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Instruction and TechnologyDesigns for Everyday Learning$
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Brad Mehlenbacher

Print publication date: 2010

Print ISBN-13: 9780262013949

Published to MIT Press Scholarship Online: August 2013

DOI: 10.7551/mitpress/9780262013949.001.0001

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Designs for Learning

Designs for Learning

Chapter:
(p.159) 5 Designs for Learning
Source:
Instruction and Technology
Author(s):

Brad Mehlenbacher

Publisher:
The MIT Press
DOI:10.7551/mitpress/9780262013949.003.0006

This chapter examines traditional differences between science and non-science, theories and practices related to instruction, and learning with technology. Furthermore, it focuses on the concept of design for learning and its role in e-learning. The vision of the chapter is to show the relationship between technical advancement and effective practices in online learning. It continues the discussion by elaborating on important topics such as wicked contemporary problems, a rhetorical design perspective, and human–computer interaction. Later parts of the chapter discuss the usability perspective toward instruction and learning with technology along with the triangulation of individuals, activities, and artifacts, referred to as a communication triangle. Various strategies and models in the chapter help explain the preceding issues, with specific illustrations.

Keywords:   non-science, theories and practices, e-learning, wicked contemporary problems, rhetorical design, human–computer interaction

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