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It reflects the collaborative efforts of all members of the AECT Definition and Terminology Committee.The volume begins with the statement of the definition itself (chapter 1), followed by commentary chapters on each of the key terms and concepts contained in the definition (chapters 2-9). Chapter 10 provides historical context for the current definition by reviewing salient elements of prior AECT definitions. Chapter 11 discusses ethical considerations and chapter 12 concludes by discussing ramifications of the current definition for academic programs in educational technology. 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1984 - FROM BEHAVIOURISM TO COGNITIVE BEHAVIOURISM TO COG.pdf", "md5": "d4614fee87a8323335a45998eae2867e", "mtime": 1390968263302, "tags": [], "relations": {}, "dateAdded": "2014-01-29T04:04:18Z", "dateModified": "2014-01-29T04:04:23Z" } }, { "key": "78IUUFKR", "version": 6026, "library": { "type": "group", "id": 37825, "name": "cogsci1", "links": { "alternate": { "href": "https://www.zotero.org/groups/cogsci1", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/37825/items/78IUUFKR", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/cogsci1/items/78IUUFKR", "type": "text/html" } }, "meta": { "createdByUser": { "id": 351591, "username": "pixi08", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/pixi08", "type": "text/html" } } }, "creatorSummary": "CASE and BEREITER", "parsedDate": "1984-07-01", "numChildren": 1 }, "data": { "key": "78IUUFKR", "version": 6026, "itemType": "journalArticle", "title": "FROM BEHAVIOURISM TO COGNITIVE BEHAVIOURISM TO COGNITIVE DEVELOPMENT: STEPS IN THE EVOLUTION OF INSTRUCTIONAL DESIGN", "creators": [ { "creatorType": "author", "firstName": "ROBBIE", "lastName": "CASE" }, { "creatorType": "author", "firstName": "CARL", "lastName": "BEREITER" } ], "abstractNote": "The recent history of instructional technology is traced, starting with the work of Skinner, moving on to the task analytic approach of Gagné, and following through to contemporary efforts associated with the \"cognitive revolution.\" It is suggested that an understanding of the process of cognitive development may enable us to build on and improve earlier approaches, by adapting them more directly to students' current levels of cognitive development, and by ensuring that we do not overtax their information processing capabilities. 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The first part, which focused on the history of instructional media, appeared in the previous issue of this journal (volume 49, number 1). This part of the article focuses on the history of instructional design. Starting with a description of the efforts to develop training programs during World War II, and continuing on through the publication of some of the first instructional design models in the 1960s and 1970s, major events in the development of the instructional design process are described. Factors that have affected the field of instructional design over the last two decades, including increasing interest in cognitive psychology, microcomputers, performance technology, and constructivism, are also described.", "publicationTitle": "Educational Technology Research and Development", "publisher": "", "place": "", "date": "January 1, 2001", "volume": "49", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "57-67", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Educational Technology Research and Development", "DOI": "", "citationKey": "", "url": "http://www.jstor.org/stable/30220311", "accessDate": "2014-01-29T04:04:00Z", "PMID": "", "PMCID": "", "ISSN": "1042-1629", "archive": "", "archiveLocation": "", "shortTitle": "A History of Instructional Design and Technology", "language": "", "libraryCatalog": "JSTOR", "callNumber": "", "rights": "Copyright © 2001 Springer", "extra": "", "tags": [], "collections": [ "DZRNC6XA" ], "relations": {}, "dateAdded": "2014-01-29T04:04:00Z", "dateModified": "2014-01-29T04:04:00Z" } }, { "key": "WMJG4RCT", "version": 6027, "library": { "type": "group", "id": 37825, "name": "cogsci1", "links": { "alternate": { "href": "https://www.zotero.org/groups/cogsci1", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/37825/items/WMJG4RCT", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/cogsci1/items/WMJG4RCT", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/37825/items/35BHTT48", "type": "application/json" } }, "meta": { "createdByUser": { "id": 351591, "username": "pixi08", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/pixi08", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "WMJG4RCT", "version": 6027, "parentItem": "35BHTT48", "itemType": "attachment", "linkMode": "imported_url", "title": "JSTOR Full Text PDF", "accessDate": "2014-01-29T04:03:53Z", "url": "http://ezproxy.library.nyu.edu:2116/stable/pdfplus/30220299.pdf?acceptTC=true", "note": "", "contentType": "application/pdf", "charset": "", "filename": "Reiser - 2001 - A History of Instructional Design and Technology .pdf", "md5": "fce51ad6a5ef27b175298154a8385ccb", "mtime": 1390968237993, "tags": [], "relations": {}, "dateAdded": "2014-01-29T04:03:53Z", "dateModified": "2014-01-29T04:03:57Z" } }, { "key": "35BHTT48", "version": 6026, "library": { "type": "group", "id": 37825, "name": "cogsci1", "links": { "alternate": { "href": "https://www.zotero.org/groups/cogsci1", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/37825/items/35BHTT48", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/cogsci1/items/35BHTT48", "type": "text/html" } }, "meta": { "createdByUser": { "id": 351591, "username": "pixi08", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/pixi08", "type": "text/html" } } }, "creatorSummary": "Reiser", "parsedDate": "2001-01-01", "numChildren": 1 }, "data": { "key": "35BHTT48", "version": 6026, "itemType": "journalArticle", "title": "A History of Instructional Design and Technology: Part I: A History of Instructional Media", "creators": [ { "creatorType": "author", "firstName": "Robert A.", "lastName": "Reiser" } ], "abstractNote": "This is the first of a two-part article that will discuss the history of the field of instructional design and technology in the United States. 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Annotations

