Handbook of Design in Educational Technology

Table of contents

1. Cover
2. Title
3. Copyright
4. Contents
5. Foreword
6. Part I FOUNDATIONS
   1. Introduction
   2. Chapter 1 The Practice of Educational/Instructional Design
   3. Chapter 2 Principles for Design and Evaluation of Learning Spaces
   4. Chapter 3 The Ecology of Resources: A Theoretically Grounded Framework for Designing Next Generation Technology-Rich Learning
   5. Chapter 4 Design-Based Research—Designing as Research
   6. Chapter 5 Understanding and Analysing 21st-century Skills Learning Outcomes Using Assessments
7. Part II DESIGN METHODS
   1. Introduction
   2. Chapter 6 Using Technology Probes to Understand Educational Design Spaces
   3. Chapter 7 Iterative Context Engineering to Inform the Design of Intelligent Exploratory Learning Environments for the Classroom
   4. Chapter 8 Sketch-Ins: A Method for Participatory Design in Technology-Enhanced Learning
   5. Chapter 9 Issues and Methods for Involving Young People in Design
   6. Chapter 10 Orchestrating Classroom CSCL: A Multi-level Pattern Approach for Design and Enactment
   7. Chapter 11 Empowering Teachers to Design Learning Resources with Metacognitive Interface Elements
   8. Chapter 12 Meta-Design: Empowering All Stakeholders as Co-Designers
   9. Chapter 13 Designing for Seamless Learning
   10. Chapter 14 Putting the Ecology of Resources Design Framework to Use with Language Learners' Contexts
   11. Chapter 15 Designing Affective and Cognitive Educational Interaction
   12. Chapter 16 Activity Theory and Educational Technology Design
   13. Chapter 17 SNaP! Re-using, Sharing and Communicating Designs and Design Knowledge Using Scenarios, Narratives, and Patterns
   14. Chapter 18 Going Native: Autoethnography as a Design Tool
8. Part III IMPLEMENTATION
   1. Introduction
   2. Chapter 19 A Developmental Study for the Design of the Creative Problem Solving Support System
   3. Chapter 20 Case-Based Learning for Anesthesiology: Enhancing Dynamic Decision-Making Skills through Cognitive Apprenticeship and Cognitive Flexibility
   4. Chapter 21 Scaffolding Learning in a Learning Management System: Learning to Write an Action Research Proposal
   5. Chapter 22 Considering the Design of an Electronic Progress-Monitoring System
   6. Chapter 23 Designing for Awareness: Purposeful Interactions in the Next Generation of Distance Education
   7. Chapter 24 Learning with Facebook Group—Interaction in Action
   8. Chapter 25 Designing for Learning with Tangible Technologies
   9. Chapter 26 An Introduction to Technology Enhanced Learning Design in Postgraduate Medical Education
   10. Chapter 27 The Convergence of Informal Learning and Formal Education in a Ubiquitous Environment
   11. Chapter 28 Design for Museum Learning: Visitor-Constructed Trails Using Mobile Technologies
   12. Chapter 29 A Blended Instructional Design Approach to Accessible Cyberlearning
   13. Chapter 30 Cloud-based eLearning for Higher Education: Realizing the Potential
   14. Chapter 31 Role of Web-Based Technologies in Framing Teaching Presence
9. Part IV EVALUATION
   1. Introduction
   2. Chapter 32 Measuring What Matters: Technology and the Design of Assessments that Support Learning
   3. Chapter 33 Educational Design Research in the 21st Century
   4. Chapter 34 Lights, Camera, Learn: When the Set is as Important as the Actors
   5. Chapter 35 Bidirectional Artifact Analysis: A Method for Analyzing Digitally Mediated Creative Processes
   6. Chapter 36 Mass Collaboration and Learning
   7. Chapter 37 Emerging Technologies for Young Children: Evaluating the Learning Benefits of New Forms of Interaction
   8. Chapter 38 Insight into Teaching and Learning: The Complex Face of Video Research
   9. Chapter 39 Basic Concepts and Techniques in Social Network Analysis
   10. Chapter 40 Seeing to Understand: Using Visualizations to Understand Learning in Technology-Rich Learning Environments
   11. Chapter 41 Using Process Mining for Understanding Learning
   12. Chapter 42 Self-Regulated Learning Engines: Software Technologies for Researching and Promoting Self-Regulated Learning
   13. Chapter 43 Assessing Socio-Emotional Learning Around Educational Technologies
10. Index