Posted by admin @ 4:55 am, September 3rd, 2008
| Artist |
Benjamin Erlandson, Arizona State University; Brian Nelson, Arizona State University |
| Event |
AECT 2007 Convention Podcasts |
| Description |
In this session, we describe guidelines for creating educational multi-user virtual environments (MUVEs) build on multimedia design principles and their underlying cognitive processing components, using the River City MUVE as a case study. We first examine River City through the lens of a cognitive overload scenarios, offering examples of how the current design may contribute the learner cognitive overload. Next we describe design solution we are implementing and extrapolate generalized design principles from educational MUVEs.
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| Length |
19:12 |
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Posted by admin @ 4:52 am, September 3rd, 2008
| Artist |
Irene Visscher, University of Twente
Lloyd Rieber, University of Georgia |
| Event |
AECT 2007 Convention Podcasts |
| Description |
Education Students in the Field of Instructional Design and Educational Technology-
How do you efficiently and effectively educate students to be academically competent and practice oriented educational designers when they lack prior design experience? In the presentation we provide an answer to this question by describing and discussing our four-year University program in instructional design and educational technology. The program incorporated substantive developments in the field and uses authentic and partly technology based approaches to teaching and learning educational design.
In Search of Lost Wisdom: An Online Game To Teach Task Analysis-
This presentation describes an online game that teaches task analysis to people learning instructional design. In this group-based game lasting several days, participants play the dual role of “writers of lost wisdom” and archaeologists from the year 4028 who try to decipher the lost wisdom found in a discovered roomful of lost scrolls. (This game was the 2006 recipient of the Outstanding Practice in Instructional Design Award given by AWCT’s Division of Design & Development.)
http://tinyyrl.com/z9kph |
| Length |
65:17 |
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Posted by admin @ 3:56 am, September 3rd, 2008
| Artist |
John Keller, Florida State University |
| Event |
AECT 2007 Convention Podcasts |
| Description |
There are numerous challenges and limitations to the development and implementation of T-AL systems, particularly in regard to learner motivation. However, there have been several empirical studies of approaches to incorporating motivational design in T-AL, including a recent prototype test of the development and implementation of reusable motivational objects in conjunction with instructional design based on learning objects. This presentation will summarize these selected studies that illustrate empirically validated approaches motivational design for T-AL and provide guidance for additional studies.
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| Length |
56:28 |
A Review of Motivational Design in Technology Assisted Learning Systems: Prototypes and Empirical Support [56:28m]:
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Posted by admin @ 9:23 pm, August 28th, 2008
| Artist |
David Williams, Brigham Young University |
| Event |
AECT 2007 Convention Podcasts |
| Description |
This roundtable session will explore several implications of technology innovations for instructional design and technology evaluation. Questions raised based on a reading of Friedman’s World is Flat about changes in society associated with technology will be discussed by participants. It is expected that they will be able to use what is discussed to build evaluation more systematically into instructional design and technology projects and processes. |
| Length |
44:38 |
Implications of the Flat World for Evaluation in Instructional Design and Technology [44:38m]:
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Posted by admin @ 8:52 pm, August 28th, 2008
| Artist |
James D. Klein, Arizona State University; Rita C. Richey, Wayne State University; Michael Hannafin, University of Georgia; Charles M. Reigeluth, Indiana University; Susan McKenney, University of Twente |
| Event |
AECT 2007 Convention Podcasts |
| Description |
Several new research orientations have emerged in recent years that can be used to inform the instructional design and technology field. This symposium will explore design and development research, design-based research, formative research and educational design research. The presenters will compare and contrast these research orientations by focusing on the character, goals and outcomes of these approaches. An example of each type of research will also be provided. Audience participation and questions will be solicited. |
| Length |
61:15 |
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Posted by admin @ 1:16 pm, October 25th, 2007
| Artist |
Leslie Hall, Washington State University; Sandra Musanti, University of New Mexico; Clint Fisher, University of Colorado; Don Halquist, State University New York, Brockport |
| Event |
AECT 2006 Convention Podcasts |
| Description |
This presentation covers a meta-analysis of faculty professional development across 30 PT3 grants. Approaches to professional development were determined and clustered for analysis. Major approaches included mentoring, workshops, and institutes. Barriers and insights were identified for each aproach and across all approaches. We conclude that “buying” faculty time is the most effective way to insure participation in professional development. |
| Length |
17:25 |
PT3 Teacher Education Faculty Development: A Meta-analysis [17:25m]:
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Posted by admin @ 1:09 pm, October 25th, 2007
| Artist |
John H. Curry
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| Event |
AECT 2006 Convention Podcasts |
| Description |
An Interview with David Merrill |
| Length |
27:56 |
An Interview with David Merrill [27:56m]:
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Posted by admin @ 1:03 pm, October 25th, 2007
| Artist |
Ronald D. Zellner, Educational Technology Program; Tufan Adiguzel, Texas A&M University; Serkan Ozel, Educational Technology Program
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| Event |
AECT 2006 Convention Podcasts |
| Description |
Digitized video provides properties to enhance data collection and interpretation in a range of research settings. The key to unlocking video’s power is the ability to integrate it to easily manage large sets of files, encode the video content and readily access the data for analysis or transfer to analyses software. This presentation will demonstrate video in both web-based and stand alone applications tapping features that are often unavailable in typical research settings. |
| Length |
15:45 |
Digitized Video Research Tools: Integrated Resources for Data Collection, Content Analyses, and Transcription [15:45m]:
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Posted by admin @ 12:53 pm, October 25th, 2007
| Artist |
Gary J. Anglin, University of Kentucky; James Klein, Arizona State University; Charles M. Reigluth, Indiana University
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| Event |
AECT 2006 Convention Podcasts |
| Description |
In this session, the panel will discuss the question, “What counts as theory in instructional technology?” Issues will include how theory is generated, how it is refined, and how it is validated. |
| Length |
51:35 |
What Counts as Theory in Instructional Technology? [51:35m]:
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Posted by admin @ 12:46 pm, October 25th, 2007
| Artist |
Gary J. Anglin, University of Kentucky; Gary R. Morrison, Old Dominion University |
| Event |
AECT 2006 Convention Podcasts |
| Description |
The use of a particular research methodology should be contingent on the choice of the particular research question or questions that are posed by the researcher. Research studies have been published in Educational Technology Research and Development using various research methodologies. The primary purpose of this study is to identify research trends in educational technology as reflected in the Educational TechnologyResearch and Development journal since its inception in 1953. |
| Length |
18:55 |
Educational Technology Research in ETR&D: Trends in Methodologies Used, 1953-2006 [18:55m]:
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