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Theoretical Foundations of Learning Environments describes the most contemporary psychological and pedagogical theories that are foundations for the conception and design of open-ended learning environments and new applications of educational technologies.
In the past decade, the cognitive revolution of the 60s and 70s has been replaced or restructured by constructivism and its associated theories, including situated, sociocultural, ecological, everyday, and distributed conceptions of cognition. These theories represent a paradigm shift for educators and instructional designers, to a view of learning as necessarily more social, conversational, and constructive than traditional transmissive views of learning. Never in the history of education have so many different theories said the same things about the nature of learning and the means for supporting it. At the same time, although there is a remarkable amount of consonance among these theories, each also provides a distinct perspective on how learning and sense making occur.
This book provides students, faculty, and instructional designers with a clear, concise introduction to these theories and their implications for the design of new learning environments for schools, universities, and corporations. It is well-suited as a required or supplementary text for courses in instructional design and theory, educational psychology, learning, theory, curriculum theory and design, and related areas.
In the past decade, the cognitive revolution of the 60s and 70s has been replaced or restructured by constructivism and its associated theories, including situated, sociocultural, ecological, everyday, and distributed conceptions of cognition. These theories represent a paradigm shift for educators and instructional designers, to a view of learning as necessarily more social, conversational, and constructive than traditional transmissive views of learning. Never in the history of education have so many different theories said the same things about the nature of learning and the means for supporting it. At the same time, although there is a remarkable amount of consonance among these theories, each also provides a distinct perspective on how learning and sense making occur.
This book provides students, faculty, and instructional designers with a clear, concise introduction to these theories and their implications for the design of new learning environments for schools, universities, and corporations. It is well-suited as a required or supplementary text for courses in instructional design and theory, educational psychology, learning, theory, curriculum theory and design, and related areas.
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The editors and authors of this volume provide much interesting information on the construction of varied learning environments promoting an active ownership of learning and understanding....[the books] organization (specifically, the references made within chapters to material in other chapters) allows the reader to make useful comparisons between the models.
- Contemporary Psychology
"About this title" may belong to another edition of this title.
- PublisherRoutledge
- Publication date1999
- ISBN 10 0805832165
- ISBN 13 9780805832167
- BindingPaperback
- Edition number1
- Number of pages272
- EditorLand Susan, Jonassen David H., Jonassen David
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