Educational technology - an introduction

Daniel K. Schneider used this wiki to prepare an introduction to educational technology. The project was delivered, but the text is for Fernuniversität Hagen (Mediadidactics) students only. Below is just the TOC (sorry). I may write "real" book some day, but this may require copyright negotiations (for reuse of materials), time and a willing editor .... - July 2008

The About page lists other objectives.

Version 2 (2013)

1 Introduction 11

• 1.1 Architecture of the unit and its chapters 11
• 1.2 Chapter architecture 12

1.3 Keywords 13

2 What is educational technology? 14

3 Conceptual Foundations I: Learning 17

• 3.1 Learning theory 17
• 3.1.1 Overview 17
• 3.1.2 Behaviorism 18
• 3.1.3 Cognitivism and human information processing 19
• 3.1.4 Constructivism 20
• 3.2 Learning domains, levels and style 22
• 3.2.1 Learning domains 22
• 3.2.2 Learning level 23
• 3.2.3 Learning style 25
• 3.3 Metacognition, reflection and learning strategies 28
• 3.4 Human information processing and constraints 30
• 3.4.1 Cognitive load theory 30
• 3.4.2 Cognitive ergonomics, usability and HCI 31
• 3.5 Motivation and Affect 33
• 3.6 Creativity 37
• 3.7 Summary and conclusion 38

4 Conceptual foundations II: Pedagogy 40

• 4.1 A very short history of instructional design theories 41
• 4.2 Pedagogical strategies and methods 41
• 4.2.1 Families of pedagogical strategies 42
• 4.2.2 Pedagogical methods 46
• 4.2.3 Conclusion 47
• 4.3 Instructional design models 47
• 4.4 Conclusion 48

5 Technologies in education - an overview 50

• 5.1 A short history of educational technology 51
• 5.2 Overview of educational technologies 52
• 5.3 Instructional design models in educational technology 54
• 5.4 Standards, formats and design languages 56
• 5.4.1 Overview of major educational technology standards 56
• 5.4.2 Major standardization players 57
• 5.4.3 Overview of design languages 58
• 5.4.4 UML - the Unified Modeling Language 62
• 5.4.5 The XML formalism 65
• 5.5 Conclusion 68

6 EduTech 1: Technologies for facts and skills learning 70

• 6.1 Computer-based training 72
• 6.2 E-instruction 73
• 6.2.1 Sequencing 73
• 6.2.2 Learning objects 75
• 6.2.3 IMS Content packaging 76
• 6.2.4 Beyond simple learning objects 78
• 6.2.5 Metadata 78
• 6.2.6 Simple menu-based sequencing 79
• 6.2.7 SCORM 1.2 Sharable content objects 82
• 6.3 Simple sequencing, QTI and SCORM 2004 84
• 6.3.1 IMS Simple sequencing 85
• 6.3.2 IMS Question & Test Interoperability (QTI) 87
• 6.4 ADL Teaching and Learning Architecture and IMS Common Cartridge 88
• 6.5 Text-centered alternatives to IMS/SCORM 89
• 6.5.1 Electronically delivered textbooks 89
• 6.5.2 Pedagogically structured e-books 90
• 6.6 Wikis 93
• 6.7 Conclusion and outlook 94

