self-Directed Learning -- 2.3.1 Learning SRL skills -- 2.3.2 Learning SDL skills -- 2.4 Discussion -- References -- Chapter 3 What is Technology? -- 3.1 Introduction -- 3.2 The Absence of Thinking about Technology Within Learning Technology -- 3.3 Foundational Discussions of Technology -- 3.4 Contemporary Discussions of Technology -- 3.5 Technology as Cause -- 3.6 Technology as Social Intervention -- 3.7 Technology as Social Effect -- 3.8 Technology as the Instantiation of Theory -- 3.9 Technology as a System Within Systems -- 3.10 Technology as Network Effect -- 3.11 Conclusions -- References -- Chapter 4 Learning Theory and Technology: A Reciprocal Relationship -- 4.1 Introduction -- 4.2 Understanding Teachers' and Designers' Conceptions of Learning -- 4.3 Teachers' Beliefs about Technology -- 4.4 Three Views on Learning -- 4.5 Learning as Response Strengthening: Behaviorism -- 4.6 Learning as Knowledge Acquisition: Cognitive Information Processing -- 4.7 Learning as Knowledge Construction: Constructivism -- 4.8 Changes in Theory Prompting Changes in Tools -- 4.9 Changes in Tools Prompting Changes in Theory -- 4.10 Conclusion -- References; Chapter 5 Evolution of Learning Technologies -- 5.1 Background: Early Technological Infrastructure -- 5.2 Phases of Development of Learning Technologies -- 5.3 1980s: Programmed Learning and Multimedia Resources -- 5.4 Late 1980s to Early 1990s: Hypertext and Simulations -- 5.5 1993: The Internet and the Web -- 5.6 1995: Learning Systems -- 5.7 1998: Mobile Devices and m-Learning -- 5.8 2000: Gaming Technologies -- 5.9 2001: Open Educational Resources -- 5.10 2004: Social and Participatory Media -- 5.11 2005: Virtual Worlds -- 5.12 2007: E-books and Smart Devices -- 5.13 2008: Massive Open Online Courses -- 5.14 2012-14: Big Data and Learning Analytics -- 5.15 Summary -- References -- Chapter 6 Learning Technology at Home and Preschool -- 6.1 Learning Technology -- 6.1.1 Defining preschool -- 6.1.2 Developmentally appropriate technology -- 6.2 Data on Availability and Use of Digital Media -- 6.3 The Debates about Young Children and Technology -- 6.3.1 Screens and screen time -- 6.4 Play and Learning in the Early Years -- 6.4.1 Learning -- 6.5 Digital Media and Technology in Preschool Settings -- 6.5.1 Pedagogy -- 6.6 Digital Media and Technology at Home -- 6.6.1 Support at home -- 6.7 Design -- 6.8 Looking Ahead -- References -- Chapter 7 Problem Spaces: A Framework and Questions for Critical Engagement with Learning Technologies in Formal Educational Contexts -- 7.1 Introduction: Towards a Critical Pedagogy of Learning Technologies -- 7.2 Technology-supported Pedagogy: Problem Spaces -- 7.3 Problem Space 1: Pedagogy and Learning Design-Imperatives for Perpetual Renewal -- 7.4 Problem Space 2: Teacher Professional Development and Research -- 7.5 Problem Space 3: Web 2.0 and School Cultures -- 7.6 Conclusion -- References -- Chapter 8 Learning Technology in Higher Education -- 8.1 Introduction -- 8.2 Students -- 8.3 Instructors -- 8.4 Learning Design; 8.5 Support -- 8.6 Technology -- 8.7 Institutional Dimensions -- 8.8 Conclusion -- References -- Chapter 9 Learning Technology in Business and Industry -- 9.1 Introduction -- 9.2 Foundations -- 9.3 Status Quo -- 9.3.1 Formal learning -- 9.3.2 Performance support -- 9.3.3 Social media -- 9.4 Interoperability Standards -- 9.5 Emergent Directions -- 9.5.1 The mobile revolution -- 9.5.2 Improving formal learning -- 9.5.3 Performance support opportunities -- 9.5.4 Social extensions -- 9.5.5 Emerging standards -- 9.5.6 Impacting metrics -- 9.5.7 New technology developments -- 9.6 Conclusion -- References -- Chapter 10 Educational Technologies in Distance Education: Off‐campus and Online, but on Course? -- 10.1 Introduction -- 10.2 From China's Imperial Examination to MOOCs: A Brief History of Distance Education -- 10.2.1 Correspondence education -- 10.2.2 Distance education in the digital age -- 10.3 Issues in Educational Technology and Distance Education -- 10.3.1 Hype and hope -- 10.3.2 Sustaining and disruptive technology -- 10.3.3 Quality assurance -- 10.3.4 Leadership and management -- 10.4 Research and Scholarship -- 10.5 Concluding Remarks -- References -- Chapter 11 Learning Technology and Lifelong Informal, Self-directed, and Non-formal Learning -- 11.1 Introduction -- 11.2 Educational Technology and Informal