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critical factors must then be matched to technology, interactive print allows "intentional facilitation of organizing, reiterating, rehearsing, practicing" (Bernard & Lungren, 1994), interactive print allows incorporation of problem-based learning, interactive print allows scaffolding, new structures resulting in challenges of paradigm shift to changes in structure, learners requires new skill set, forces against include intellectual property and copyright laws, forces against include "digital divide", forces against include challenges of paradigm shift to changes in structure, forces against include challenges of paradigm shift in concepts of teaching/learning, forces against include high initial costs, new ways of knowledge management such as web repositories, new ways of knowledge management such as academic libraries, new ways of knowledge management such as "hyper-bases", interactive print including branched, hypercontent, and learner directed designs, successful learning systems uses technology, new structures will have political ramifications relative to allocation of resources and what university values, constructivist pedagogy so learner- directed, effectively designed materials ensure "collaborative knowledge construction, information seeking and sharing, reflection, debate..." (Bonk & Dennen, 2003), successful learning systems uses effectively designed materials, critical factors including access issues, critical factors including costs/economy of scale, critical factors including shift to "guided didactic conversation, primary role as guide and additional roles (mentor, facilitator, designer, advocate for change), forces supporting include benefits of paradigm shift in teaching/ learning, forces supporting include increased capacity of technology, forces supporting include market forces: demand, competition, forces supporting include increased access and decreased cost of technology, pedagogical shift i.e. primary role as guide, forces supporting impact successful learning systems, Evolution of Instructional Design in Distance Education determined by critical factors, academic libraries changes conception of who has the right to access academic libraries and how, pedagogical shift requires constructivist pedagogy, teachers/ instructors need new structures, teachers/ instructors need new skill set, teachers/ instructors need pedagogical shift, comprehensive process implies adequate training for instructors so they know how to do this effectively, new skill set supporting learner initiated inquiry, new skill set supporting exploration , new skill set supporting knowledge construction, forces against impact successful learning systems, technology changes shift to "guided didactic conversation, interactive print reflecting good graphic design principles, new ways of knowledge management are learner- directed, comprehensive process incorporating analysis of learner, determine/ select instructional strategies then create/ select instructional materials, develop assessment instruments then determine/ select instructional strategies, new skill set i.e. effectively designed materials, new skill set i.e. technology, new skill set i.e. primary role as guide, new skill set i.e. comprehensive process, roles of teachers/ instructors, successful learning systems requires comprehensive process, successful learning systems relies on new ways of knowledge management, printed materials reflecting good graphic design principles, gender like language, gender like costs, gender like culture, Evolution of Instructional Design in Distance Education transformation of roles, roles of learners, analysis of learner then determination of essential content, determination of essential content then develop assessment instruments, new skill set requires different K-12 education skill development, new skill set including collaboration/ group skills, new skill set including being in control of learning process, new skill set including technology, pedagogical shift defines new skill set, create/ select instructional materials then design/do formative evaluation of instruction, determine/ select instructional strategies examples goal-based learning, determine/ select instructional strategies examples learning by design, determine/ select instructional strategies examples critical incident collaboration, effectively designed materials including interactive print, effectively designed materials including non-print, effectively designed materials including printed materials, successful learning systems rooted in constructivist pedagogy, Evolution of Instructional Design in Distance Education to create and implement successful learning systems, learners includes exploration , learners includes knowledge construction, learners includes learner initiated inquiry, new structures to support necessary time commitment, new structures to support additional roles (mentor, facilitator, designer, advocate for change), new structures to support development of technical skills, academic libraries raises question Where does curriculum end and information support services begin?, access issues like language, access issues like costs, access issues like gender, access issues like culture, constructivist pedagogy calls for new ways of knowledge management, create/ select instructional materials that are effectively designed materials