Designing Instruction for the Traditional, Adult, and Distance Leaner: A New Engine for Technology-Based Teaching (Merancang Pengajaran Tradisional, orang dewasa, dengan jarak lebihsempit dengan Pembelajar: Sebuah Teknologi Baru untuk Pengajaran Berbasis Teknologi)
Buku ini diterbitkan pertama kali Tahun 2010 Oleh Informasi Science Reference, New York.
Judul: Designing Instruction for the Traditional, Adult, and Distance Leaner: A New Engine for Technology-Based Teaching (Merancang Pengajaran Tradisional, orang dewasa, dengan jarak lebihsempit dengan Pembelajar: Sebuah Teknologi Baru untuk Pengajaran Berbasis Teknologi)
Oleh: Lawrence A. Tomei
Penerbit: Informasi Science Reference, New York.
Tahun: 2010
Jumlah Halaman: 471 hal.
Pengarang:
Lawrence A. Tomei adalah Provost Asosiasi Bidang Akademik dan Guru Besar Pendidikan, Robert
Morris University. Lahir di Akron, Ohio, artikel dan buku tentang teknologi pengajaran meliputi:
Online and Distance Learning (2008), Integrating ICT Into the Classroom (2007), Taxonomy for the
Technology Domain (2005), Challenges of Teaching with Technology Across the Curriculum (2003);
Technology Facade (2002); Teaching Digitally: Integrating Technology Into the Classroom (2001); dan Professional Portfolios for Teachers (1999).
Lingkup Pembahasan:
Buku ini mengemukakan sebuah paradigma baru untuk merancang, mengembangkan, melaksanakan, dan menilaiPengajaran berbasis teknologi. Ada tiga sasaran populasi pelajar saat ini: tradisional, dewasa, dan jarak pendidikan. Buku ini mengemukakan sebuah model baru dari instructional system design (ISD) untuk mengembangkan pendidikan efektif berbasis teknologi yang melibatkan proses lima langkah yang berfokus pada peserta didik, teori belajar, sumber daya, modalitas pengiriman, dan hasil.
Model ini dimulai sebagai sebuah ide untuk merancang pembelajaran secara online (Tomei, 2007). Dalam Model Teoritis untuk Merancang Pendidikan Online Mendukung Lifelong Learning, buku ini merekomendasikan penggunaan teknologi untuk merancang pendidikan berkonsentrasi pada unsur-unsur penting memberikan pengjaran online.
Sebagai dasar-dasar teoritis teknologi, buku ini mengemukakan pengembangan paradigma prototipe baru untuk merancang pengajaran menggunakan proses ISD. Konsep pendekatan sistem untuk desain pembelajaran didasarkan pada “30,000-foot” pandangan mengajar dan proses belajar. Hal ini ditandai dengan pertemuan teratur dan analisis kolektif dan individual hasil siswa dan dengan kemampuan untuk menanggapi revisi diidentifikasi untuk membentuk tujuan pembelajaran. Penerapan pendekatan sistem untuk menjamin bahwa program pengjaran akademik dan bahan dukungan yang dibutuhkan secara terus menerus dikembangkan secara efektif dan efisien untuk mencocokkan berbagai kebutuhan dalam lingkungan yang berubah dengan cepat. Tentunya, tidak ada yang berubah lebih cepat dari dukungan sumber daya berbasis teknologi ke dalam kelas: tradisional, dewasa, atau virtual.
