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ETR & D Archive
2005 Volumes
2004 Volumes
2003 Volumes
2002 Volumes
* Vol. 50 No. 4
* Vol. 50 No. 3
* Vol 50 No. 2
* Vol. 50 No. 1
2001 Volumes
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| Volume 50 Number 2 2002 |
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Editors, Editorial Board, Consulting Editors
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| Research |
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Expanding Preservice Teachers' Metacognitive Awareness of Instructional
Planning Through Pedagogical Agents
Amy L. Baylor
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In
this experimental study, 135 preservice teachers developed an instructional
plan for a case study within the Multiple Intelligent Mentors Instructing
Collaboratively (MIMIC) computer-based environment. Three-dimensional,
animated pedagogical agents, representing constructivist and instructivist
approaches to instructional planning, served as instructional mentors
within the environment and were available to provide advisements.
The research design consisted of two factors, (a) instructivist agent
(present, absent) and (b) constructivist agent (present, absent),
with two primary groups of dependent measures, (a) metacognitive awareness,
and (b) attitude. Regarding metacognitive awareness, when the constructivist
agent was present, participants tended to report a change in their
perspective of instructional planning, reflected less on their thinking,
and developed instructional plans rated as more constructivist in
underlying pedagogy. Regarding attitude, when the instructivist agent
was present, participants reported a more negative disposition regarding
instructional planning. Results are discussed in terms of the impact
on teaching instructional planning to preservice teachers. |
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Teacher Ratings of Student Engagement with Educational Software:
An Exploratory Study
Robert L. Bangert-Drowns
Curtis Pyke
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The
quality of students' learning engagement may significantly influence
their learning. Can teachers accurately judge student learning engagement
with educational software? In this exploratory study, 3 fifth-grade
teachers used a seven-level taxonomy to rate the frequency of different
forms of engagement among 42 students interacting with different types
of educational software. Teachers spontaneously treated the seven
levels of engagement as a continuum, rating students highest on one
level or a set of contiguous levels. Teachers generally agreed when
ranking students by their typical levels of engagement, but disagreed
regarding the actual frequencies of different engagement types. Ratings
of software engagement conceived of as interpretive activity were
correlated significantly with student reading test scores. Given the
authentic classroom conditions in which this study took place, the
results are promising for the classroom utility of the seven-level
conception of student engagement with software. |
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| Development |
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Blueprints for Complex Learning: The 4C/ID-Model
Jeroen J. G. van Merriënboer
Richard E. Clark
Julie A. Moore
Marcel B. M. de Croock
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This
article provides an overview description of the four-component instructional
design system (4C/ID-model) developed originally by van Merriënboer
and others in the early 1990s (van Merriënboer, Jelsma, & Paas, 1992)
for the design of training programs for complex skills. It discusses
the structure of training blueprints for complex learning and associated
instructional methods. The basic claim is that four interrelated components
are essential in blueprints for complex learning: (a) learning tasks,
(b) supportive information, (c) just-in-time (JIT) information, and
(d) part-task practice. Instructional methods for each component are
coupled to the basic learning processes involved in complex learning
and a fully worked-out example of a training blueprint for "searching
for literature" is provided. Readers who benefit from a structured
advance organizer should consider reading the appendix at the end
of this article before reading the entire article. |
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Case-Based Reasoning and Instructional Design: Using Stories
to Support Problem Solving
David H. Jonassen
Julian Hernandez-Serrano
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With
an increased emphasis on problem solving and problem-based learning
in the instructional design field, new methods for task analysis and
models for designing instruction are needed. An important methodology
for both entails the elicitation, analysis, and inclusion of stories
as a primary form of instructional support while learning to solve
problems. Stories are the most natural and powerful formalism for
storing and describing experiential knowledge that is essential to
problem solving. The rationale and means for analyzing, organizing,
and presenting stories to support problem solving are defined by case-based
reasoning. Problems are solved by retrieving similar past experiences
in the form of stories and applying the lessons learned from those
stories to the new problems. In this paper, after justifying the use
of stories as instructional supports, we describe methods for eliciting,
indexing, and making stories available as instructional support for
learning to solve problems. |
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| Departments |
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Book Reviews
Gary J. Anglin, Editor
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Designing Effective Instruction (Third Edition). Gary R.
Morrison, Steven M. Ross, and Jerrold E. Kemp (2001). John Wiley &
Sons, Inc., 2001. 369 pp. $73.95. Soft cover. ISBN: 0-471-38795-9.
Reviewed by Debbie Bond-Hu and J. Michael Spector |
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International Review
J. Nicholls Eastmond, Editor
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Editor's Notes |
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J. Nicholls Eastmond, Editor
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Technology, Learning and Corruption: Opportunities and Hurdles
in the Search for the Development of Mind in an International Development
Context
by Jan Visser |
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J. Nicholls Eastmond, Editor
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Motivating Students at a Distance: The Case of an International
Audience
by Lya Visser, Tjeerd Plomp, Ray J. Amirault, and Wilmad Kuiper |
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RESEARCH ABSTRACTS
Eric Plotnick, Editor
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Documents listed may be read at any library holding an ERIC microfiche
collection. Copies may also be ordered from the ERIC Document Reproduction
Service (EDRS), 7420 Fullerton Road, Suite 110, Springfield VA 22153-2852.
For current prices, shipping charges, credit card orders, expedited
delivery, or other information, call EDRS at 1-800-443-ERIC (1-800-443-3742)
or use the Internet at www.edrs.com. Payment including shipping must
be included with each order. All documents ordered from EDRS must
be identified by ED number. |
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Index - Volume 50 - Number 2 - 2002 |
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Information for Readers and Authors |
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ETR&D YOUNG SCHOLAR AWARD |
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