WorldCat Identities

Jonassen, David H. 1947-2012

Overview
Works: 94 works in 385 publications in 4 languages and 14,340 library holdings
Genres: Handbooks and manuals  Conference papers and proceedings  Abstracts 
Roles: Author, Editor, Thesis advisor, Honoree, Other, Contributor
Classifications: LB1028.3, 370.1523
Publication Timeline
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Most widely held works by David H Jonassen
Handbook of research for educational communications and technology : a project of the Association for Educational Communications and Technology by Marcy Perkins Driscoll( Book )

24 editions published between 1996 and 2004 in English and held by 617 WorldCat member libraries worldwide

Sponsored by the Association of Educational Communication and Technology (AECT), the third edition of this groundbreaking handbook continues the mission of its predecessors: to provide up-to-date summaries and syntheses of recent research pertinent to
Theoretical foundations of learning environments by David H Jonassen( Book )

35 editions published between 1999 and 2012 in 3 languages and held by 560 WorldCat member libraries worldwide

"Theoretical Foundations of Learning Environments provides students, faculty, and instructional designers with a clear, concise introduction to the major pedagogical and psychological theories and their implications for the design of new learning environments for schools, universities, or corporations. Leading experts describe the most important contemporary theories that form the foundation of the conception and design of student-centered learning environments and new applications of educational technologies. This book is well suited as a textbook for courses in instructional design and theory, educational psychology, learning, theory, curriculum theory and design, and related areas. The rise of constructivism and its associated theories represented a paradigm shift for educators and instructional designers to a view of learning as necessarily more social, conversational, and constructive than traditional transmissive views of learning. This bestselling book was the first to provide a manageable overview of the altered field, and the second edition has been fully updated to include expert introductions to metacognition, Argumentation, and other key contemporary theories"--Provided by publisher
Handbook of research on educational communications and technology by J. Michael Spector( Book )

17 editions published between 2003 and 2008 in English and held by 463 WorldCat member libraries worldwide

Sponsored by the Association of Educational Communication and Technology (AECT), the second edition of this handbook updates and expands its review of the research, theory, issues, and methodology that constitute the field of educational communications and technology. Organized into seven sectors, it profiles and integrates the following elements of this rapidly changing field: theoretical foundations, hard technologies, soft technologies, instructional design, instructional strategies, instructional message design, and research methodologies
Handbook of individual differences, learning, and instruction by David H Jonassen( Book )

17 editions published between 1993 and 2012 in English and Undetermined and held by 458 WorldCat member libraries worldwide

Written for teachers, trainers, and instructional designers -- anyone who is responsible for designing or preparing instruction -- this book begins with one basic premise: individual differences mediate learning at all levels and in all situations. That is, some learners find it easier or more difficult to learn some skills or to learn from certain forms of instruction because they vary in terms of aptitude, cognitive styles, personality, or learning styles. This volume describes most of the major differences in a readable and accessible way and demonstrates how to design various forms of inst
Constructivism and the technology of instruction : a conversation by Thomas M Duffy( Book )

12 editions published between 1992 and 2013 in English and held by 446 WorldCat member libraries worldwide

This book is about the implications of constructivism for instructional design practices, and more importantly, it is about a dialogue between instructional developers and learning theorists. Working with colleagues in each discipline, the editors were amazed to find a general lack of familiarity with each others' work. From an instructional design perspective, it seems that the practice of instructional design must be based on some conception of how people learn and what it means to learn. From a learning theory perspective, it seems obvious that the value of learning theory rests in the abil
Learning with technology : a constructivist perspective by David H Jonassen( Book )

10 editions published between 1998 and 2001 in English and Korean and held by 404 WorldCat member libraries worldwide

This book addresses how to use very specific types of technology and focuses on how technology can be used as a thinking tool to foster meaningful learning. The book approaches learning from a constructivist view and relates it to using technology to engage meaningful learning. Within each chapter, the book provides different activities and implementation strategies in the Technique sections and follow-up questions in the Things to Think About sections. Very current uses of technology such as video theater, cybermentoring, creating homepages, and hypermedia are discussed throughout the book
Instructional designs for microcomputer courseware by David H Jonassen( Book )

9 editions published in 1988 in English and Undetermined and held by 397 WorldCat member libraries worldwide

Task analysis methods for instructional design by David H Jonassen( Book )

14 editions published between 1998 and 2009 in English and held by 391 WorldCat member libraries worldwide

