Instructional Design Concepts, Methodologies, Tools and Applications
Buku ini diterbitkan Tahun 2011 Oleh Information Science Reference (an imprint of IGI Global), USA Adalah buku edisi pertama.
Judul: Instructional Design Concepts, Methodologies, Tools and Applications
Oleh: Information Resources Management Association USA
Penerbit: Information Science Reference (an imprint of IGI Global), USA
Tahun: 2011
Jumlah Halaman: 1986 hal.
Editor:
Mehdi Khosrow-Pour, DBA
Editor-in-Chief
Contemporary Research in Information Science and Technology, Book Series
Lingkup Pembahasan:
Buku ini disusun dalam delapan bagian yang berbeda yang menyediakan luas cakupan topik penting. Bagian-bagian itu adalah: (1) Fundamental Konsep dan Teori, (2) Peralatan dan Teknologi, (3) Pengembangan dan Desain Metodologi, (4) Pemanfaatan dan Aplikasi, (5) Implikasi Organisasi dan Sosial, (6) Dampak Manajerial, (7) Isu kritis, dan (8) Emerging Trends.
Bagian 1, Konsep Dasar dan Teori, berfungsi sebagai dasar untuk referensi yang luas Alat dengan mengatasi teori penting untuk memahami desain instruksional ini. Desain instruksional kontemporer dan Instructional Design Metodologi meletakkan dasar untuk beberapa dasar-dasar yang lebih mendasar dan penting dari lapangan. Bab lain seperti Sejarah Belajar Jarak Jauh Asosiasi Profesional, memberikan rinci, ringkasan namun singkat sejarah perkembangan desain instruksional. Juga dari
dua bab terakhir dalam bagian 1, Menggunakan Game Mengajar Pola Desain dan Grafis Komputer
dan Menggunakan Video Game Meningkatkan Tingkat melek huruf memberikan pengantar beberapa video aplikasi permainan di bidang desain instruksional.
Bagian 2, Pengembangan dan Metodologi Desain, menyajikan liputan mendalam dari konseptual
desain dan arsitektur desain instruksional, berfokus pada aspek termasuk bahan kursus online
dan pendidikan, ditambah dan realitas arsitektur maya, dan kerangka kerja metodologis untuk
instruksi berbasis Web. Merancang dan menerapkan proses dan strategi yang efektif adalah fokus seperti bab sebagai Perencanaan Teknologi Integrasi dan Pelajaran tentang Merancang Realitas Augmented. Bagian 3, Peralatan dan Teknologi, menyajikan cakupan yang luas dari berbagai alat dan teknologi digunakan dalam pengembangan dan pelaksanaan desain instruksional. Bagian komprehensif termasuk bab seperti iPod dengan Mobile Multimedia Pembelajaran Lingkungan.
Perkembangan perangkat lunak dan perangkat keras (masing-masing) yang rinci dan aplikasi mereka di bidang desain instruksional. Bab tambahan pada MOT + Visual, puisi, SEAMAN, dan coUML menjelaskan beberapa bahasa memodifikasi terbaru dan alat-alat di pembuangan desainer instruksional. Dan mungkin dari catatan yang paling penting untuk pendidik yang lebih tinggi adalah diskusi yang luas atas beberapa bab pada videoconference,dan peran klasik dan teknis dalam pedagogi. Bagian 4, Pemanfaatan dan Aplikasi, menjelaskan bagaimana instruksional desain telah digunakan dan penawaran wawasan tentang pelajaran penting untuk digunakan dan evolusi yang terus menerus. Karena luasnya bagian ini materi pelajaran, bagian 4 berisi jangkauan terluas topik, termasuk bab seperti Aplikasi E-Learning dalam Pengajaran, Belajar dan Penelitian di Universitas Afrika Timur oleh Michael Walimbwa dan Internet Kewarganegaraan oleh Henry H. Emurian dan Malissa Marie Carroll. Bagian ini juga diisi dengan studi kasus internasional dan aplikasi teknologi baru di perguruan tinggi. Juga dari catatan di bagian 4 adalah penyelesaian yang diberikan untuk perkembangan desain kursus untuk pengajaran bahasa asing, beberapa publikasi terbaru dan relevan pada subyek penting.
