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001484622 001__ 1484622
001484622 003__ OCoLC
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001484622 019__ $$a1410861533
001484622 020__ $$a9783031419508$$q(electronic bk.)
001484622 020__ $$a3031419502$$q(electronic bk.)
001484622 020__ $$z9783031419492
001484622 020__ $$z3031419499
001484622 0247_ $$a10.1007/978-3-031-41950-8$$2doi
001484622 035__ $$aSP(OCoLC)1412504554
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001484622 049__ $$aISEA
001484622 050_4 $$aLB1060
001484622 08204 $$a370.15/23$$223/eng/20231208
001484622 24500 $$aFormative design in learning :$$bdesign thinking, growth mindset and community /$$cBrad Hokanson, Matthew Schmidt, Marisa E. Exter, Andrew A. Tawfik, Yvonne Earnshaw, editors.
001484622 264_1 $$aCham :$$bSpringer,$$c[2023]
001484622 264_4 $$c©2023
001484622 300__ $$a1 online resource (vii, 318 pages) :$$billustrations (chiefly color).
001484622 336__ $$atext$$btxt$$2rdacontent
001484622 337__ $$acomputer$$bc$$2rdamedia
001484622 338__ $$aonline resource$$bcr$$2rdacarrier
001484622 4901_ $$aEducational communications and technology: issues and innovations,$$x2625-0012
001484622 5050_ $$a1. What is Formative Learning Design? Collaborative Meaning-Making from the 2022 AECT Summer Research Symposium -- 2. Formative Design in the Holistic 4D Model -- 3. Intern Observations and Reflections From the 2022 AECT Summer Research Symposium -- 4. Closing the Professional Learning Loop: Designing for Performance Improvement -- 5. Designing the Museum of Instructional Design, a 3D Learning Environment: A Learning Experience Design Case -- 6. Enhancing Problem Based Learning Through Design Thinking and Storytelling -- 7. Formative Design of Authentic Scenarios for a Virtual Reality-Based Parent-Teacher Conference Training Simulation -- 8. Formative Learning Design in the COVID-19 Pandemic: Analysis, Synthesis, and Critique of Learning Design and Delivery Practices -- 9. Formative Learning Design Within Project Evaluation: Case of a Food Bank Disaster Planning and Recovery Tool -- 10. How a Novice Instructional Designer Embraced a Design Thinking Mindset Through a Learning Design Course -- 11. How Has Virtual Reality Technology Been Used to Deliver Interventions That Support Mental Well-being? A Systematic Literature Review -- 12. Layering Views of Experience to Inform Design -- 13. Making a Framework for Formative Inquiry Within Integrated STEM Learning Environments -- 14. Measuring Informal Learning: Formative Feedback Towards the Validity of the Informal SOM-SCI -- 15. Multipurpose Practicum: Feeding a Hunger for Justice via a Mainstream Academic Requirement -- 16. Practicing 360-Degree Innovation: Experiencing Design Thinking, Exhibiting Growth Mindset, and Engaging Community in a French Business School Graduate-Level Intensive Course -- 17. Preparing Elementary Teachers to Design Learning Environments that Foster STEM Sensemaking and Identity -- 18. Profound Learning for Formative Learning Design and Technology -- 19. Tapping into How We Teach What We Teach: A Journey in Explicit and Implicit Reflection -- 20. The Formative Design of the SRL-OnRAMP: A Reflective Self-Regulated Learning Intervention -- 21. The Many Hats - Accidental Roles on an Interdisciplinary Research and Implementation Project: A Collaborative Autoethnography -- 22. Using Personas to Leverage Students' Understanding of Human Performance Technology to Support Their Instructional Design Practice -- 23. Using Photo-Journals to Formatively Evaluate Elementary Student Robotic Construction -- 24. What is is not what has to be: The Five Spaces Framework as a Lens for (Re)design in Education -- 25. Brad Hokanson and The Summer Research Symposium: The Quiet Force Behind a Signature Event.
001484622 506__ $$aAccess limited to authorized users.
001484622 520__ $$aLearning design is an ill-structured process that must account for multiple stakeholders, contextual constraints, and other instructional needs. Whereas many theories outline learning theories, less is known about the formative design process and how it impacts the design and development of learning technologies. This is critical because a formative view considers the issues that educators encounter and how to overcome them during the learning design process. This edited volume provides a multi-faceted look at theories, studies, and design cases that employ formative design in learning across multiple domains. Topics include processes oriented around design thinking, design-based research, and others. Additional chapters provide contextual considerations, such as describing how formative design was used to design learning solutions for STEM learning and food banks, as well as overcoming challenges in emergency remote teaching. In doing so, the book provides an interdisciplinary view that explores how scholars and practitioners engage in formative practices that support a wide array of learners and contexts. .
001484622 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed December 8, 2023).
001484622 650_6 $$aApprentissage.
001484622 650_6 $$aTechnologie éducative.
001484622 650_0 $$aLearning.$$zUnited States$$0(DLC)sh2007100535
001484622 650_0 $$aEducational technology.$$zGreat Britain$$0(DLC)sh2008119094
001484622 655_0 $$aElectronic books.
001484622 7001_ $$aHokanson, Brad,$$eeditor.
001484622 7001_ $$aSchmidt, Matthew,$$eeditor.
001484622 7001_ $$aExter, Marisa E.,$$eeditor.
001484622 7001_ $$aTawfik, Andrew A.,$$eeditor.
001484622 7001_ $$aEarnshaw, Yvonne,$$eeditor.
001484622 77608 $$iPrint version: $$z3031419499$$z9783031419492$$w(OCoLC)1390680141
001484622 830_0 $$aEducational communications and technology.$$x2625-0012
001484622 852__ $$bebk
001484622 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-031-41950-8$$zOnline Access$$91397441.1
001484622 909CO $$ooai:library.usi.edu:1484622$$pGLOBAL_SET
001484622 980__ $$aBIB
001484622 980__ $$aEBOOK
001484622 982__ $$aEbook
001484622 983__ $$aOnline
001484622 994__ $$a92$$bISE