Constructivism Technology Instruction Conversation (27 results)
- Softcover
Seller: ThriftBooks-Dallas, Dallas, TX, U.S.A.ThriftBooks-Dallas
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- Softcover
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- Softcover
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- Softcover
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- Softcover
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- Softcover
Seller: Better World Books Ltd, Dunfermline, United KingdomBetter World Books Ltd
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Language: English
Published by Lawrence Erlbaum Associates Publishers, 1992
- Softcover
Seller: Klondyke, Almere, NetherlandsKlondyke
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- Softcover
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- Softcover
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- Softcover
Seller: BennettBooksLtd, Los Angeles, CA, U.S.A.BennettBooksLtd
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paperback. Condition: New. In shrink wrap. Looks like an interesting title.
- Softcover
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- Softcover
Seller: GreatBookPricesUK, Woodford Green, United KingdomGreatBookPricesUK
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- Softcover
Seller: THE SAINT BOOKSTORE, Southport, United KingdomTHE SAINT BOOKSTORE
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Constructivism and the Technology of Instruction: A Conversation
Duffy, Thomas M. (Edited by)/ Jonassen, David H. (Edited by)
- Softcover
Seller: Revaluation Books, Exeter, United KingdomRevaluation Books
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Paperback. Condition: Brand New. 1st edition. 232 pages. 9.25x6.25x0.50 inches. In Stock.
More images- Softcover
Seller: preigu, Osnabrück, Germanypreigu
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Taschenbuch. Condition: Neu. Constructivism and the Technology of Instruction | A Conversation | Thomas M. Duffy (u. a.) | Taschenbuch | Einband - flex.(Paperback) | Englisch | 1992 | Routledge | EAN 9780805812725 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter:… preigu.
- Softcover
Seller: Kennys Bookstore, Olney, MD, U.S.A.Kennys Bookstore
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Condition: New. Editor(s): Duffy, Thomas M.; Jonassen, David H. Num Pages: 232 pages, black & white illustrations. BIC Classification: JNT; JNV. Category: (P) Professional & Vocational. Dimension: 153 x 229 x 13. Weight in Grams: 346. . 1992. 1st Edition. paperback. . . . . Books ship from the US and Ireland.
- Softcover
- First Edition
Seller: Kennys Bookshop and Art Galleries Ltd., Galway, GY, IrelandKennys Bookshop and Art Galleries Ltd.
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Condition: New. Editor(s): Duffy, Thomas M.; Jonassen, David H. Num Pages: 232 pages, black & white illustrations. BIC Classification: JNT; JNV. Category: (P) Professional & Vocational. Dimension: 153 x 229 x 13. Weight in Grams: 346. . 1992. 1st Edition. paperback. . . . .
- Hardcover
Seller: GreatBookPricesUK, Woodford Green, United KingdomGreatBookPricesUK
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- Hardcover
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- Hardcover
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- Hardcover
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- Hardcover
Seller: Majestic Books, Hounslow, United KingdomMajestic Books
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- Hardcover
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- Hardcover
Seller: Biblios, frankfurt am main, HESSE, GermanyBiblios
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- Hardcover
Seller: Revaluation Books, Exeter, United KingdomRevaluation Books
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Hardcover. Condition: Brand New. 232 pages. 9.25x6.25x0.75 inches. In Stock.
- Softcover
- Print on Demand
Seller: THE SAINT BOOKSTORE, Southport, United KingdomTHE SAINT BOOKSTORE
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- Softcover
- Print on Demand
Seller: AHA-BUCH GmbH, Einbeck, GermanyAHA-BUCH GmbH
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Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This book is about the implications of constructivism for instructional design practices, and more importantly, it is about a dialogue between instructional developers and learning theorists. Working with colleagues in each discipline, t…he editors were amazed to find a general lack of familiarity with each others' work. From an instructional design perspective, it seems that the practice of instructional design must be based on some conception of how people learn and what it means to learn. From a learning theory perspective, it seems obvious that the value of learning theory rests in the ability to predict the impact of alternative learning environments or instructional practices on what is learned. Thus the interchange of ideas between these disciplines is essential. As a consequence of both the information rich environment and the technological capability, business is seen moving away from a fixed curriculum and toward providing information and instruction when it is needed. These changes bring about a window of opportunity establishing a dialogue that will provide for a richer understanding of learning and the instructional environment required to achieve that learning. The editors hope that this book is the beginning of the conversation and that it will serve to spur continued conversation between those involved in learning theory and those involved in the design of instruction.
