EME 7938 STUDY QUESTIONS FOR GROUP 3 READINGS

General Directions: Answer each question to your satisfaction and submit according to the course schedule. Although I encourage you to respond in as much detail and at as much length as you find appropriate, please edit the documents that you send to me so that I receive comprehensive responses of no more than about 500 words for any single question. (Please note that 500 words is an absolute UPPER LIMIT for those who feel that they NEED to write that much. I’d much rather you submitted MUCH shorter responses, on the order of a paragraph or so per question.)

Jonassen, D. (Ed.). (1996). Handbook of research for educational communications and technology. New York: Macmillan. ISBN 0-02-864663-0. Chapters 18-22, 24, & 26

Chapter 18: Conditions-based models for designing instruction

Question 1: What is conditions-based theory and how has it evolved?

Question 2: Why are Gagne’s contributions to this discipline more important than other conditions-based models?

Question 3: What future research should be conducted on conditions-based theory?

Chapter 19 Intelligent tutoring systems: past, present, and future

Question 1: What are the precursors of ITS? How is ITS currently defined?

Question 2: What were the four major ITS problems studied in the 1980s? What are the four current ITS debates?

Question 3: What is the future of ITS research?

Chapter 20: Cognitive teaching models

Question 1: Describe the various cognitive teaching models that reviewed in the chapter.

Question 2: What are the key features that generalize across these models?

Question 3: What suggestions are made for IT researchers?

Chapter 21: User-centered design of hypertext/hypermedia for education

Question 1: What is hypertext/hypermedia and how has it evolved over the years? Characterize the theoretical bases for its use in instruction.

Question 2: What has been the role of hypertext/hypermedia in learning?

Question 3: Characterize the status of hypertext/hypermedia learning research; past present, & future.

Chapter 22: Adaptive instruction systems

Question 1: What are macro-adaptive & micro-adaptive instruction models and how are they used in education?

Question 2: What is aptitude-treatment interaction (ATI)? What have been the research findings?

Question 3: Characterize the future of research on Adaptive instruction systems.

Chapter 24: Learning with technology: using computers as cognitive tools

Question 1: Distinguish between the use of technology as a tool for programmed instruction and as a tool for learning via the distribution of cognition.

Question 2: How can computer applications and programming languages be used as cognitive tools?

Question 3: Characterize the status of cognitive tool learning research; past present, & future.

Chapter 26: Visual message design and learning: the role of static and dynamic illustrations

Question 1: What are some the theories on picture perception?

Question 2: What are some of the frameworks that have been developed in terms of static pictures? What has the role of dynamic pictures in knowledge acquisition?

Question 3: What has been the history of research on visual message design and learning? What are the current research issues?