Bagian 5, Implikasi Organisasi dan Sosial, termasuk bab membahas organisasi dan dampak sosial dari desain instruksional. Secara keseluruhan, bab ini menyajikan penyelidikan rinci dari hubungan yang kompleks antara individu, organisasi dan desain instruksional. Bagian 5 adalah tentang tantangan budaya pada pendidikan tinggi global yang terus berkembang dan diversifikasi sistem. Behaviorisme dan Perkembangan Instruksional Desain dan Teknologi dan Mengatasi Emosi dalam Sistem E-Learning adalah contoh dari beberapa psikologis atau dampak perilaku pada pembelajaran instruksional, mengembangkan emosi pengaruh dan respon mental terhadap pembelajaran gaya dan pedagogi. Dan selain dari adaptasi budaya dan psikologis desain instruksional, ada juga tempat menarik di Plagiarisme dan Community College oleh Teri Thomson Maddox. Bagian 6, Dampak Manajerial, menyajikan cakupan fokus desain pembelajaran yang berkaitan dengan perbaikan dan pertimbangan di tempat kerja. Dalam semua, bab dalam bagian ini menawarkan perspektif spesifik tentang bagaimana manajerial perspektif dan perkembangan dalam desain instruksional menginformasikan setiap lainnya untuk menciptakan pengalaman pengguna yang lebih bermakna. Biasanya, meskipun bidang industri dan pendidikan tidak selalu dianggap co-dependent, bagian 6 memberikan penampilan ke dalam desain instruksional dan bagaimana tempat kerja bisnis saling membantu. Contohnya termasuk Penataan Virtual Kerja Ekologi Lokal untuk Collaborative, Multi-Kelembagaan Proyek Pendidikan Tinggi dan Meningkatkan Guru Percaya Diri dalam Belajar Keterampilan Teknologi dan Matematika Pendidikan melalui profesional Pembangunan. Bagian 6 adalah sangat membantu sebagai tambahan studi organisasi dan perilaku dari bagian 5, dengan beragam dan perkembangan baru di bidang manajerial sumber daya manusia dan desain instruksional. Bagian 7, Masalah Kritis, alamat beberapa teori akademis terbaru yang berhubungan dengan desain instruksional. Yang penting, ini mengacu pada pemikiran kritis atau teori kritis seputar topik, daripada penting urusan atau tren baru yang dapat ditemukan di bagian 8. Sebaliknya, bagian membahas beberapa perkembangan beban kognitif terbaru, konstruktivis dan pedagogi teori-teori sosial, serta pendekatan baru dalam pengembangan fakultas, belajar dengan visualisasi, dan implikasi dari anonimitas online. Dalam bab pembaca disajikan dengan analisis isu-isu terkini dan relevan mendalam dalam bidang ini tumbuh dari penelitian. Bab seperti Komoditi, Keteguhan, dan Delight menunjukkan perbaikan industri gaya dan cerdas-bisnis, sementara Etika Interaksi di dalam Pendidikan Jarak Jauh mengarahkan beberapa publikasi ilmiah terbaru tentang moralitas dan undang-undang online dan eksekusi.
Bagian 8, Emerging Trends, menyoroti area untuk penelitian masa depan dalam bidang instruksional desain, sambil menjelajahi jalan baru untuk kemajuan disiplin. Awal bagian ini adalah Isu kontemporer dalam Pengajaran dan Pembelajaran dengan Teknologi merinci beberapa isu terbaru mengganggu sisi IT dari pendidikan online yang lebih tinggi. Menutup buku dua bab menarik dari perkembangan terakhir. Pertama, di Keputusan Aesthetic Patrick Parrish tentang Instruktur dan instruksional Desainer datang studi tentang efek dari gambaran visual dan grafis pada pedagogi dan efektivitas. Kedua dan akhirnya, pervasiveness Desain Menggambar di menutup dengan melihat terakhir pada topik desain instruksional yang baru-baru ini menemukan tren penting dan beberapa tren lain serta saran untuk masa depan penelitian dapat ditemukan dalam bagian ini lengkap set multi-volume.
