Information Technology Reference
In-Depth Information
concluded that the use of OER in course design shows promise to provide wider
access to flexible learning globally.
In Chapter 14, Jackson, Dempsey, and McNamara present evolutionary devel-
opment of an Intelligent Tutoring System. The automated reading strategy tutor
involved various stages and each component has its own capabilities. The
training programs were designed to improve the students' ability to comprehend
text. Each development cycle was evaluated and investigated to reach effectiveness
in improving students' comprehension of text.
In Chapter 15, Robertshaw, Walker, Recker, Leary, and Sellers describe the
8-year-long DLConnect research project. The DLConnect project first developed the
instructional architect (IA) which allows teachers to find online learning resources
and assemble them into learning activities for their students. A teacher technology
professional development model has been developed in order to train teachers how
to use the IA and online resources. This professional development model has been
refined during the course of the project. Three different models were studied and
each has its own characteristics. While Model 1 uses authentic problem and it is a
design-centered approach, Model 2 deals with problem-based learning and simple
to complex approach. The third model also uses problem-based learning, but it is
a design-centered approach. Evaluation findings for all models are presented. The
authors conclude that future research will involve continued exploration in whether
there are substantive changes in how teachers engage in teaching based on partici-
pation in the workshop and if changes do exist what happens to student learning as
a result of these changing teaching practices.
In the Chapter “A Dialogic Approach to Technology-Enhanced Education for
the Global Knowledge Society,” the authors argue that a dialogic theoretical frame-
work can offer a solution to the educational challenges that arise from the shift to a
knowledge society. The heart of the approach is to use new communications tech-
nology to draw learners into dialogues across difference. The chapter discusses the
idea of developing collective thinking through a shift in the identities of learners
toward greater openness, not only openness to listening to the voices of others but
also openness to new possibilities. The chapter looks at evidence from a number
of case studies to show the potential of this combination of new technology and
dialogic pedagogy.
In Chapter 17, Lei Liu and Cindy E. Hmelo-Silver argue that hypermedia as
a vehicle for conveying conceptual representations. Moreover, understanding and
metacognitive thinking can be supported by hypermedia (Jacobson & Archididou,
2000). The authors use the work of McManus and Segner (1991) to support their
claim that “Hypermedia can support learning about the facts, concepts and prin-
ciples of a domain.” To do the research, the authors use 20 participants from the
educational psychology subject pool at a large public university. The two differ-
ent versions of hypermedia system (F-hypermedia and S-hypermedia) were used
to do the study. The authors concluded from the study that learners in the S-
hypermedia condition were more likely than those in F-hypermedia to express lack
of knowledge. Learners in the F-hypermedia condition were more likely to engage
in checking learning progress, checking understanding, and specific-question driven
