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|a HCDD
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| 245 |
0 |
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|a Intersections across disciplines :
|b interdisciplinarity and learning /
|c Brad Hokanson, Marisa Exter, Amy Grincewicz, Matthew Schmidt, Andrew A. Tawfik, editors.
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| 260 |
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|a Cham :
|b Springer,
|c 2021.
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| 300 |
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|a 1 online resource (304 pages)
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|a text
|b txt
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1 |
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|a Educational Communications and Technology: Issues and Innovations
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|a Intro -- Preface -- Contents -- Rethinking the Role of the Library in an Era of Inquiry-Based Learning: Opportunities for Interdisciplinary Approaches -- Introduction -- Inquiry-Based Learning -- Alignment Between Instructors and Librarians -- Strategies to Align Inquiry-Based Learning and Libraries -- Libraries as Collaborative Learning Spaces -- Libraries as Access to Open-Educational Resources -- Role of the Library in Developing Research Skills -- Conclusion -- References -- Guiding Principles for Integrating Disciplines and Practices in Pursuit of Complex and Diverse Learning Outcomes
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| 505 |
8 |
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|a Interdisciplinarity and Its Alternatives -- Two Complementary Taxonomies for Human Competencies -- Learning Environment Principles -- Practicing 360 Innovation -- Assessing Competencies Engaged and Design Principles at Work -- Conclusion -- References -- Educology Is Interdisciplinary: What Is It? Why Do We Need It? Why Should We Care? -- Introduction -- Overview -- What Is Educology? -- Universal Terms -- What Is Education? -- How Is Educational Theory Different from Educology? -- Why Do We Need Educology? Why Should We Care?
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| 505 |
8 |
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|a Trial-and-Error Approaches to Improving Education Are Risky and Inefficient -- Paradigm Change for Improving Education Requires Sound Knowledge -- Why Sound Knowledge of Education Is Needed -- Disciplines Require Precise Language -- The Need for Precise Language in Educology -- How Do We Move Educology Forward? Next Steps? -- References -- Multimodal Social Semiotics and Learning Design: In Search of Interdisciplinarity -- Introduction -- Background -- Multimodal Social Semiotics as a Notion of Learning -- Conclusion and Implications for the Learning Design Field -- References
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| 505 |
8 |
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|a Wisdom and Power: Using Information Theory to Assess the Transactional Relationship Between the Learner and the Knowledge Provider -- Prologue -- Transactional Learning Theory -- Two Pivotal Instances in Learning -- AI's Role in the Learning Process -- Entrepreneurial Thinking, Knowledge, and the Experience Curve -- Mediated Messages Are at the Heart of Media Ecology in Instructional Design -- Epilogue: Transactional Theory and Cognitive Research -- References -- The Importance of Interest Development Across STEM Learning Environments -- Introduction -- What Is Interest?
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| 505 |
8 |
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|a Socioeconomic Factors in Interest Development -- Self-Determination, Achievement Goal, and Content-Specific Theories -- Interest, Identity, and Expertise -- Pedagogy and Interest -- Internet Search and STEM -- Improving Instruction Through Interest -- Conclusion -- Appendix -- Works Cited -- Designing for Generative Online Learning: A Situative Program of Research -- Framework -- Program of Design Research and Example Study -- Implications for Interdisciplinary Learning -- Impact and Conclusion -- References
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| 500 |
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|a Instructional Design and User Experience Design: Values and Perspectives Examined Through Artifact Analysis.
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| 520 |
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|a This volume is the result of the annual Summer research symposium sponsored by the Association for Educational Communications and Technology (AECT). The twenty-two chapters in this volume seek to examine how learning and the design of instruction is interdisciplinary and connective in terms of research and practice. The book is generally divided into three areas: Theory, Research, and Application. This framework shaped the authors' interactions, discussions, and the informal context of the symposium. Writings are included on multiple levels including research and practice on learning across disciplines, including instructional design and how design thinking is inherently interdisciplinary. How learning is designed for general audiences or for purposely integrated educational experiences has also been examined.
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| 500 |
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|a Includes index.
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| 588 |
0 |
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|a Online resource; title from PDF title page (SpringerLink, viewed February 19, 2021).
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| 650 |
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|a Educational technology
|v Congresses.
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| 650 |
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0 |
|a Computer-assisted instruction
|v Congresses.
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| 650 |
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7 |
|a Educational technology
|2 fast
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| 650 |
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7 |
|a Computer-assisted instruction
|2 fast
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| 650 |
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7 |
|a Education
|2 fast
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| 650 |
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7 |
|a Education, Higher
|2 fast
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| 650 |
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7 |
|a Educational psychology
|2 fast
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| 655 |
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7 |
|a proceedings (reports)
|2 aat
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| 655 |
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7 |
|a Conference papers and proceedings
|2 fast
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| 655 |
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7 |
|a Conference papers and proceedings.
|2 lcgft
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| 655 |
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7 |
|a Actes de congrès.
|2 rvmgf
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| 700 |
1 |
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|a Hokanson, Brad.
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| 700 |
1 |
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|a Exter, Marisa E.
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| 700 |
1 |
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|a Grincewicz, Amy.
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| 700 |
1 |
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|a Schmidt, Matt,
|d 1977-
|1 https://id.oclc.org/worldcat/entity/E39PCjJ8H4wRckPXW44fHmgmMP
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| 700 |
1 |
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|a Tawfik, Andrew A.
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| 711 |
2 |
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|a Summer Research Symposium
|d (2019 :
|c Bloomington, Ind.)
|
| 758 |
|
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|i has work:
|a Intersections across disciplines (Text)
|1 https://id.oclc.org/worldcat/entity/E39PCGTwWXp3833JhXptrtQTHC
|4 https://id.oclc.org/worldcat/ontology/hasWork
|
| 776 |
0 |
8 |
|i Print version:
|a Hokanson, Brad.
|t Intersections Across Disciplines : Interdisciplinarity and Learning.
|d Cham : Springer International Publishing AG, ©2020
|z 9783030538743
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| 830 |
|
0 |
|a Educational communications and technology.
|
| 856 |
4 |
0 |
|u https://holycross.idm.oclc.org/login?auth=cas&url=https://link.springer.com/10.1007/978-3-030-53875-0
|y Click for online access
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| 903 |
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|a SPRING-ED2021
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| 994 |
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|a 92
|b HCD
|