\n

Take-away points:

\n\n

Quotes:

\n

“Learning should not only take us somewhere; it should allow us later to go further more easily.” Pg 17

\n

“The best way to create interest in a subject is to render it worth knowing, which means to make the knowledge gained usable in one’s thinking beyond the situation in which the learning has occurred.” Pg 31

\n

Questions:

\n\n

Implications for my research interests:

\n", "tags": [], "relations": {}, "dateAdded": "2011-05-10T21:40:11Z", "dateModified": "2013-04-19T18:32:35Z" } }, { "key": "XE4IWJWB", "version": 6024, "library": { "type": "group", "id": 37825, "name": "cogsci1", "links": { "alternate": { "href": "https://www.zotero.org/groups/cogsci1", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/37825/items/XE4IWJWB", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/cogsci1/items/XE4IWJWB", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/37825/items/TFKJ9AF5", "type": "application/json" } }, "meta": { "createdByUser": { "id": 46929, "username": "mhall78", "name": "Matthew Hall", "links": { "alternate": { "href": "https://www.zotero.org/mhall78", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "XE4IWJWB", "version": 6024, "parentItem": "TFKJ9AF5", "itemType": "note", "note": "

Annotations

\n

Take-away points:

\n\n

Quotes:

\n

“There is no unique sequence for all leaners, and the optimum in any particular case will depend on a variety of factors, including past learning, stage of development, nature of the materials and individual differences.” Pg 49

\n

“Only passing reference has been made to the issue of individual differences. Quite plainly, they exist in massive degree – in the extent to which children have problem-solving predispositions, in the degree of their interest, in the skills that they bring to any concrete task, in their preferred mode of representing things, in their ability to move easily through any particular sequence, and in the degree to which they are initially dependent upon extrinsic reinforcement from the teacher.” Pg 71

\n

-       I love this quote. Very clear about individual differences. Connects nicely to differentiated instruction

\n

“The very essence of being human lies in the use of symbols. We do not know what the hierarchy of primacy is among speech, song, dance, and drawing, but, whichever came first, as soon as it stood for something else than the act itself, man was born; as soon as it caught on with another man, culture was born; and as soon as there were two symbols, a system was born. A dance, a song, a painting, and a narrative can all symbolize the same thing. They do so differently.” Pg 89

\n

-       Beautiful quote rationalizing semiotics

\n

Implications for my research interests:

\n", "tags": [], "relations": {}, "dateAdded": "2011-05-10T21:40:11Z", "dateModified": "2013-04-19T18:27:12Z" } }, { "key": "IAFR5Q5R", "version": 1, "library": { "type": "group", "id": 37825, "name": "cogsci1", "links": { "alternate": { "href": "https://www.zotero.org/groups/cogsci1", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/37825/items/IAFR5Q5R", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/cogsci1/items/IAFR5Q5R", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/37825/items/KPGXMSDJ", "type": "application/json" } }, "meta": { "createdByUser": { "id": 351591, "username": "pixi08", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/pixi08", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "IAFR5Q5R", "version": 1, "parentItem": "KPGXMSDJ", "itemType": "note", "note": "

This paper examines four different studies that explore the relationship between induced positive affect and creative problem solving tasks.  The researchers conclude that creativity can be facilitated by a transient pleasant affective state inducible by small, everyday events.

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This article looks at computer-based science simulations (Ideal Gas Law simulation) from a cognitive load perspective. Two versions of the simulation were tested, one with low complexity (broken down into 2 screens) vs. high complexity (presenting all the information on 1 screen).  The mode of visual representation was also varied.  One condition had symbolic representations only, the second had both iconic and symbolic representations. Learners showed greater learning and comprehension in the 2 screen version, however low prior knowledge learners benefited less than high prior knowledge learners (expertise reversal effect).

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A meta-analysis of 26 primary studies, yielding 76 pair-wise comparisons of dynamic and static visualizations, reveals a medium-sized overall advantage of instructional animations over static pictures. The mean weighted effect size on learning outcome is d = 0.37 (95% CI 0.25-0.49). Moderator analyses indicate even more substantial effect sizes when the animation is representational rather than decorational (d = 0.40, 95% CI 0.26-0.53), when the animation is highly realistic, e.g., video-based (d = 0.76, 95% CI 0.39-1.13), and/or when procedural-motor knowledge is to be acquired (d = 1.06, 95% CI 0.72-1.40). The results are in line with contemporary theories of cognitive load and multimedia learning, and they have practical implications for instructional design.

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This meta-analysis examines 26 studies on the use of animation vs. pictures for learning and instruction trying to solve the question of whether dynamic displays are better than static ones.

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