Learning -- 11.3 Citizen Science -- 11.4 Educational Technology and Non-formal Education -- 11.5 Telecenters -- 11.6 Evaluation and Quality Assurance -- 11.7 Conclusion -- References -- Chapter 12 Learning with Technologies in Resource-constrained Environments -- 12.1 Introduction -- 12.2 Learning in Resource-constrained Environments -- 12.3 Learning with Technologies -- 12.4 Meaningful Learning within a Triadic Zone of Proximal Development -- 12.5 Integrating Home and School Cultures -- 12.6 The Importance of Affordances and Effectivities; 12.7 Exploiting Local Knowledge -- 12.8 DIY Citizenship and the Maker Movement -- 12.9 Insensitivity to Prior Knowledge -- 12.10 Mobile Learning: An Ignored Obvious Choice -- 12.11 Open Educational Resources -- 12.12 Massive Open Online Courses -- 12.13 Educators Shift to Cloud-based Tools -- 12.14 Learning through Connected Devices 24/7 -- 12.15 Pedagogical Choices for Teaching with Technology -- 12.16 Conclusion -- References -- Chapter 13 Competencies for Designers, Instructors, and Online Learners -- 13.1 Introduction -- 13.2 Standards of Performance -- 13.3 Changes Affecting Learning Technology -- 13.3.1 Societal changes -- 13.3.2 Evolving digital technologies -- 13.4 Evolving Understanding of Learning Processes -- 13.4.1 So what now? professional foundations: improving professional knowledge and skills -- 13.5 Instructional Designer Competence -- 13.5.1 Demonstrating instructional designer competence -- 13.5.2 Societal changes that affect the designer's job -- 13.5.3 Evolving digital technologies that affect the designer's job -- 13.5.4 Evolving understanding of learning processes that affect the designer's job -- 13.5.5 General overarching designer competencies -- 13.6 Instructor Competence -- 13.6.1 Demonstrating instructor competence -- 13.6.2 Societal changes that affect the instructor's job -- 13.6.3 Evolving digital technology that affects the instructor's job -- 13.6.4 Evolving understanding of the learning processes that affect the instructor's job -- 13.7 Online Learner Competence -- 13.7.1 Demonstrating online learner competence -- 13.7.2 Societal changes that affect learner competence -- 13.7.3 Evolving digital technologies that affect learner competency -- 13.7.4 Evolving understanding of learning processes that affect learner competence -- 13.8 Conclusion -- References -- Chapter 14 Digital Learning Environments; 14.1 Introduction -- 14.2 Organizational Structures -- 14.3 Designing Learning Environments and Learning Experiences -- 14.4 Illustrative Example: The YoTeach! Learning Environment -- 14.5 Guided vs Minimally Guided Instruction within Digital Learning Environments -- 14.6 Illustrative Example: Project Engage! -- 14.7 Repurposed Digital Learning Environments and their Neutrality -- 14.8 Illustrative Example: Twitter and #PhDChat -- 14.9 Conclusion -- References -- Chapter 15 How to Succeed with Online Learning -- 15.1 Introduction -- 15.1.1 The paradox of online learning -- 15.1.2 A natural medium in all its many forms -- 15.2 The Place of Formal and Informal Online Learning in "The Blend" -- 15.2.1 Planned or spontaneous -- 15.2.2 Facilitated -- 15.2.3 Taught, caught, or sought? -- 15.2.4 Connected -- 15.2.5 Synchronous and asynchronous -- 15.3 Live Online Learning -- 15.3.1 A range of applications -- 15.3.2 Getting the audience ready -- 15.3.3 The mechanics of running a live online session -- 15.3.4 Strong leadership and guided choice -- 15.3.5 Create a sense of community -- 15.3.6 A well-designed live online session -- 15.3.7 Keep things fresh, up-to-date and on time -- 15.3.8 Meet special needs -- 15.3.9 Ancillary material -- 15.3.10 Who's sitting at the front? -- 15.4 Asynchronous -- 15.4.1 Social matters -- 15.4.2 Developing good practice -- 15.4.3 Guidance and direction -- 15.4.4 IT and support -- 15.5 The Rise of Online Learning -- 15.6 Online Learning in the Workplace -- 15.7 Looking Ahead -- References -- Chapter 16 Diversity and Inclusion in the Learning Enterprise: Implications for Learning Technologies -- 16.1 Introduction -- 16.2 Overview -- 16.3 Learning, Culture, and Digital Technologies -- 16.4 The Convergence of Digital Technologies and Learning Spaces -- 16.5 Diversity, Learning Technologies, and Teaching; 16.6 Diversity, Learning Technologies, and Policymaking
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