Numerous frameworks, consistent with constructivist epistemology for the design of student-center... more Numerous frameworks, consistent with constructivist epistemology for the design of student-centered learning, have evolved that represent alternative learning and design paradigms and philosophies. Myriad student-centered approaches reflecting epistemological variants have emerged including anchored instruction (Cognition and Technology Group at Vanderbilt, 1992), problem-based learning (. Though operationalized differently, these environments share basic foundations and assumptions regarding the centrality of the individual student in assigning the meaning and relevance of learning.
W HILE EDUCATIONAL TECHNOLOGY APPLICATIONS in higher education have grown dramatically during the... more W HILE EDUCATIONAL TECHNOLOGY APPLICATIONS in higher education have grown dramatically during the past 20 years, significant disagreements exist as to their effectiveness and impact. Advocates and critics tend to advance competing positions, but little evidence of technology's impact derived through disciplined inquiry has been presented in support of either position. The research that has been conducted has rarely been shared across the diverse disciplines represented in postsecondary settings, so little collective impact has been possible. In this paper, we introduce evidence related to the promise and performance of educational technology, identify problems and issues inherent in educational technology research, and propose a working framework for studying the learning effects of, and with, technology. (Keywords: research methodologies, technology effectiveness, postsecondary, basic research, use-inspired research, applied research, field research)
Researchers and practitioners have attempted to identify technologies that support students' scie... more Researchers and practitioners have attempted to identify technologies that support students' scientific understanding, activities and support practices that facilitate students' inquiry processes, and methods to sustain technology-enhanced innovations in everyday science classrooms. The purpose of this paper is to examine the findings and implications of research on science inquiry tools on classroom teaching and learning practices. We summarize research on inquiry tools and present a framework for teaching and learning in technology-enhanced, inquiry-based science classes. In the framework, three dimensions are discussed: the macrocontext (systemic reform and educational standards), the teachers' community (physical or virtual context, where teachers share expertise and mentor each other), and the microcontext (classroom context, where learning and teaching occur). From this pedagogical framework, the interactions among the standards, teachers' community, and classroom contexts are key to exploring the role of technologies.
ED 466 164 IR 021 235 AUTHOR Hannafin, Michael J; McCarthy, James E.; Hannafin, Kathleen M.; Radt... more ED 466 164 IR 021 235 AUTHOR Hannafin, Michael J; McCarthy, James E.; Hannafin, Kathleen M.; Radtke, Paul TITLE Scaffolding Performance in EPSSs: Bridging Theory and Practice.
Public reporting burder for this collection of information is estibated to average 1 hour per res... more Public reporting burder for this collection of information is estibated to average 1 hour per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing this collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burder to Department of Defense, Washington Headquarters Services, Directorate for Information Operations and Reports (0704-0188), 1215 Jefferson Davis Highway, Suite 1204, Arlington, VA 22202-4302. Respondents should be aware that notwithstanding any other provision of law, no person shall be subject to any penalty for failing to comply with a collection of information if it does not display a currently valid OMB control number. PLEASE DO NOT RETURN YOUR FORM TO THE ABOVE ADDRESS.
During student-centered learning, the individual assumes responsibility for determining learning ... more During student-centered learning, the individual assumes responsibility for determining learning goals, monitoring progress toward meeting goals, adjusting or adapting approaches as warranted, and determining when individual goals have been adequately addressed. This can be particularly challenging in learning from the World-Wide Web, where billions of resources address a variety of needs. The individual must identify which tools and resources are available and appropriate, how to assemble them, and how to manage the process to support unique learning goals. We analyze the applicability of current cognitive principles to learning from Web-based multimedia, review and critically analyze issues related to student-centered learning from Web-based multimedia, and describe implications for research and theory.
... 194 / SHARMA AND HANNAFIN Page 15. management and . . . how you manage a project that&amp... more ... 194 / SHARMA AND HANNAFIN Page 15. management and . . . how you manage a project that's going to help someone to learn something and meet learning objectives. Unlike Mac and Sara, Sean's view of ID failed to undergo much change. ...
S CAFFOLDING has proven an especially interesting and promising area for postsecondary teaching a... more S CAFFOLDING has proven an especially interesting and promising area for postsecondary teaching and learning practices. Particular interest has emerged in scaffolding student learning in technology-enhanced environments--especially those designed to promote critical thinking. This study examined participant perceptions and use of scaffolding in an online course focused on facilitating the development of critical thinking in instructional design. Findings indicated that use of scaffolding evolved from externally directed to internally relevant assimilation. The realization of personal utility emerged as the most prominent trigger for both improved learner perceptions and scaffolding use. Research and practical implications for the design of scaffolding are provided. (
Few question the importance of effective engagement in computer-supported learning. Yet, comparat... more Few question the importance of effective engagement in computer-supported learning. Yet, comparatively little attention has focused on extrapolating the implications of available research and theory for the design of interaction strategies. Traditionally, interaction strategies have emphasized functions of the interaction, specific strategies for interaction design, and methods for eliciting overt responses. While the functions and operations of design are important,
... Numerous applicable guidelines for the use of illustrations have been derived from non-hypert... more ... Numerous applicable guidelines for the use of illustrations have been derived from non-hypertext ... self-contained, though they also help individuals to select further nodes based upon success ... and to support the unique constructions of learners (Dillon 1991) as evidence of failure ...
