Instructional Design Considerations for Science E-Learning
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Downing, K. & Holtz, J. (2008). Instructional Design Considerations for Science E-Learning. In C. Bonk et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (pp. 2-7). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/29566.
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2008
Las Vegas, Nevada, USA
November 17, 2008
Curtis J. Bonk, Mimi Miyoung Lee & Tom Reynolds
More Information on ELEARN
Table of Contents
Participants will be introduced to a best-practices, didactic model for design of effective online science education programs, at the meta level, and courses, at the operational level. The model, which incorporates a science valuation framework, Disciplinary Content Object Model (DCOM), and neuro-cognitive paradigm, is grounded in contemporary theory of, and practice in, both general human learning and science-specific learning. It incorporates the elements of practical work, knowledge transfer and collaboration structures; essential to science learning, but challenging to operationalize online. Options in extant technologies useful in online science learning, as well as promising emerging technologies are couched within operational realities and limitations. Participants will use tools and forms in small groups to examine an existing science program or course, or begin to design a new science program or course.
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