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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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Section III Assessment and Evaluation24
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