• 教育传播与技术研究手册协同阅读

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    • 2015级协同阅读分工
    学     号 姓   名 选读章节号

    201531010055

    陈耀华 17,34,62,63,64

     201531010048 

    刘   希 4,14,24,29,53
    201531010049

    王阿习

    9,15,21,35,55
    20150917016

    田   嵩

    8,26,31,46,59
    201557011021

    张成功

    11,12,30,32,38
    201531010050 杜   静

    5,6,18,33,60

    201557013003 耿鹏 65,58,51,67,56
    201557017001 施永忠 45、47、48、54、73
    201531010029 耿   泽 20、22、23、36、39
    201557013006 李金臻 7、8、60、65、71
    201539010009 Shawky Muhammad Nasr 19、52、57、66、70
    201439010003 Adam Tairab 26、27、67、68、72
    • 协同阅读要求说明

    每人阅读5章(篇)以上,每章做一个读书报告PPT,并同步演讲录音,形成课件,在学习元平台上发布。每个课件,需设计考核活动,让其他同学学习并完成活动,记录为成绩。每位同学选择的章节请在以下表格中进行记录。(点击右侧的“编辑本段”进入内容编辑)

    注:红色表示已选,请从其他章节选择。

    学号 姓名 选读章节号

    201441010041

    万海鹏

    18、24、25、34、55、64

    201441010040

    崔京菁

    2、11、15、32、51、63

    201441010043

    刘晓琳

    3、8、20、42、53、74

    201431010044

    郑娅峰

    27,29,58,59,60、61

    201431010039

    何文涛

    1、7、12、14、38、40

    201431010048

    谢洵

    21、26、31、62、73、44

    201431010049

    张琪

    13、19、35、39、57、50

    201457011016

    刘立云

    9、23、30、45、68

    201431010014

    江露露

    28、 71、 46、 37 、49、70

    201431010038 吴忠良

    5、16、22、36、56、69

    201439010013

    卡秋莎

    4、10、17、54、67

    201431010042

    徐恩芹

    6、33、41、43、48

    201431010050

    刘智明

    47、52、65、66、72

    • Section I Foundations

     1  Bridging Learning Theories and Technology-Enhanced Environments: A Critical Appraisal of Its History

     2  Research Paradigms and Perspectives on Learning

     3  Research-Based Instructional Perspectives

     4  Cousins but Not Twins: Instructional Design and Human Performance Technology in the Workplace

     5  Implications of Neuroimaging for Educational Research

     6  Emotions and Motivation in Learning and Performance

     7  Instructional Design Models

     8  The Impact of Technology and Theory on Instructional Design Since 2000

     9  The Technological Pedagogical Content Knowledge Framework

    10  Ethics of Educational Technology

    • Section II Methods

    11  Educational Design Research

    12  Design and Development Research

    13  Practices and Potential of Activity Theory for Educational Technology Research

    14  Action Research for Educational Communications and Technology

    15  Trends and Issues in Qualitative Research Methods

    16  Program and Project Evaluation

    17  Tools for Analyzing Quantitative Data

    18  Tools for Analyzing Qualitative Data: The History and Relevance of Qualitative Data Analysis Software

    • Section III Assessment and Evaluation

    19  Assessing the Costs and Benefits of Educational Technology

    20  Planning a Program Evaluation: Matching Methodology to Program Status

    21  Perspectives on Assessment of Educational Technologies for Informal Learning

    22  Assessing Problem Solving

    23  Model-Based Tools for Knowledge Assessment

    24  Performance Assessment: Something Old, Something New

    25  Formative and Stealth Assessment

    26  Evaluation of ICT Competencies

    27  Data-Driven Decision Making in the K-12 Classroom

    • Section IV General Instructional Strategies

    28  The Presence of Culture in Learning

    29  Learning Ability Development in Flexible Learning Environments

    30  Instructional Message Design: Past, Present, and Future Relevance

    31  Multimedia Instruction

    32  Authentic Learning Environments

    33  Feedback Models for Learning, Teaching and Performance

    34  Advanced Technologies for Personalized Learning, Instruction, and Performance

    35  Computer-Supported Collaborative Learning: Instructional Approaches, Group Processes and Educational Designs

    36 Inquiry Learning

    37  Model-Based Learning and Performance

    38  Game-Based Learning

    39  Scaffolding: Definition, Current Debates, and Future Directions

    40  Support Device Usage

    • Section V Domain-Specific Strategies and Models

    41  Technology-Enhanced, Modeling-Based Instruction (TMBI) in Science Education

    42  Cognitive Task Analysis for Expert-Based Instruction in Healthcare

    43  Mathematics Education

    44  Innovation and Research on Engineering Education

    45  Educational Technology in Social Studies Education

    46  Visual Arts Education

    47  Technologies That Support Students’ Literacy Development

    • Section VI Design, Planning, and Implementation

    48  Instructional Design Models

    49  Change Agency in Learning, Instruction, and Performance

    50  Policies Governing Educational Technology Practice and Research

    51  Student-Centered, Open Learning Environments: Research, Theory, and Practice

    52  Preparing Instructional Designers: Traditional and Emerging Perspectives

    53  Technology-Based Instructional Design: Evolution and Major Trends

    • Section VII Emerging Technologies

    54  Advancing Children’s Engineering Through Desktop Manufacturing

    55  Supporting Learning with Interactive Surfaces and Spaces

    56  Smart Toy Based Learning

    57  e-Books for Educational Uses

    58  Situated Learning in Virtual Worlds and Immersive Simulations

    59  Augmented Reality Teaching and Learning

    60  Web 2.0 Applications and Practices for Learning Through Collaboration

    61  Pedagogical Agents

    62  Adaptive Technologies

    63  Open Educational Resources: A Review of the Literature

    64  Enhancing Learning with Visualization Techniques

    65  Emerging Representation Technologies for Problem Solving

    • Section VIII Technology Integration

    66  Generational Differences and the Integration of Technology in Learning, Instruction, and Performance

    67  Measuring Technology Readiness and Skills

    68  Technology Integration in Schools

    69  Synthesis of Recent Literature on Educational Technologies in Medical Curricula

    70  Technology Integration in Multicultural Settings

    • Section IX A Look Forward

    71  The Philosophy of Science and Educational Technology Research

    72  ICT in Developing Countries: Policies, Implementation, and Impact

    73  Prospects for Instructional Design and Teacher Education

    74  Fostering Relevant Research on Educational Communications and Technology

    • 教育评估研究和实践报告

    Pellegrino, J. W., Chudowsky, N., & Glaser, R. (2001). Knowing what students know: The science and design of educational assessment. Washington, DC: National Academy Press.

    /knowing what students know the science and design of educational assessment.pdf

     

    • Section III Assessment and Evaluation24
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