Daftar Isi:
Volume I
Section I. Fundamental Concepts and Theories
Chapter 1.1. Taxonomies for Technology 1
Richard Caladine, University of Wollongong, Australia
Chapter 1.2. Preparing Teachers to Teach Online 8
Gregory C. Sales, Seward Incorporated, USA
Chapter 1.3. Reflective E-Learning Pedagogy 18
Leah Herner-Patnode, Ohio State University, Lima, USA
Hea-Jin Lee, Ohio State University, Lima, USA
Eun-ok Baek, California State University, San Bernardino, USA
Chapter 1.4. Higher Education’s New Frontier for the E-University and Virtual Campus 34
Antonio Cartelli, University of Cassino, Italy
Chapter 1.5. Learning Activities Model 41
Richard Caladine, University of Wollongong, Australia
Chapter 1.6. What Factors Make a Multimedia Learning Environment Engaging: A Case
Study 51
Min Liu, University of Texas at Austin, USA
Paul Toprac, Southern Methodist University, USA
Timothy T. Yuen, University of Texas at Austin, USA
Chapter 1.7. Quality Learning Objective in Instructional Design 71
Erla M. Morales, University of Salamanca, Spain
Francisco J. García, University of Salamanca, Spain
Ángela Barrón, University of Salamanca, Spain
Chapter 1.8. Instructional Design Methodologies 80
Irene Chen, University of Houston – Downtown, USA
Chapter 1.9. Contemporary Instructional Design 95
Robert S. Owen, Texas A&M University-Texarkana, USA
Bosede Aworuwa, Texas A&M University-Texarkana, USA
Chapter 1.10. Instructional Design Methods Integrating Instructional Technology 101
Paula Jones, Eastern Kentucky University, USA
Rita Davis, Eastern Kentucky University, USA
Chapter 1.11. Using Design Patterns to Support E-Learning Design 114
Sherri S. Frizell, Prairie View A&M University, USA
Roland Hübscher, Bentley College, USA
Chapter 1.12. Visual Design of Coherent Technology-Enhanced Learning Systems: A Few
Lessons Learned from CPM Language 135
Thierry Nodenot, Université de Pau et des pays de l’Adour, France
Pierre Laforcade, Université du Maine, France
Xavier Le Pallec, Université de Lille, France
Chapter 1.13. History of Distance Learning Professional Associations 162
Irene Chen, University of Houston Downtown, USA
Chapter 1.14. Using Games to Teach Design Patterns and Computer Graphics 173
Pollyana Notargiacomo Mustaro, Universidade Presbiteriana Mackenzie, Brazil
Luciano Silva, Universidade Presbiteriana Mackenzie, Brazil
Ismar Frango Silveira, Universidade Presbiteriana Mackenzie, Brazil
Chapter 1.15. Using Video Games to Improve Literacy Levels of Males 192
Stephenie Hewett, The Citadel, USA
Section II. Development and Design Methodologies
Chapter 2.1. Planning for Technology Integration 207
Henryk R. Marcinkiewicz, Aramco Services Company, USA
Chapter 2.2. Bringing Reality into the Classroom 219
Antonio Santos, Universidad de las Americas Puebla, Mexico
Chapter 2.3. Model-Facilitated Learning Environments: The Pedagogy of the Design 238
Glenda Hostetter Shoop, Pennsylvania State University, USA
Patricia A. Nordstrom, Pennsylvania State University, USA
Roy B. Clariana, Pennsylvania State University, USA
Chapter 2.4. Developing Learning Communities: Improving Interactivity of an Online
Class 255
Pawan Jain, Fort Hays State Univerysity, Hays, USA
Smita Jain, University of Wyoming, Hays, USA
Chapter 2.5. Developing Prescriptive Taxonomies for Distance Learing Instructional
Design 270
Vincent Elliott Lasnik, Independent Information Architect, USA
Chapter 2.6. Drawing Circles in the Sand: Integrating Content into Serious Games 288
Matt Seeney, TPLD Ltd., UK
Helen Routledge, Freelance Instructional Designer, UK
Chapter 2.7. A Model for Knowledge and Innovation in Online Education 302
Jennifer Ann Linder-VanBerschot, University of New Mexico, USA
Deborah K. LaPointe, Unviersity of New Mexico Health Sciences Center, USA
Chapter 2.8. A Large-Scale Model for Working with Subject Matter Experts 317
Judith A. Russo-Converso, CSC, USA
Ronald D. Offutt, Northrup-Grumman Information Technology, USA
Chapter 2.9. Instructional Challenges in Higher Education Online Courses Delivered
through a Learning Management System by Subject Matter Experts 330