7 EduTech 2: Technologies for concept learning and reasoning 96

• 7.1 Hypertext 98
• 7.1.1 Hypermedia genres used in education 99
• 7.1.2 Hypertext design guidelines 101
• 7.1.3 Cognitive flexibility hypertexts 103
• 7.1.4 Towards pedagogically designed hypertext 104
• 7.2 Multimedia animations 105
• 7.2.1 Multimedia authoring environments 105
• 7.2.2 Design principles for multimedia animation 106
• 7.2.3 The media debate 107
• 7.3 The concept of interactivity and interactive multimedia 110
• 7.4 Concept maps 112
• 7.4.1 Kinds of concept maps and software 112
• 7.4.2 Concept maps in education 113
• 7.4.3 Mind maps 115
• 7.5 Microworlds 117
• 7.5.1 Example: AgentSheets 119
• 7.5.2 Example: The GenScope and BioLogica hypermodels 121
• 7.6 Simulation 125
• 7.6.1 Pedagogical effectiveness of simulations 127
• 7.6.2 Example: SimQuest 127
• 7.7 Game-based learning 128
• 7.8 Intelligent tutoring systems 134
• 7.8.1 A short introduction to expert system technology 134
• 7.8.2 History and discussion 135
• 7.9 Learning Design 137
• 7.9.1 IMS Learning Design 138
• 7.9.2 Overview Table of LD elements 139
• 7.9.3 Tools and systems 141
• 7.9.4 The LAMS system 143
• 7.9.5 The CeLS system 145
• 7.10 Conclusion 148

8 EduTech 3: Computer-mediated communication and collaborative learning 150

• 8.1 The concept of computer-mediated communication 151
• 8.2 General CMC technology 153
• 8.2.1 E-mail, mailing lists and forums 153
• 8.2.2 Groupware and CSCW 154
• 8.2.3 Weblogs 155
• 8.2.4 Virtual environments 157
• 8.3 Interaction forms in main-stream e-learning 159
• 8.3.1 Interactive teleteaching 159
• 8.3.2 Podcasts, vodcasts and screen casts 160
• 8.3.3 E-tutoring 162
• 8.3.4 E-moderation 162
• 8.3.5 Knowledge construction environments 163
• 8.4 Computer-Supported Collaborative Learning 166
• 8.4.1 History and research topics of CSCL 166
• 8.4.2 CSCL scripts 169
• 8.4.3 The ArgueGraph script example 170
• 8.5 Conclusion 171

9 EduTech 4: Technologies for learning in action 172

• 9.1 Learning in action and project-oriented teaching 173
• 9.1.1 Inquiry-based learning 174
• 9.1.2 Problem-based learning 174
• 9.1.3 Project-based learning 175
• 9.1.4 Project-methodology-based learning 176
• 9.1.5 Case-based learning 176
• 9.1.6 Simulation and gaming 176
• 9.1.7 Summary of project-oriented models 177
• 9.2 Scaffolding, mentoring, coaching and cognitive tools 177
• 9.2.1 The concept of Scaffolding 178
• 9.2.2 Coaching and mentoring 178
• 9.2.3 Cognitive tools 180
• 9.3 Activity portals 183
• 9.4 Business process modelling systems 186
• 9.5 Learning e-portfolios 187
• 9.6 Conclusion 190

10 EduTech 5: Tools for Integration 191

• 10.1 Frameworks to look at integrated learning environments 192
• 10.2 Integrated and blended learning setups 194
• 10.2.1 Blended learning 194
• 10.2.2 Computer integrated classrooms 194
• 10.3 Learning management systems 196
• 10.4 Campus portals 199
• 10.5 Organizing materials and information 199
• 10.6 Personal learning environments 200
• 10.6.1 The Epsilen framework 201
• 10.6.2 Example: ELGG 202
• 10.6.3 Example: Home made environments with webtops 202
• 10.7 Conclusion integration tools 204

11 EduTech 6: Web 2.0 and social computing 206

• 11.1 Social software and social computing 207
• 11.2 Social software types and affordances for learning 211
• 11.3 Web 2.0 as software platform 216
• 11.4 Open educational resources and MOOCs 218
• 11.5 Designing scenarios that use web 2.0 technologies 220
• 11.6 The future of e-learning 223

12 EduTech 7: Mobile and flexible learning 225

• 12.1 E-books for mobile devices 226
• 12.2 Location in mobile learning 227
• 12.3 Apps 228
• 12.4 The future of mobile learning 231

13 EduTech 8: Analytics and assessment tools 232

• 13.1 Learning analytics 233
• 13.2 Use of general purpose web analytics tools 236
• 13.3 Learning process analytics 239
• 13.4 Assessment tools 241
• 13.5 Towards more informed teaching and learning? 245

