教育传播与技术研究手册协同阅读
  • 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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