George L. Joeckel III, Utah State University, USA
Tae Jeon, Utah State University, USA
Joel Gardner, Utah State University, USA
Chapter 2.10. Functional Relevance and Online Instructional Design 342
Glenn E. Snelbecker, Temple Universtiy, USA
Susan M. Miller, Kent State Universtiy, USA
Robert Z. Zheng, University of Utah, USA
Chapter 2.11. Self-Regulated Learning: Issues and Challenges for Initial Teacher
Training 359
Manuela Delfino, Institute for Educational Technology - Italian National Research
Council, Italy Donatella Persico, Institute for Educational Technology - Italian National
Research Council, Italy
Chapter 2.12. Individualized Web-Based Instructional Design 375
Fethi Inan, Texas Tech University, USA
Michael Grant, University of Memphis, USA
Chapter 2.13. The Virtue of Paper: Drawing as a Means to Innovation in Instructional
Design 389
Brad Hokanson, University of Minnesota, USA
Chapter 2.14. LDL for Collaborative Activities 403
Christine Ferraris, Université de Savoie, France
Christian Martel, Pentila Corporation and Université de Savoie, France
Laurence Vignollet, Université de Savoie, France
Chapter 2.15. Development of Game-Based Training Systems: Lessons Learned in an Inter-
Disciplinary Field in the Making 431
Talib Hussain, BBN Technologies, USA; Wallace Feurzeig, BBN Technologies, USA
Jan Cannon-Bowers, University of Central Florida, USA
Susan Coleman, Intellignet Decision Systems, Inc., USA
Alan Koenig, National Center for Research on Evaluation, Standards and Student Testing
(CRESST), USA
John Lee, National Center for Research on Evaluation, Standards and Student Testing
(CRESST), USA; Ellen Menaker, Intelligent Decision Systems, Inc., USA
Kerry Moffitt, BBN Technologies, USA; Curtiss Murphy, Alion Science and Technology,
AMSTO Operation, USA; Kelly Pounds, i.d.e.a.s. Learning, USA; Bruce Roberts, BBN
Technologies, USA
Jason Seip, Firewater Games LLC, USA; Vance Souders, Firewater Games LLC, USA
Richard Wainess, National Center for Research on Evaluation, Standards and Student
Testing (CRESST), USA
Chapter 2.16. Bridging Game Development and Instructional Design 464
James Belanich, U.S. Army Research Institute for the Behavioral Social Sciences, USA
Karin A. Orvis, Old Dominion University, USA
Daniel B. Horn, U.S. Army Research Institute for the Behavioral Social Sciences, USA
Jennifer L. Solberg, U.S. Army Research Institute for the Behavioral Social Sciences, USA
Chapter 2.17. Lessons Learned about Designing Augmented Realities 480
Patrick O’Shea, Harvard University, USA
Rebecca Mitchell, Harvard University, USA
Catherine Johnston, Harvard University, USA
Chris Dede, Harvard University, USA
Section III. Tools and Technologies
Chapter 3.1. Cognitive Architecture and Instructional Design in a Multimedia Context 496
Renae Low, University of New South Wales, Australia
Putai Jin, University of New South Wales, Australia
John Sweller, University of New South Wales, USA
Chapter 3.2. Simulating Teaching Experience with Role-Play 511
Scott J. Warren, University of North Texas, USA
Richard A. Stein, Indiana University-Bloomington, USA
Chapter 3.3. Impact of Podcasts as Professional Learning: Teacher Created, Student
Created, and Professional Development Podcasts 527
Kathleen P. King, University of South Florida, USA
Chapter 3.4. Modelling Spoken Multimodal Instructional Systems 541
Niels Ole Bernsen, NISLab, University of Southern Denmark, Denmark
Laila Dybkjær, NISLab, University of Southern Denmark, Denmark
Chapter 3.5. Applying the ADDIE Model to Online Instruction 566
Kaye Shelton, Dallas Baptist University, USA
George Saltsman, Abilene Christian University, USA
Chapter 3.6. E-Learning with Wikis, Weblogs and Discussion Forums: An Emmpirical
Survey about the Past, the Presence and the Future 583
Reinhard Bernsteiner, University for Health Sciences, Austria
Herwig Ostermann, University for Health Sciences, Austria
Roland Staudinger, University for Health Sciences, Austria
Chapter 3.7. Integrating Blogs in Teacher Education 607
Yungwei Hao, National Taiwan Normal University, Taiwan
