Annotated Bibliography on "Educational Technology Annotated Bibliography"

Annotated Bibliography 12 pages (3759 words) Sources: 0

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Educational Tech Annotated Bib

Astleitner, H. (2000). Designing Emotionally Sound Instruction: The FEASP-Approach. Instructional Science 28(3), 169-198.

Astleitner's work demonstrates a significant association between the ability to learn and emotional intelligence. In the work the author contends that social and behavioral research stresses the importance of emotion in learning, and asserts that the necessity of tailoring educational materials and designs to emotion is evident. According to the author emotions may open learning opportunities or they may close or disrupt them, depending on their nature. Allowing emotion to be a consideration in the development of learning environments as well as curriculum and delivery would therefore seem the most logical next step in educational development. The author them goes on to outline a learning strategy based on the design principles core to emotion sensitive structure and support.

According to the F (ear)E (nvy)a (nger)S (ympathy)P (leasure)-approach for designing positive feeling instruction, the instructional designer has to analyze emotional problems before and during instruction. Fear, envy, and anger should be reduced during instruction, sympathy and pleasure should be increased. Based on the observed problems, emotional strategies have to be designed and implemented into instruction. Then the consequences of the strategy implementation have to be evaluated. (pp.175-176)

The remainder of the work is a more thorough discussion of possible strategies for implementation of the FEASP learning model and to describe the importance of its implications, as well as to outline its possible shortcomings and the need for much more research on emotion as an integral aspect of learning.

Betrancourt, M. (2005). The animation and interactivity principles in multimedia learning. In Mayer (ed.), the Cambridge handbook of multimedia learning, pp.287 -296. New York: Cambridge.

Betrancourt provides in this work an extensive literature review of the effects of animation and interactivity of the learner on learning finding that for the most part the learner did not glean benefits from the application of animation, though it is still promising for utilization in some applications, the most important of which being the ability to demonstrate change over time. The author also stresses that individuals were not as likely as one might hope to take advantage of even interactive opportunity in animation applications and that this demands inquiry, as to the application and acceptance of animation as a tool of instructional learning. The researcher demonstrates that the utilization of animation may be overzealous and should be limited when no benefit can be seen from its application, as less expensive options are available and can be as or more effective than animation in conveying points of learning. The researcher finally offers some suggestions to educational designers, with regard to what the most promising applications of animation are and stresses the importance of more research to determine the most effective applications of interactive and determined animation technology. The researcher, relies heavily on older research, intermingling some more recent applications to reiterate the older points, i.e. that users were did not respond to animation in a positive way and did not use it as a tool to the degree hoped by designers.

Dickey, M.D. (2005). Engaging by design: How engagement strategies in popular computer and video games can inform instructional design. Educational Technology Research and Development, 53, 67-83.

Dickey explores the characteristics of modern video games that make them engaging as a way to discover the characteristics within such games that can be applied to multi-media instructional materials. The researcher focuses on methods, strategies and devices that engage players in video games and compares them to these same aspects in engaged instructional learning games. According to Dickey, "the findings indicate that the characteristics within games that engage players are aspects of player positioning, narrative and interaction in game design," (p.79) Dickey proposes that the work gives evidence to support a detailed method of game design as an appropriate guiding architecture for the design of instructional learning environments. Aspects that Dickey stresses as important include, the backstory of the game/learning environment and how it will be expressed to the player/learner, the perspective of the learner in the environment and the interactive nature of the game/learning environment, including setting, roles an characters, action and feedback. This work is informative, engaging, and approachable and it creates a sense of the nature of the application, as an armature for how to develop learning materials that will be equally engaging and still teach those who play/use it.

Hall, S. (1997). Representation, meaning, and language. In S. Hall (Ed.), Representation. Cultural Representations and Signifying Practices, pp. 15-30. Thousand Oaks: Sage.

In this chapter Hall discusses the dimensions of representation, as the production of meaning through language, utilizing three theoretical concepts of representation including reflective, intentional and constructionist. Reflective contends that language simply interprets or reflects a meaning that already exists in the world, intentional meaning that the representation expresses the meaning of the speaker, writer, painter and constructionist, where meaning is constructed through language. The work then goes through several sets of activities that express how meaning is developed through representation exploring aspects of creating a set of codes for the viewer, reader and fellow explorer and then transmitting the information to others with conceptual and language skills. Hall provides practical application exercises to help the instructional developer understand the manner in which members of the same culture communicate with one another about their shared concepts and how this can be applied to instructional design. Thought concepts of the work are rather abstract the activities fully develop the concept into application. The closing of the work follows that the constructionist theory is probably most accurate, and this is especially true with regard to the development of representation in an abstract form, i.e. The educational environment.

Horn, R. (1999). Information Design. In Jacobsen, R. (Ed.), Information Design, pp. 15-33. Cambridge, MA: MIT Press.

Horn explores the profession of information design, first by applying it presence to a broader culture as a new conception of communication assistance, not unlike more obvious examples, like ghost writers, technical writers, ad writers and the like. Horn claims that information designers help create for the individual or group that wishes to convey a message, the most effective message form. "information design is defined as the art and science of preparing information so that it can be used by human beings with efficiency and effectiveness." (p. 15) it goes on to say the main objectives of information designers are to develop documents that are easily understood in a rapid manner and are accurately retrievable and easy to translate to action, designing interactions that are easy, natural and pleasant for the user and to enable people to translate their world of three dimensional space or even virtual with comfort and ease. The work then goes on to explore aspects of information design such as industry specific titles and views of information design through the profession's history and context. The work gives real examples of the concepts that are easy for the would be instructional designer to grasp, and helps the reader better understand why an information designer might be an integral aspect of creating a learning environment or application.

Morville, P., & Rosenfeld, L. (2007). Information Architecture for the World Wide Web (3rd ed.). Cambridge: O'Reilly. [chapter 1, chapter 2]

Chapter 1 of Morville and Rosenfeld's work creates an analogous structure of information architecture as similar to architecture in the real sense, and that if we discover what it is about the built environment that moves and engages us then we will better understand how to create informational architecture to do the same thing. The stress of the work is that the built environment is an underutilized aspect of the educational environment, and especially as it applies to how information is put together to develop informational architecture in web sites that guide the user through the experience of finding the information they seek and need. Instructional design can apply such concepts by seeking out good examples for such development. Chapter 2 then goes on to describe how information architecture is applied and its importance to understanding how interactive learning environments can be systematically developed to impart information more effectively tot the viewer/user of a webspace. This chapter also explores existing information architecture, why it is important, who is qualified to develop it and the concept of information ecologies, or the environments in which information architecture is designed and used. This work would be helpful for anyone seeking to design an application of information architecture to impart information easily in an educational setting.

Norman, D. (1993). Things that make us smart. New York: Doubleday/Currency. [chapters 2, 3, 4]

Norman stresses in his work that the greatness of the human ability lies it its ability to develop systems and objects that can retain information for us and allow us to access it at a later time and in a way that is pertinent to the human experience of learning. Chapter 2 of the work stresses the importance of conveying information through experience, i.e. that utilizing the human mind's… READ MORE

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