Tuesday, April 28, 2015

Instructional Design Case Studies in Communities of Practice






Instructional Design Case Studies in Communities of Practice
Buku diterbitkan Tahun  2007  Information Science Publishing (an imprint of IGI Global) USA adalah buku Edisi Pertama.


Judul:   Instructional Design Case Studies in Communities of Practice
Pengarang: Michael J. Kappel
Penerbit:  Information Science Publishing (an imprint of IGI Global) USA
Tahun:  2007
Jumlah Halaman: 427  hal.


Author:
Michael J. Keppell
adalah seorang profesor dan kepala dari Pusat Belajar, Mengajar dan Teknologi (LTTC) di Hong Kong Institute of Education. Dia  direktur dari tiga unit teknologi pendidikan yang inovatif selama 12 tahun terakhir dan telah bekerja sebagai desainer instruksional di lebih dari 200 inisiatif peningkatan teknologi di daerah-daerah pertambangan batubara yang beragam, obat-obatan dan pendidikan guru. Keahliannya terletak pada kemampuannya untuk menggabungkan tugas operasional dan pengembangan teknologi pendidikan dengan studi akademis kurikulum, desain pembelajaran dan evaluasi. Penelitiannya  saat ini berfokus pada lingkungan teknologi belajar otentik yang disempurnakan, blended learning, rekan belajar, pembelajaran berbasis masalah dan berorientasi penilaian pembelajaran.

Lingkup Pembahasan:
Buku ini akan berguna untuk desainer instruksional yang ingin meningkatkan pemahaman pengetahuan, keterampilan, strategi, heuristik dan prinsip-prinsip yang diperlukan untuk menyelesaikan proyek dalam konteks yang menantang dan bidang konten mereka. Desainer instruksional yang bekerja di universitas, pusat belajar mengajar, pusat teknologi pendidikan, penyedia pendidikan jarak jauh, multimedia dan pusat pembelajaran online dan perusahaan bisnis akan menemukan buku yang berguna ini untuk praktek profesional mereka. Selain itu, buku ini akan memberikan wawasan dan prinsip untuk mendukung departemen desain instruksional yang mengajar sarjana dan pascasarjana untuk menjadi desainer instruksional. Buku ini juga berguna bagi Profesional lainnya, seperti pengembang staf akademik, konsultan sumber daya manusia, psikolog dan koordinator manajemen pengetahuan.
Buku ini dibagi menjadi lima bagian: Bagian I. Praktek profesional; Bagian II. Konteks Antar budaya; Bagian III. Konteks Universitas secara luas; Bagian IV. Konteks Fakultas dan Departemen; dan  Bagian V. Konteks Sekolah.

Daftar Isi:


Preface   vii

Section I: Professional Practice
Chapter I Instructional Designers’ Perceptions of Their Agency: Tales of Change
and Community    1

    Richard A. Schwier, University of Saskatchewan, Canada
    Katy Campbell, University of Alberta, Canada
    Richard F. Kenny, Athabasca University, Canada
Chapter II Exploring the Tensions in Educational and Instructional Design in
Australian Universities   19

    Jenny Bird, Southern Cross University, Australia
    Chris Morgan, Southern Cross University, Australia
    Meg O’Reilly, Southern Cross University, Australia
Chapter III Strategies and Heuristics for Novice Instructional Designers as They
Work with Faculty Content Experts in a University Setting    36

    Min Liu, University of Texas at Austin, USA
    Coco Kishi, University of Texas at Austin, USA
    Suzanne Rhodes, University of Texas at Austin, USA
Chapter IV Instructional Designers on the Borderline: Brokering Across Communities
of Practice   68

    Michael J. Keppell, Hong Kong Institute of Education, Hong Kong

Section II: Cross-Cultural Context
Chapter V A GreatWall of Difference: Musings on Instructional Design in Contemporary  China   91

    Susan Crichton, University of Calgary, Canada
Chapter VI An Emerging Model of Community Collaboration During the Construction of
E-Learning Resources: Implications for Papua-New Guinea    106

    Lalen Simeon, Pacific Adventist University, Papua New Guinea
    Gwyn Brickell, University of Wollongong, Australia
    Brian Ferry, University of Wollongong, Australia

Chapter VII Instructional Design, Development, and Context Expertise: A Model for
“Cross Cultural” Collaboration  127

    Cathy Gunn, University of Auckland, New Zealand
    Beth Cavallari, University of Queensland, Australia

Section III: University-Wide Context
Chapter VIII  Educational Design at Southern Cross University Australia: A Case Study  153

    Chris Morgan, Southern Cross University, Australia
    Jenny Bird, Southern Cross University, Australia
    Meg O’Reilly, Southern Cross University, Australia
Chapter IX The Changing Role of an Instructional Designer in the Implementation of
Blended Learning at an Australian University    170

    Jacqueliné McDonald, University of Southern Queensland, Australia
    Terry Mayes, Glasgow Caledonian University, Scotland
Chapter X  Delivering Online Expertise, Online   193
    Stephen Quinton, Curtin University of Technology, Australia
Chapter XI  Bridging Instructional Designers and Lecturers in Technology Education:
A Framework for Cultivating a Community of Practice   215

    Samuel Ng Hong Kok, Institute of Technical Education, Singapore
    Tang Buay Choo, Institute of Technical Education, Singapore
    Myint Swe Khine, Murdoch University, Australia
Chapter XII Designer Communities: Developing a Knowledge Base of Strategies, Tools
and Experience   238

    Sarah Lambert, University of Wollongong, Australia
    Christine Brown, University of Wollongong, Australia

Section IV: Faculty and Departmental Context
Chapter XIII Terms of Engagement: A Case Study of Instructional Designers in a Faculty
of Law    257

    Len Webster, Monash University, Australia
    Patricie Mertova, Monash University, Australia
Chapter XIV  Introducing E-Learning in a Traditional Chinese Context  275
    Pamela Pui Wan Leung, Hong Kong Institute of Education, Hong Kong
Chapter XV Exploring the Nardoo: Designing Problem-Based Learning Experiences
for Secondary School Students   296

    Sue Bennett, University of Wollongong, Australia
Chapter XVI Multi-Ddisciplinary Collaboration to Unravel Expert Knowledge:
Designing for Effective Human-Computer Interaction    309

    Elspeth McKay, RMIT University, Australia
    Jennifer Martin, RMIT University, Australia

Section V: School Context
Chapter XVII  ActiveHealth: Enhancing the Community of Physical and Health Educators
Through Online Technologies    331

    Lori Lockyer, University of Wollongong, Australia
    John Patterson, University of Wollongong, Australia
    Gregg Rowland, University of Wollongong, Australia
    Doug Hearne, University of Wollongong, Australia
Chapter XVIII  Creating CoPs During the Development of an Online Classroom-Based
Simulation    349

    Brian Ferry, University of Wollongong, Australia
    Lisa Kervin, University of Wollongong, Australia
Chapter XIX Moving Toward a Digital Learning Environment: A Hong Kong Example
of an E-Learning Management System   369

    Kar-Tin Lee, Queensland University of Technology, Australia

About the Authors  397
Index    405


Interested?
Email: zanetapm@gmail.com





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