Chapter 3.8. iPods as Mobile Multimedia Learning Environments: Individual Differences
and Instructional Design 620
Peter E. Doolittle, Virginia Tech, USA
Danille L. Lusk, Virgina Tech, USA
C. Noel Byrd, Virginia Tech, USA
Gina J. Mariano, Virginia Tech, USA
Chapter 3.9. Telementoring and Project-Based Learning: An Integrated Model for 21st
Century Skills 639
Joyce Yukawa, St. Catherine University, USA
Volume II
Chapter 3.10. Developing Educational Screencasts: A Practitioner’s Perspective 665
Damien Raftery, Institute of Technology Carlow, Ireland
Chapter 3.11. Teaching IT Through Learning Communities in a 3D Immersive World:
The Evolution of Online Instruction 679
Richard E. Riedl, Appalachian State University, USA; Regis M. Gilman, Appalachian State
University, USA; John H. Tashner, Appalachian State University, USA
Stephen C. Bronack, Appalachian State University, USA
Amy Cheney, Appalachian State University, USA
Robert Sanders, Appalachian State University, USA
Roma Angel, Appalachian State University, USA
Chapter 3.12. The MOT+Visual Language for Knowledge-Based Instructional Design 697
Gilbert Paquette, Télé-université Université du Quebec à Montréal, Canada
Michel Léonard, Télé-université Université du Quebec à Montréal, Canada
Karin Lundgren-Cayrol, Télé-université Université du Quebec à Montréal, Canada
Chapter 3.13. poEML: A Separation of Concerns Proposal to Instructional Design 718
Manuel Caeiro-Rodríguez, University of Vigo, Spain
Chapter 3.14. SEAMAN: A Visual Language-Based Tool for E-Learning Processes 742
Gennaro Costagliola, University of Salerno, Italy
Filomena Ferrucci, University of Salerno, Italy
Giuseppe Polese, University of Salerno, Italy
Giuseppe Scanniello, University of Basilicata, Italy
Chapter 3.15. coUML: A Visual Language for Modeling Cooperative Environments 758
Michael Derntl, University of Vienna, Austria
Renate Motschnig-Pitrik, University of Vienna, Austria
Chapter 3.16. Modeling Learning Units by Capturing Context with IMS LD 789
Johannes Strobel, Purdue University, USA
Gretchen Lowerison, Concordia University, Canada
Roger Côté, Concordia University, Canada
Philip C. Abrami, CSLP, Concordia University, Canada
Edward C. Bethel, Concordia University, Canada
Section IV. Utilization and Application
Chapter 4.1. Wireless Computer Labs 809
Lawrence A. Tomei, Robert Morris University, USA
Chapter 4.2. Personalised Learning: A Case Study in Teaching Clinical Educators
Instructional Design Skills 817
Iain Doherty, University of Auckland, New Zealand
Adam Blake, University of Auckland, New Zealand
Chapter 4.3. Creating Supportive Environments for CALL Teacher Autonomy 840
Renata Chylinski, Monash University, Australia
Ria Hanewald, La Trobe University, Melbourned, Australia
Chapter 4.4. Learning Object Based Instruction 861
Alex Stone, VLN Partners, LLC., USA
Chapter 4.5. Teaching Technology to Digital Immigrants: Strategies for Success 870
Danika Rockett, University of Maryland Baltimore County, USA
Tamara Powell, Kennesaw State University, USA
Amy Massey Vessel, Louisiana Tech University, USA
Kimberly Kimbell-Lopez, Louisiana Tech University, USA
Carrice Cummins, Louisiana Tech University, USA
Janis Hill, Louisiana Tech University, USA
Richard Hutchinson, Kennesaw State University, USA
David Cargil, Louisiana Tech University, USA
Chapter 4.6. Internet Citizenship: Course Desing and Delivery Using ICT 880
Henry H. Emurian, University of Maryland – Baltimore County, USA
Malissa Marie Carroll, University of Maryland – Baltimore County, USA
Chapter 4.7. The Real World Buffalo: Reality TV Comes to a Charter School 888
Marion Barnett, Buffalo State College, USA
Kim Truesdell, Buffalo State College, USA
Melaine Kenyon, Buffalo State College, USA
Dennis Mike, Buffalo State College, USA
Chapter 4.8. Research on the Effects of Media and Pedagogy in Distance Education 904
Lou Yiping, Louisiana State University, USA
Chapter 4.9. Application of E-Learning in Teaching: Learning and Research in East
African Universities 914
Michael Walimbwa, Makerere University, Uganda
Chapter 4.10. Asynchronous Online Foreign Language Courses 928
