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PREFACE
FOREWORD
ACKNOWLEDGEMENTS
TABLE OF CONTENTS
PART 1: FOUNDATIONS OF INSTRUCTION AND LEARNING AT A DISTANCE
CHAPTER 1: AN INTRODUCTION TO DESIGNING AND DELIVERING COURSES AND PROGRAMS AT A DISTANCE
Introduction
Distance Learners and Distance Learning Settings
Distance Education Competencies
Benchmarking Competency-Based Training
Best Practices in Distance Education
Closing
References
CHAPTER 2: CRITICAL ISSUES FOR EDUCATORS AND TRAINERS: DEVELOPING A PHILOSOPHY OF EDUCATION
Distance Education as an Innovation
Globalization and Distance Education
The No-Significant Difference Phenomenon
An Example: Instructional Impacts of Technology
Writing an Educational Philosophy
CHAPTER 3: LEARNING THEORIES
Developing a Model of Learning: From Traditional Wisdom to Scientific Theory
Behaviorism
Cognitive Information Processing
Situated Cognition
Implications of Learning Theory for Educators and Trainers in Distance Education
PART II: ADULT LEARNING THEORY
CHAPTER 4: ADULT LEARNING PRINCIPLES AND LEARNER DIFFERENCES
Adult Learning Principles
Applying Adult Learning Assumptions to the Educational Process
Learners' Differences
Differences in Demography: Age and Generation
Differences in Learning Styles: Kolb's Learning Style Inventory
Cognitive Styles: Perception
Cognitive Controls: Field Dependence/Independence
Intelligences: Crystallized and Fluid Intelligences
Which Difference Matters Most to You and Your Learning?
CHAPTER 5: ENGAGING ADULT LEARNERS AND FOSTERING SELF-DIRECTEDNESS
Learner Characteristics Impacting Distance Learning
Interactions and Engagement
A Question of Quality
Self-Directed Learning
Fostering Deeper and More Meaningful Learning
A Magical Age
Identifying Learners Self-Directedness
Educators Role
Implications for Educators
Enhancing Self-Directedness through OPTIMAL Strategies
PART III: SYSTEMATIC INSTRUCTIONAL DESIGN
CHAPTER 6: SYSTEMATIC INSTRUCTIONAL DESIGN
Learner-Centered Instruction
Instructional Design Models
Behaviorist Learning Theory
Constructivist Learning Theory
Concept Mapping
CHAPTER 7: WRITING INSTRUCTIONAL OBJECTIVES
Domains of Learning
Cognitive Domain
Affective Domain
Psychomotor Domain
Teaching Laboratory/Hands-On Skills at a Distance
Writing Instructional Objectives
CHAPTER 8: EVENTS OF INSTRUCTION: GAINING ATTENTION AND STIMULATING MOTIVATION
Learning Objects
Gagn?s Nine Events of Instruction
Gain Attention (Reception)
Inform the Learner of the Objective(s) (Expectancy)
Stimulate Recall of Prior Learning (Retrieval)
Present the Content/Provide Stimuli (Selective Perception)
Provide Learning Guidance (Semantic Encoding)
Elicit Performance (Response)
Provide Feedback (Enforcement)
Assess Performance (Retrieval)
Enhance or Reinforce Retention and Transfer (Generalization)
Icebreakers and Openers: Why Use Them?
Stimulating Motivation
How to End the Lesson
CHAPTER 9: ANALYZING INSTRUCTION AND FACILITATING INTERACTION
Bridging Transactional Distance
Types of Interactions
A Proposed Framework for Planned Interaction
Level I: Learner-to-Self Interactions
Level II: Learner-to-Human and Learner-to-Nonhuman Interactions
Level III: Learner-to-Instruction Interactions
How to Plan for Interaction in Your Instructional Strategy
Analyzing the Frequency and Quality of Planned Interactions
CHAPTER 10: LEARNER-CENTERED ASSESSMENT AND FACILITATION TECHNIQUES
Formative Assessment Techniques
The Minute Paper
One-Sentence Summary
Application Exercise
Approximate Analogies
Share with a Partner
Authentic Assessment
Papers
Projects
Portfolios
Time Saving Techniques for Online Instruction
Align and Publish Objectives and Assessments
Align Instructional Events to Support Objectives and Assessments
Analyze and Balance Interactions
Create Feedback Templates
Establish Telecommunication Protocols
PART IV: TECHNOLOGY KNOWLEDGE AND SKILLS
CHAPTER 11: DELIVERY TECHNOLOGY
Print Tools
Audio Tools
Audio and Video Tools
Audio and Video Data Compression and Decompression
Specifications of H.320 and H.323 Standards
Computer Tools
The Internet
LANs, MANs and WANs
The World Wide Web
Web-Supported Instruction
CHAPTER 12: MULTIMEDIA DESIGN
Graphics
Designing Graphics
Layout of Graphics in the Course
Balance
Above the fold
Resolutions
Focal point
Simplicity
Consistency
Location
Metaphors
Access
Audio
Developing Audio Files
Video
Analog versus Digital Video
Streaming Video
Creating a Storyboard for the Video
Creating a Script
User Expectations
Length and User Control
Display and Version Considerations
Uses for Videos in Distance Courses
Animations
Simulations
PART V: ADMINISTRATIVE ISSUES
CHAPTER 13: COURSE AND PROGRAM MANAGEMENT
Keys to Successful Distance-Learning Programs
Conduct a Needs Assessment
Using Distance Learning as a Way to Revitalize Existing Programs
Use Multi-area Evaluation
Focus on Learning and Not on the Technology
Market the Program
Use Technicians
Ensure that all Instructors are Well Trained
Design Programs Specifically for Distance Learning
Use Reliable Equipment
Policy Issues for Distance Education
Academic Policies
Fiscal Policies and Budgeting for Distance Education
Faculty Policies
Copyright and Fair Use
Student Support Issues
CHAPTER 14: EVALUATING DISTANCE EDUCATION PROGRAMS USING BEST PRACTICES
Best Practices for Distance Education
Consistency of Program with Institutional Mission
Provisions for Program Oversight and Accountability
Provision of Instructor Support
Provision for Learner Support
Implementation of Evaluation and Assessment Measures
Using Best Practices as a Standard for Program Evaluation
Evaluation Models
A Simple Plan of Action for Evaluating Your Distance Education Program
Evaluation Methods for Collecting Credible Evidence
PART VI: FUTURE DIRECTIONS
CHAPTER15: FUTURE TRENDS
Educational Trends
Technological Advances for Distance Learning
Visions of the Future of Distance Education from Varying Perspectives
Distance Education in the Future: The Learner Viewpoint
Distance Education in the Future: The Faculty Viewpoint
Distance Education in the Future: A Training and Development Viewpoint
Staying Current, Becoming Global
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About the Author
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원문구축 및 2018년 이후 자료는 524호에서 직접 열람하십시요.
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