14 Research and design methodology 247

• 14.1 Design-based research 248
• 14.2 Instructional design methods 250
• 14.3 User-centered design methodology 253
• 14.4 Development methodology for researchers 254
• 14.5 Evaluation methodology 255
• 14.6 Innovation and change management 256
• 14.6.1 General change management issues 257
• 14.6.2 Expansive learning 258
• 14.6.3 Teacher development models with respect to ICT usage 259
• 14.7 The relationship between research and practice 260

15 Conclusion 263

• 15.1 Formats and standards 264
• 15.2 Authoring tools, microworlds and simulation environments 265
• 15.3 Delivery systems and on-line productivity tools 265
• 15.4 Learning types, designs and technologies overview 267
• 15.5 Further reading 269
• 15.6 On-line resources 271

16 Glossary 272

17 Index 280

18 Bibliography 286

Version 1 (2008)

Table of Contents

1 Introduction 9

1.1 Architecture of the unit and its chapters 9

1.2 Chapter architecture 10

1.3 Keywords 11

2 What is educational technology? 12

3 Conceptual Foundations I: Learning 15

3.1 Learning theory 15

3.2 Learning domains, levels and style 20

3.3 Metacognition, reflection and learning strategies 27

3.4 Human information processTable of Contentsing and constraints 28

3.5 Motivation and Affect 31

3.6 Creativity 35

3.7 Summary and conclusion 37

4 Conceptual foundations II: Pedagogy 39

4.1 A very short history of instructional design theories 40

4.2 Pedagogical strategies and methods 40

4.3 Instructional design models 46

4.4 Conclusion 47

5 Technologies in education - an overview 49

5.1 A short history of educational technology 50

5.2 Overview of educational technologies 51

5.3 Instructional design models in educational technology 53

5.4 Standards, formats and design languages 55

5.5 Conclusion 67

6 EduTech 1: Technologies for facts and skills learning 69

6.1 Computer-based training 71

6.2 E-instruction 72

6.3 Simple sequencing and QTI 85

6.4 Text-centered alternatives to IMS/SCORM 87

6.5 Wikis 91

6.6 Conclusion and outlook 93

7 EduTech 2: Technologies for concept learning and reasoning 95

7.1 Hypertext 97

7.2 Multimedia animations 104

7.3 The concept of interactivity and interactive multimedia 110

7.4 Concept maps 112

7.5 Microworlds 117

7.6 Simulation 125

7.7 Intelligent tutoring systems 129

7.8 Learning Design 133

7.9 Conclusion 141

8 EduTech 3: Computer-mediated communication and collaborative learning 142

8.1 The concept of computer-mediated communication 143

8.2 General CMC technology 145

8.3 Interaction forms in main-stream e-learning 152

8.4 Computer-Supported Collaborative Learning 158

8.5 Conclusion 163

9 EduTech 4: Technologies for learning in action 165

9.1 Learning in action and project-oriented teaching 166

9.2 Scaffolding, mentoring, coaching and cognitive tools 171

9.3 Activity portals 177

9.4 Social software and web 2.0 services 183

9.5 Learning e-portfolios 187

9.6 Conclusion 190

10 EduTech 5: Tools for Integration 191

10.1 Frameworks to look at integrated learning environments 192

10.2 Integrated and blended learning setups 194

10.3 Learning management systems 197

10.4 Campus portals 200

10.5 Organizing materials and information 200

10.6 Personal learning environments 204

10.7 Conclusion integration tools 208

11 Research and design methodology 210

11.1 Design-based research 211

11.2 Instructional design methods 214

11.3 User-centered design methodology 217

11.4 Development methodology for researchers 218

11.5 Evaluation methodology 219

11.6 Innovation and change management 220

11.7 The relationship between research and practice 224

12 Conclusion 227

12.1 Formats and standards 228

12.2 Authoring tools, microworlds and simulation environments 229

12.3 Delivery systems and on-line productivity tools 229

12.4 Learning types, designs and technologies overview 231

12.5 Further reading 232

12.6 On-line resources 234

13 Glossary 235

14 Index 243

15 Bibliography 249