Leticia L. McGrath, Georgia Southern University, USA
Mark Johnson, University System of Georgia, USA
Chapter 4.11. The Application of Sound and Auditory Responses in E-Learning 936
Terry T. Kidd, University of Texas School of Public Health, USA
Chapter 4.12. The Influence of Visual and Temporal Dynamics on Split Attention: Evidences
from Eye Tracking 944
Florian Schmidt-Weigand, University of Kassel, Germany
Chapter 4.13. Leveraging Libraries to Support Academic Technology 963
Heather Jagman, DePaul University, USA
Melissa Koenig, DePaul University, USA
Courtney Greene, DePaul University, USA
Chapter 4.14. Student Decision Making in Technology Application 972
Ali Ahmed, University of Wisconsin - La Crosse, USA
Abdulaziz Elfessi, University of Wisconsin - La Crosse, USA
Chapter 4.15. Transforming a Pediatrics Lecture Series to Online Instruction 984
Tiffany A. Koszalka, Syracuse University, USA
Bradley Olson, SUNY Upstate Medical University, USA
Chapter 4.16. A Collaborative Approach for Online Dementia Care Training 998
Colla J. MacDonald, University of Ottawa, Canada
Emma J. Stodel, Learning 4 Excellence, Canada
Lynn Casimiro, University of Ottawa, Canada
Lynda Weaver, SCO Health Service, Canada
Chapter 4.17. Gaming and Simulation: Training, and the Military 1006
Sheila Seitz, Windwalker Corporation, USA
Courtney Uram, James Madison University, USA
Chapter 4.18. Leveraging the Affordances of an Electronic Game to Meet Instructional
Goals 1023
Yuxin Ma, University of Louisiana at Lafayette, USA
Douglas Williams, University of Louisiana at Lafayette, USA
Charles Richard, University of Louisiana at Lafayette, USA
Louise Prejean, University of Louisiana at Lafayette, USA
Chapter 4.19. A Video Game, a Chinese Otaku, and Her Deep Learning of a Language 1039
Kim Feldmesser, University of Brighton, UK
Chapter 4.20. Narrative Development and Instructional Design 1069
Douglas Williams, University of Louisiana at Lafayette, USA
Yuxin Ma, University of Louisiana at Lafayette, USA
Charles Richard, University of Louisiana at Lafayette, USA
Louise Prejean, University of Louisiana at Lafayette, USA
Chapter 4.21. Teacher Gamers vs. Teacher Non-Gamers 1085
Christopher L. James, Russellville City Schools, USA
Vivan H. Wright, University of Alabama, USA
Chapter 4.22. Dance Dance Education and Rites of Passage 1104
Brock Dubbels, Center for Cognitive Studies, Literacy Education, University of
Minnesota, Department of Curriculum & Instruction, USA
Section V. Organizational and Social Implications
Chapter 5.1. Culturally Negotiating the Meanings of Technology Use 1133
Deepak Prem Subramony, Utah State University, USA
Chapter 5.2. Cross-Cultural Learning Objects (XCLOs) 1159
Andrea L. Edmundson, eWorld Learning, Inc., USA
Chapter 5.3. Technology Integration Practices within a Socioeconomic Context: Implications
for Educational Disparities and Teacher Preparation 1169
Holim Song, Texas Southern University, USA
Emiel Owens, Texas Southern University, USA
Terry T. Kidd, University of Texas School of Public Health, USA
Chapter 5.4. Assistive Technology for Individuals with Disabilities 1183
Yukiko Inoue, University of Guam, Guam
Chapter 5.5. Cognitive-Adaptive Instructional Systems for Special Needs Learners 1191
Bruce J. Diamond, William Paterson University, USA
Gregory M. Shreve, Kent State Universtiy, USA
Chapter 5.6. Animated Computer Education Games for Students with ADHD: Evaluating
Their Development and Effectivenes as Instructional Tools 1211
Kim B. Dielmann, University of Central Arkansas, USA
Julie Meaux, University of Central Arkansas, USA
Chapter 5.7. Barriers to and Strategies for Faculty Integration of IT 1228
Thomas M. Brinthaupt, Middle Tennessee State University, USA
Maria A. Clayton, Middle Tennessee State University, USA
Barbara J. Draude, Middle Tennessee State University, USA
Chapter 5.8. Social Psychology and Instructional Technology 1237
Robert A. Bartsch, University of Houston - Clear Lake, USA
Chapter 5.9. Addressing Emotions within E-Learning Systems 1245