The vision for EdITLib, the Digital Library for Education & Information Technology, is to facilit... more The vision for EdITLib, the Digital Library for Education & Information Technology, is to facilitate learning, discovery and innovation by connecting scholarly research on Educational Technology/E-Learning with learning opportunities. Learn More
Educational Technology Research and Development, 1995
Situated cognition has emerged as a powerful perspective in providing meaningful learning and pro... more Situated cognition has emerged as a powerful perspective in providing meaningful learning and promoting the transfer of knowledge to real-life situations. While considerable inter- est has been generated in situated learning ...
Educational Technology Research and Development, 1989
Page 1. Psychological Foundations of Instructional Design for Emerging Computer-Based Instruction... more Page 1. Psychological Foundations of Instructional Design for Emerging Computer-Based Instructional Technologies: Part Ii [] Michael J, Hannafin Lloyd P. Rieber Michael J. Hannafin is with the Center for Research and Development ...
Educational Technology Research and Development, 2008
Cases have been used in education through a variety of methods, such as case written analysis, ca... more Cases have been used in education through a variety of methods, such as case written analysis, case discussion, and case development. Recent case definitions and uses have extended their traditional uses. In case-based reasoning, cases are considered to represent knowledge, and the use of cases is integral to an individual's problem-solving process. Case-based activity (CBA) builds on CBR research and theory, emphasizing the transition of novices toward experts' reasoning and applications. The purpose of this paper is to present the theoretical assumptions and principles for designing grounded, web-enhanced CBA. Findings from recent implementations and implications for design are presented.
Numerous frameworks, consistent with constructivist epistemology for the design of student-center... more Numerous frameworks, consistent with constructivist epistemology for the design of student-centered learning, have evolved that represent alternative learning and design paradigms and philosophies. Myriad student-centered approaches reflecting epistemological variants have emerged including anchored instruction (Cognition and Technology Group at Vanderbilt, 1992), problem-based learning (. Though operationalized differently, these environments share basic foundations and assumptions regarding the centrality of the individual student in assigning the meaning and relevance of learning.
W HILE EDUCATIONAL TECHNOLOGY APPLICATIONS in higher education have grown dramatically during the... more W HILE EDUCATIONAL TECHNOLOGY APPLICATIONS in higher education have grown dramatically during the past 20 years, significant disagreements exist as to their effectiveness and impact. Advocates and critics tend to advance competing positions, but little evidence of technology's impact derived through disciplined inquiry has been presented in support of either position. The research that has been conducted has rarely been shared across the diverse disciplines represented in postsecondary settings, so little collective impact has been possible. In this paper, we introduce evidence related to the promise and performance of educational technology, identify problems and issues inherent in educational technology research, and propose a working framework for studying the learning effects of, and with, technology. (Keywords: research methodologies, technology effectiveness, postsecondary, basic research, use-inspired research, applied research, field research)
Researchers and practitioners have attempted to identify technologies that support students' scie... more Researchers and practitioners have attempted to identify technologies that support students' scientific understanding, activities and support practices that facilitate students' inquiry processes, and methods to sustain technology-enhanced innovations in everyday science classrooms. The purpose of this paper is to examine the findings and implications of research on science inquiry tools on classroom teaching and learning practices. We summarize research on inquiry tools and present a framework for teaching and learning in technology-enhanced, inquiry-based science classes. In the framework, three dimensions are discussed: the macrocontext (systemic reform and educational standards), the teachers' community (physical or virtual context, where teachers share expertise and mentor each other), and the microcontext (classroom context, where learning and teaching occur). From this pedagogical framework, the interactions among the standards, teachers' community, and classroom contexts are key to exploring the role of technologies.
ED 466 164 IR 021 235 AUTHOR Hannafin, Michael J; McCarthy, James E.; Hannafin, Kathleen M.; Radt... more ED 466 164 IR 021 235 AUTHOR Hannafin, Michael J; McCarthy, James E.; Hannafin, Kathleen M.; Radtke, Paul TITLE Scaffolding Performance in EPSSs: Bridging Theory and Practice.
