发布求助
文献互助 智能选刊 最新文献

A Conceptual Framework for SMART Applications in Higher Education最新文献

筛选
英文 中文
Examples With Lesson Plans 带教案的例子
A Conceptual Framework for SMART Applications in Higher Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-1542-6.ch010
{"title":"Examples With Lesson Plans","authors":"","doi":"10.4018/978-1-7998-1542-6.ch010","DOIUrl":"https://doi.org/10.4018/978-1-7998-1542-6.ch010","url":null,"abstract":"The purpose of this final chapter is to provide examples of the application of the conceptual framework. This chapter contains lesson plans for four disciplines: history, science, literature, and archaeology. The four disciplines were chosen to represent science (action potentials and archaeology) and liberal arts (history and literature), all four of which are likely to be found in the curriculum of all universities. Each discipline has an overview element and plans for each of the topics within the units. Instructional technology is used in all the units of each of the disciplines. The methods used to impart the material can be any that the teacher chooses; however, most would work well with a constructivist approach. The nine instructional events developed by Dr. Robert Gagné can be used for all the units.","PeriodicalId":231287,"journal":{"name":"A Conceptual Framework for SMART Applications in Higher Education","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131403613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Information Explosion 信息爆炸
A Conceptual Framework for SMART Applications in Higher Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-1542-6.ch001
Howard S. Frazier
{"title":"The Information Explosion","authors":"Howard S. Frazier","doi":"10.4018/978-1-7998-1542-6.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-1542-6.ch001","url":null,"abstract":"This chapter lays the foundation for the conceptual framework by providing a background of the information explosion. The growth of information is examined from the year 1 AD to 2018 AD. The information explosion produced four major revolutions with intermediate contributions. The four information revolutions were identified by Peter Drucker as the invention of writing, the book, the printing press, and the computer age. This growth is delineated by the years in which information doubled. He compared the advent of the printing press (information revolution three) to the coming of age of the computer and the internet (the fourth of the four information revolutions). Each information revolution generated the need for allied industries. The massive growth of information may be coped with by becoming more effective and efficient learners and teachers.","PeriodicalId":231287,"journal":{"name":"A Conceptual Framework for SMART Applications in Higher Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129244172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Instructional Design Models and Theories 教学设计模型与理论
A Conceptual Framework for SMART Applications in Higher Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-1542-6.ch005
{"title":"Instructional Design Models and Theories","authors":"","doi":"10.4018/978-1-7998-1542-6.ch005","DOIUrl":"https://doi.org/10.4018/978-1-7998-1542-6.ch005","url":null,"abstract":"Instructional design models help instructors to organize, develop, administer, and evaluate learning programs. Seven of the theories that drive these efforts are situated cognition theory, sociocultural learning theory, the ADDIE model, Merrill's principles of instruction, individualized instruction, Bloom's taxonomy of learning objectives, and the SAM model. All these models are highly iterative meaning that changes are frequent and interlocked. This makes the evaluation of learning that occurred highly important. Dr. Robert Mager is credited with being the father of the instructional objective. The effective performance objective consists of three parts: the terminal behavior, the conditions under which the behavior will be performed, and a standard of acceptable performance. Consequently, the complete objective contains the essence of what should be evaluated. A very key element in this learning process is the provision of immediate and detailed feedback. Several good authoring apps exist that can support computers in performing this task.","PeriodicalId":231287,"journal":{"name":"A Conceptual Framework for SMART Applications in Higher Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134098017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 12
How We Know the External World 我们如何认识外部世界
A Conceptual Framework for SMART Applications in Higher Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-1542-6.ch002
{"title":"How We Know the External World","authors":"","doi":"10.4018/978-1-7998-1542-6.ch002","DOIUrl":"https://doi.org/10.4018/978-1-7998-1542-6.ch002","url":null,"abstract":"The quest begins by examining the means by which the external world is made known. These data are acquired by way of the senses. In the process, these light, mechanical, and chemical inputs are transduced into electrical impulses and routed to appropriate areas of the brain. Our brain translates these data into conscious impressions. These impressions are routed to our memory, which is divided into sensory, short-term, working, and long-term memory. The retrieval process is the reverse of the storage process. The brain can rewire (neuroplasticity) itself to overcome deficits caused by traumatic injury. Cognitive load, which is limited, can be increased by the formation of schemata. SMART instructional technologies can do much to enhance learning, memory formation, and retrieval.","PeriodicalId":231287,"journal":{"name":"A Conceptual Framework for SMART Applications in Higher Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124061655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Evolving Instructional Technology 不断发展的教学技术
A Conceptual Framework for SMART Applications in Higher Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-1542-6.ch007
