Designing Interactive Learning Environments: An Approach from First Principles

Autor/inn/en	Scott, Bernard; Cong, Chunyu
Titel	Designing Interactive Learning Environments: An Approach from First Principles
Quelle	In: Campus-Wide Information Systems, 24 (2007) 3, S.174-186 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1065-0741
DOI	10.1108/10650740710762211
Schlagwörter	Stellungnahme; Learning Theories; Computer Assisted Instruction; Task Analysis; Teaching Methods; Educational Environment; Hypermedia; Educational Principles; Design Preferences; Instructional Design; Foreign Countries; Instructional Development; Case Studies; United Kingdom + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Computer based training; Computerunterstützter Unterricht; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsprinzip; Design requirements; Gestaltungsmittel; Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland; Teaching improvement; Unterrichtsentwicklung; Case study; Fallstudie; Case Study; Großbritannien
Abstract	Purpose: Today's technology supports the design of more and more sophisticated interactive learning environments. This paper aims to argue that such design should develop from first principles. Design/methodology/approach: In the paper by first principles is meant: learning theory and principles of course design. These principles are briefly outlined, key features of which include: the use of knowledge and task analysis methodology; the use of topic maps; and learning design that supports adaptive teaching. The paper goes on to describe how this approach to course design has been applied at the UK Defence Academy. Findings: The paper shows how conversation theory serves as a source of first principles for the design of interactive learning environments, as exemplified in the Course Assembly System and Tutorial Environment (CASTE). Originality/value: A principled approach to the design of interactive learning environments is of value in bringing order to a conceptually and methodologically confused domain of practice. (Contains 6 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10