Public reporting burder for this collection of information is estibated to average 1 hour per res... more Public reporting burder for this collection of information is estibated to average 1 hour per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing this collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burder to Department of Defense, Washington Headquarters Services, Directorate for Information Operations and Reports (0704-0188), 1215 Jefferson Davis Highway, Suite 1204, Arlington, VA 22202-4302. Respondents should be aware that notwithstanding any other provision of law, no person shall be subject to any penalty for failing to comply with a collection of information if it does not display a currently valid OMB control number. PLEASE DO NOT RETURN YOUR FORM TO THE ABOVE ADDRESS.
During student-centered learning, the individual assumes responsibility for determining learning ... more During student-centered learning, the individual assumes responsibility for determining learning goals, monitoring progress toward meeting goals, adjusting or adapting approaches as warranted, and determining when individual goals have been adequately addressed. This can be particularly challenging in learning from the World-Wide Web, where billions of resources address a variety of needs. The individual must identify which tools and resources are available and appropriate, how to assemble them, and how to manage the process to support unique learning goals. We analyze the applicability of current cognitive principles to learning from Web-based multimedia, review and critically analyze issues related to student-centered learning from Web-based multimedia, and describe implications for research and theory.
... 194 / SHARMA AND HANNAFIN Page 15. management and . . . how you manage a project that&amp... more ... 194 / SHARMA AND HANNAFIN Page 15. management and . . . how you manage a project that's going to help someone to learn something and meet learning objectives. Unlike Mac and Sara, Sean's view of ID failed to undergo much change. ...
S CAFFOLDING has proven an especially interesting and promising area for postsecondary teaching a... more S CAFFOLDING has proven an especially interesting and promising area for postsecondary teaching and learning practices. Particular interest has emerged in scaffolding student learning in technology-enhanced environments--especially those designed to promote critical thinking. This study examined participant perceptions and use of scaffolding in an online course focused on facilitating the development of critical thinking in instructional design. Findings indicated that use of scaffolding evolved from externally directed to internally relevant assimilation. The realization of personal utility emerged as the most prominent trigger for both improved learner perceptions and scaffolding use. Research and practical implications for the design of scaffolding are provided. (
Few question the importance of effective engagement in computer-supported learning. Yet, comparat... more Few question the importance of effective engagement in computer-supported learning. Yet, comparatively little attention has focused on extrapolating the implications of available research and theory for the design of interaction strategies. Traditionally, interaction strategies have emphasized functions of the interaction, specific strategies for interaction design, and methods for eliciting overt responses. While the functions and operations of design are important,
... Numerous applicable guidelines for the use of illustrations have been derived from non-hypert... more ... Numerous applicable guidelines for the use of illustrations have been derived from non-hypertext ... self-contained, though they also help individuals to select further nodes based upon success ... and to support the unique constructions of learners (Dillon 1991) as evidence of failure ...
The vision for EdITLib, the Digital Library for Education & Information Technology, is to facilit... more The vision for EdITLib, the Digital Library for Education & Information Technology, is to facilitate learning, discovery and innovation by connecting scholarly research on Educational Technology/E-Learning with learning opportunities. Learn More
Educational Technology Research and Development, 1995
Situated cognition has emerged as a powerful perspective in providing meaningful learning and pro... more Situated cognition has emerged as a powerful perspective in providing meaningful learning and promoting the transfer of knowledge to real-life situations. While considerable inter- est has been generated in situated learning ...
Educational Technology Research and Development, 1989
Page 1. Psychological Foundations of Instructional Design for Emerging Computer-Based Instruction... more Page 1. Psychological Foundations of Instructional Design for Emerging Computer-Based Instructional Technologies: Part Ii [] Michael J, Hannafin Lloyd P. Rieber Michael J. Hannafin is with the Center for Research and Development ...
Educational Technology Research and Development, 2008
Cases have been used in education through a variety of methods, such as case written analysis, ca... more Cases have been used in education through a variety of methods, such as case written analysis, case discussion, and case development. Recent case definitions and uses have extended their traditional uses. In case-based reasoning, cases are considered to represent knowledge, and the use of cases is integral to an individual's problem-solving process. Case-based activity (CBA) builds on CBR research and theory, emphasizing the transition of novices toward experts' reasoning and applications. The purpose of this paper is to present the theoretical assumptions and principles for designing grounded, web-enhanced CBA. Findings from recent implementations and implications for design are presented.
This is a pre-publication version of the chapter included in the Handbook of Distance Education. ... more This is a pre-publication version of the chapter included in the Handbook of Distance Education. Here is the full citation for the chapter: West, R. E., Hannafin, M. J., Hill, J. & Song, L. (2012). Cognitive perspectives on online learning environments. In M. Moore (Ed.) Handbook of Distance Education (third edition). Mahwah, NJ: Lawrence Erlbaum Associates.
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