Valentino Zurloni, CESCOM, University of Milan - Bicocca, Italy
Fabrizia Mantovani, CESCOM, University of Milan - Bicocca, Italy, & ATN-P LAB,
Istituto Auxologico Italiano, Italy
Marcello Mortillaro, CESCOM, University of Milan - Bicocca, Italy, & CISA -
University of Geneva, Switzerland
Antonietta Vescovo, CESCOM, University of Milan - Bicocca, Italy
Luigi Anolli, CESCOM, University of Milan - Bicocca, Italy
Chapter 5.10. Behaviorism and Developments in Instructional Design and Technology 1259
Irene Chen, University of Houston Downtown, USA
Chapter 5.11. Harnessing the Emotional Potential of Video Games 1282
Patrick Felicia, University College Cork, Ireland
Ian Pitt, University College Cork, Ireland
Chapter 5.12. Students’ Attitudes toward Process and Product Oriented Online
Collaborative Learning 1300
Xinchun Wang, California State University, Fresno, USA
Volume III
Chapter 5.13. Plagiarism and the Community College 1320
Teri Thomson Maddox, Jackson State Community College, USA
Section VI. Managerial Impact
Chapter 6.1. Prevention is Better than Cure: Addressing Cheating and Plagiarism Based on
the IT Student Perspective 1341
Martin Dick, RMIT University, Australia
Judithe Sheard, Monash University, Australia
Maurie Hasen, Monash University, Australia
Chapter 6.2. Higher Educational Project: A Case Study 1364
Shalin Hai-Jew, Kansas State University, USA
Chapter 6.3. Motivation and Multimedia Learning 1393
Renae Low, University of New South Wales, Australia
Putai Jin, University of New South Wales, Australia
Chapter 6.4. Making E-Training Cost Effective through Quality Assurance 1413
Lichia Yiu, Centre for Socio-Eco-Nomic Development (CSEND), Switzerland
Raymond Saner, Centre for Socio-Eco-Nomic Development (CSEND), Switzerland
Chapter 6.5. Using the Interpersonal Action-Learning Cycle to Invite Thinking, Attentive
Comprehension 1423
Bob Zimmer, The Open University, UK
Chapter 6.6. Synergy: Service Learning in Undergraduate Instructional Technology
Courses 1446
Jacqueline M. Mumford, Walsh University, USA
Elizabeth Juelich-Velotta, Walsh University, USA
Chapter 6.7. Knowledge Transfer in G2G Endeavors 1465
Luiz Antonio Joia, Rio de Janeiro State University, Brazil
Chapter 6.8. Policy Issues Regarding the Instructional and Educational Use of
Videoconferencing 1472
Joseph Bowman, University at Albany/SUNY, USA
Felix Fernandez, ICF International, USA
Sharon Miller Vice, University at Albany/SUNY, USA
Chapter 6.9. Improving Teachers’ Self-Confidence in Learning Technology Skills and Math
Education through Professional Development 1487
Taralynn Hartsell, The University of Southern Mississippi, USA
Sherry S. Herron, The University of Southern Mississippi, USA
Houbin Fang, The University of Southern Mississippi, USA
Avinash Rathod, The University of Southern Mississippi, USA
Section VII. Critical Issues
Chapter 7.1. Theories and Principles for E-Learning Practices with Instructional
Design 1504
Maria Ranieri, University of Florence, Italy
Chapter 7.2. Humanistic Theories that Guide Online Course Design 1514
MarySue Cicciarelli, Duquesne University, USA
Chapter 7.3. Commodity, Firmness, and Delight: Four Modes of Instructional Design
Practice 1520
Brad Hokanson, University of Minnesota, USA
Charles Miller, University of Minnesota, USA
Simon Hooper, Penn State University, USA
Chapter 7.4. Performance Case Modeling 1537
Ian Douglas, Florida State University, USA
Chapter 7.5. Can Cognitive Style Predict How Individuals Use Web-Based Learning
Environments? 1553
Martin Graff, University of Glamorgan, UK
Chapter 7.6. Multimedia, Cognitive Load, and Pedagogy 1564
Peter E. Doolittle, Virginia Polytechnic Institute & State University, USA
Andrea L. McNeill, Virginia Polytechnic Institute & State University, USA
Krista P. Terry, Radford University, USA
Stephanie B. Scheer, University of Virginia, USA
Chapter 7.7. Instructional Game Design Using Cognitive Load Theory 1586
Wenhao David Huang, University of Illinois, USA
Tristan Johnson, Florida State University, USA
Chapter 7.8. Faculty Development in Instructional Technology in the Context of Learning