{"title":"Evolving Instructional Technology","authors":"","doi":"10.4018/978-1-7998-1542-6.ch007","DOIUrl":"https://doi.org/10.4018/978-1-7998-1542-6.ch007","url":null,"abstract":"Technology applied to education is developing and becoming more sophisticated at an increasingly rapid pace. Examples include both hardware and software applications among which are course materials such as those open course ware and massive online open courses. Mobile communications via portable and hand-held digital devices provide the means to acquire and interact with courses and course materials. These small devices show considerable promise for application in higher education by making a reality of learning anytime, anyplace. There are two keys to successful operation: the cloud and learning management systems (LMSs). These and yet-to-be-created technologies are making many jobs and occupations obsolete while creating new ones. This rapid change requires a new set of globally oriented people and business skills. Education systems must recognize this change and prepare students to meet the challenges. Two emerging technologies are 3-D printing and blockchain.","PeriodicalId":231287,"journal":{"name":"A Conceptual Framework for SMART Applications in Higher Education","volume":"557 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132393553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Theories of Learning 学习理论
A Conceptual Framework for SMART Applications in Higher Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-1542-6.ch004
{"title":"Theories of Learning","authors":"","doi":"10.4018/978-1-7998-1542-6.ch004","DOIUrl":"https://doi.org/10.4018/978-1-7998-1542-6.ch004","url":null,"abstract":"There are a host of theories of learning. Many of these have been around for a long while, and all of them offer sound insight into how people learn, but none offer a unifying theory of learning. Of all these theories, four are treated in this chapter: behaviorism, constructivism, cognitivism, and connectivism. The issue becomes one of selecting a learning theory that matches instructional content and learner characteristics. Instructional objectives guide how the instruction is to be delivered and assessed. These objectives cover three domains: cognitive, psychomotor, and affective with skills contained within them structured hierarchically. The learner's age, interests in the subject content, the nature of the subject, and time available for instruction significantly affect the instructional process. The most important thing an instructor can do is to make the content in their course interesting and relevant to their students.","PeriodicalId":231287,"journal":{"name":"A Conceptual Framework for SMART Applications in Higher Education","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134211520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Learner Characteristics for Online Learning 在线学习的学习者特征
A Conceptual Framework for SMART Applications in Higher Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-1542-6.ch006
{"title":"Learner Characteristics for Online Learning","authors":"","doi":"10.4018/978-1-7998-1542-6.ch006","DOIUrl":"https://doi.org/10.4018/978-1-7998-1542-6.ch006","url":null,"abstract":"Learner characteristics are vital to student success so that teachers can reach them and stimulate their curiosity such that they will wish to learn and find it interesting. One characteristic unique to the online venue is students feeling isolated. Other distinguishing elements include the type of course, whether students pay for their courses, demographics, self-efficacy, motivation, and control over the learning process. Technical characteristics also affect online learning. These characteristics include user-friendly technology, convenience, sophisticated technology, previous experience with eLearning, and access to mobile technology. Administrative characteristics are also important and include nine constituent elements. These include affective learning engagement and the success of community colleges. Then one must consider recognition of essential learner traits, learning styles, motivational factors, the situation theory of publics, and the role of self-efficacy. Next, administration should promote self-regulatory learning skills and improved course access. Finally, motivation characteristics must also be considered. All of these elements influence student success in online learning.","PeriodicalId":231287,"journal":{"name":"A Conceptual Framework for SMART Applications in Higher Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130660094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Memory Formation, Storage, and Retrieval 记忆的形成、存储和检索
A Conceptual Framework for SMART Applications in Higher Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-1542-6.ch003
{"title":"Memory Formation, Storage, and Retrieval","authors":"","doi":"10.4018/978-1-7998-1542-6.ch003","DOIUrl":"https://doi.org/10.4018/978-1-7998-1542-6.ch003","url":null,"abstract":"The ability to form memories and to retrieve them is fundamental to learning. Neuroplasticity and neurogenesis play a role in this function, as does nutrition, oxygenation, and novelty. There are many types of memory, and the primary of these are sensory, short-term, and long-term. These are further subdivided into yet additional kinds of memory. Perhaps the beginning of memory centers around novelty, which arouses and stimulates the brain, through curiosity. Then, there are many memory pathways. Memories are associated with emotions, scent, hearing, vision, to name those with which we are most familiar. To apply this knowledge to education one must consider mastering study skills. This demands that we make a distinction between learning and memory, for each is dependent upon the other and leads to the use of memory aids. SMART applications must capitalize on the ability of technology to help us to see, to hear, and to obtain feedback.","PeriodicalId":231287,"journal":{"name":"A Conceptual Framework for SMART Applications in Higher Education","volume":"208 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133129162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：604180095
Book学术官方微信