Daftar Isi:
Preface ix
Section 1 Focus on the Learner
Chapter 1 Learning Theories and Pedagogy: Teaching the Traditional Learner 1
Introduction 2
The Major Theorists of Behaviorism 4
The Major Instructional Applications of Behavioristic Psychology 9
Key Criticisms of Behaviorism and the Traditional Learner 11
Behaviorism and the Engine for Designing Technology-Based Instruction 13
Conclusion 14
References. 14
Chapter 2 Learning Theories and Andragogy: Teaching the Adult Learner 15
Introduction 16
The Major Theorists of Cognitivism 18
Major Instructional Applications of Cognitive Psychology 26
Key Critcisms of Cognitivism and the Adult Learner 29
Cognitivism and the Engine for Designing Online Education 30
Conclusion 33
References 33
Chapter 3 Learning Theories and Allagegogy: Teaching the Distance Learner 34
Introduction 36
The Major Theorists of Humanism 37
Major Insructional Applications of Humanistic Psychology 41
Humanism and the Engine for Desiging Technology-Based Instruction 45
Conclusion 49
References 49
Section 2 Focus on Learning
Chapter 4 The Cognitive, Affective, and Psychomotor Domains: The Taxonomy of the
Traditional Learner 52
Introduction 53
The Taxonomy Matures 54
Revised Bloom’s Taxonomy 60
Key Instructional Technologies Supporting the Cognitive Domain and the Traditional Learner 63
A Brief Look at the Other Domains of the Traditional Learner 64
Summary 66
Conclusion 68
References 68
Chapter 5 The Higher Order Learning Domain of the Adult Learner 69
Introduction 70
Characteristics of the Higher Order Learning Domain: The Adult as Learner, Expert, and Scholar 71
Stages of the K-A-RPE Model 74
Summary 81
Conclusion 81
References 82
Chapter 6 The Technology Domain of the Distance Learner 84
Introduction 86
Foundational Skills for Distance Learners 86
The Taxonomy for the Technology Domain 88
The Use of the Taxonomy for Developing Learning Objectives for the Distance Learner 92
Conclusion 98
References 98
Section 3 Focus on Resources
Chapter 7 Text-Based Resources for Teaching 102
Introduction 103
Learners and Text-Based Materials 104
Text-Based Materials for Teaching 104
The Hyper Book Lesson 105
Summary 110
Conclusion 111
Chapter 8
Visual-Based Resources for Teaching 112
Introduction 113
Learners and Visual-Based Materials 114
Visual-Based Presentations for Teaching 114
The Interactive Lesson 115
Summary 121
Conclusion 121
References 121
Chapter 9 Web-Based Resources for Teaching 122
Introduction 123
Background of the Internet 124
Learners and the Web 126
Summary 127
The Virtual Tour Lesson. 129
Summary 143
Conclusion 144
Section 4 Focus on Delivery
Chapter 10 Delivering Instruction to the Traditional Learner 147
Introduction 148
Effective Principles and Practices of Teaching the Traditional Learner 158
Learning Styles Found in the Traditional Classroom 158
Teaching and Learning Methodologies Appropriate for the Traditional Learner 161
Summary 167
Conclusion 169
References 169
Chapter 11 Delivering Instruction to the Adult Learner 171
Introduction 172
The Five Pillars of Education for the Adult Learner 173
Effective Principles and Practices of Teaching the Adult Learner 184
Learning Styles Found in the Adult Classroom 186
Teaching and Learning Methodologies Appropriate for the Adult Learner 187
Methodologies for Designing Instruction for the Adult Learner 188
Summary 192
Conclusion 193
References. 194
Chapter 12 Delivering Instruction to the Distance Learner 196
Introduction 197
The Five Pillars of Education for the Distance Learner 199
Effective Principles and Practices of Teaching the Distance Learner 211
Learning Styles Found in the Distance Education Classroom 213
Teaching and Learning Methodologies Appropriate for the Distance Learner 214
Methodologies for Designing Instruction for the Distance Learner 216
Summary 224
Conclusion 225
References 226
Section 5 Focus on Outcomes
Chapter 13 Methodologies for Assessing the Traditional Learner 230
Introduction 232
Characteristics of Good Assessment for the Traditional Learner 233
Fundamentals of Assessing the Traditional Learner 233
Assessing Teaching and Learning Resources for the Traditional Learner 236
Summary 239
Conclusion 243
References 243
Chapter 14 Methodologies for Assessing the Adult Learner 244
Introduction 245
Characteristics of Good Assessment for the Adult Learner 247
Fundamentals of Assessing the Adult Learner 248
Assessing Teaching and Learning Resources for the Adult Learner 252
Summary 259
Conclusion 259
References 259
Chapter 15 Methodologies for Assessing the Distance Learner 261
Introduction 262
Characteristics of Good Assessment for the Distance Learner 265
Fundamentals of Assessing the Distance Learner 266
Assessing Teaching and Learning Resources the Distance Learner 281
Summary 286
Conclusion 301
References 301
Appendix A: Traditional Learner Lesson Plan Template 302
Appendix B: Adult Learner Lesson Plan Template 307
Appendix C: Distance Learner Lesson Plan Template 313
Appendix D: The K-A-RPE Model—Research Investigation 318
Appendix E: Bibliography of Recommended Reading 321
Glossary of Terms 326
Primers for Constructing Text, Visual, and Web-Based Instructional Materials 343
About the Author 436
Index 437
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