Styles and Institutional Barriers 1607
Robson Marinho, Andrews University, USA
Chapter 7.9. On the Role of Learning Theories in Furthering Software Engineering
Education 1645
Emily Oh Navarro, University of California, Irvine, USA
André van der Hoek, University of California, Irvine, USA
Chapter 7.10. Theoretical and Instructional Aspects of Learning with Visualizations 1667
Katharina Scheiter, University of Tuebingen, Germany
Eric Wiebe, North Carolina State University, USA
Jana Holsanova, Lund University, Sweden
Chapter 7.11. Teaching Social Skills: Integrating an Online Learning System into Traditional
Curriculum 1689
Graham Bodie, Purdue University, USA
Margaret Fitch-Hauser, Auburn University, USA
William Powers, Texas Christian University, USA
Chapter 7.12. Conversation Design in the Electronic Discussion Age 1714
Gregory MacKinnon, Acadia University, Canada
Chapter 7.13. E-Social Constructivism and Collaborative E-Learning 1730
Janet Salmons, Vision2Lead, Inc., USA & Capella University, USA
Chapter 7.14. Ethics in Interactions in Distance Education 1744
Paul Kawachi, Open Education Network, Japan
Chapter 7.15. Implications of Anonymity in Cyber Education 1755
Bobbe Baggio, Advantage Learning Technologies, USA
Yoany Beldarrain, Florida Virtual School, USA
Chapter 7.16. An Ontological Approach to Online Instructional Design 1771
Robert Z. Zheng, University of Utah, USA
Laura B. Dahl, University of Utah, USA
Chapter 7.17. Lost In Translation: Improving the Transition Between Design and
Production ofInstructional Software 1793
Eddy Boot, TNO Human Factors, The Netherlands
Jon Nelson, Utah State University, USA
Daniela De Faveri, Università della Svizzera Italiana, Switzerland
Chapter 7.18. Pask and Ma Join Forces in an Elementary Mathematics Methods
Course 1806
Jean Morrow, Emporia State University, USA
Janet Holland, Emporia State University, USA
Chapter 7.19. Assessing 3D Virtual World Learning Environments with the CIMPLe System:
A Multidisciplinary Evaluation Rubric1 1817
Sean D. Williams, Clemson University, USA
Deborah M. Switzer, Clemson University, USA
Section VIII. Emerging Trends
Chapter 8.1. Contemporary Issues in Teaching and Learning with Technology 1840
Jerry P. Galloway, Texas Wesleyan University, USA & University of Texas at
Arlington, USA
Chapter 8.2. New Directions in the Research of Technology-Enhanced Education 1847
Robert N. Ronau, University of Louisville, USA
Christopher R. Rakes, University of Louisville, USA
Margaret L. Niess, Oregon State University, USA
Lauren Wagener, University of Tennessee, USA
David Pugalee, University of North Carolina, USA
Christine Browning, Western Michigan University, USA
Shannon O. Driskell, University of Dayton, USA
Susann M. Mathews, Wright State University, USA
Chapter 8.3. Emerging Edtech: Expert Perspectives and Design Principles 1880
Ching-Huei Chen, Center for Educational Technologies®, Wheeling Jesuit
University, USA
Manetta Calinger, Center for Educational Technologies®, Wheeling Jesuit
University, USA
Bruce C. Howard, Center for Educational Technologies®, Wheeling Jesuit
University, USA
Anna Oskorus, TiER 1 Performance Solutions, USA
Chapter 8.4. Rapid E-Learning in the University 1892
Ivy Tan, University of Saskatchewan, Canada
Ravi Chandran, National University of Singapore, Singapore
Chapter 8.5. The Innovative Production Machines and Systems Network of Excellence 1899
D. T. Pham, Cardiff University, UK; E. E. Eldukhuri, Cardiff University, UK
A. Soroka, Cardiff University, UK; V. Zlatanov, Cardiff University, UK
M.S. Packiananther, Cardiff University, UK; R. Setchi, Cardiff University, UK
P.T.N. Pham, Cardiff University, UK; A. Thomas, Cardiff University, UK
Y. Dadam, Cardiff University, UK
Chapter 8.6. Aesthetic Decisions of Instructors and Instructional Designers 1904
Patrick Parrish, University Corporation for Atmospheric Research, USA
Chapter 8.7. The Pervasiveness of Design Drawing in ID 1921
S. Todd Stubbs, Brigham Young University, USA
Andrew S. Gibbons, Brigham Young University, USA
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