""Task Analysis Methods for Instructional Design"" is a handbook of task analysis and knowledge elicitation methods that can be used for designing direct instruction, performance support, and learner-centered learning environments. To design any kind of instruction, it is necessary to articulate a model of how learners should think and perform. This book provides descriptions and examples of five different kinds of task analysis methods:. *job/behavioral analysis;. *learning analysis;. *cognitive task analysis;. *activity-based analysis methods; and. *subject matter analysis. Chapters follow a
Computers as mindtools for schools : engaging critical thinking by David H Jonassen( Book )

7 editions published between 1999 and 2000 in English and held by 390 WorldCat member libraries worldwide

Meaningful learning with technology by Jane L Howland( Book )

4 editions published between 2008 and 2013 in English and held by 369 WorldCat member libraries worldwide

This edition describes how various technologies can be used to engage and support different learning activities. By using these processes teachers also encourage their students to take on more responsibility and become active participants in their own learning.--[book cover]
The Technology of text : principles for structuring, designing, and displaying text( Book )

20 editions published between 1982 and 1990 in English and held by 353 WorldCat member libraries worldwide

Computers in the classroom : mindtools for critical thinking by David H Jonassen( Book )

8 editions published in 1996 in English and held by 344 WorldCat member libraries worldwide

Learning to solve problems with technology : a constructivist perspective( Book )

6 editions published in 2003 in English and held by 312 WorldCat member libraries worldwide

Handbook of task analysis procedures by David H Jonassen( Book )

8 editions published in 1989 in English and held by 307 WorldCat member libraries worldwide

Task analysis is not only the most important component of instructional design but also the most often misconstrued and poorly executed. Starting with this premise, the authors have developed a reference and instructional text on task analysis. It fulfills three distinct purposes. As an overview of the field, it presents a comprehensive collection of functions, techniques and tools that can be used in a variety of settings. Thirty-five different procedures are cataloged and described in individual chapters. Providing flowcharts and examples, it is organized to instruct the reader on how to perform these techniques. The book is designed to help the reader select a specific task analysis technique for a particular situation. Having done this, the reader can then refer to the appropriate chapter for the chosen technique. That particular chosen chapter provides a statement of purpose, an overview, and applications. It then presents a step-by-step description of how to use the procedure and concludes with examples, an evaluation, and a complete set of references. The book is designed to be used in education and by trainers in the business sector
Learning to solve problems : an instructional design guide by David H Jonassen( Book )

10 editions published between 2003 and 2004 in English and held by 291 WorldCat member libraries worldwide

Learning to Solve Problems is a much-needed book that describes models for designing interactive learning environments to support how to learn and solve different kinds of problems. Using a research-based approach, author David H. Jonassena recognized expert in the fieldshows how to design instruction to support three kinds of problems: story problems, troubleshooting, and case and policy analysis problems. Filled with models and job aids, this book describes different approaches for representing problems to learners and includes information about technology-based tools that can help learners
Structural knowledge : techniques for representing, conveying, and acquiring structural knowledge by David H Jonassen( Book )

10 editions published between 1993 and 2013 in English and held by 268 WorldCat member libraries worldwide

This book introduces the concept of a hypothetical type of knowledge construction -- referred to as structural knowledge -- that goes beyond traditional forms of information recall to provide the bases for knowledge application. Assuming that the validity of the concept is accepted, the volume functions as a handbook for supporting the assessment and use of structural knowledge in learning and instructional settings. It's descriptions are direct and short, and its structure is consistent. Almost all of the chapters describe a technique for representing and assessing structural knowledge acquis
Designing hypermedia for learning by David H Jonassen( Book )

16 editions published in 1990 in English and held by 252 WorldCat member libraries worldwide

This most unusual book results from a NATO Advanced Research Workshop (ARW) held in Rottenburg am Neckar, FRG, in July 1989, within the new special programme on Advanced Educational Technology. The book is an annotated collection of papers defining hypermedia in several contexts and discussing how to design the information structure, the user interface and the learning model. Hypermedia development is compared with instructional design processes, and development assumptions and processes for different hypermedia environments are discussed. The book is more than a compilation of the papers presented at the workshop. It is a print-on-paper implementation of the workshop. The workshop included presentations, hardware demonstrations, sharing and browsing of hypertexts, and much discussion of a wide range of questions about hypertext. The authors and editors have tried in the format of this book to share some of the experiences of the workshop with the reader. Thus the book exhibits some of the characteristics of hypermedia
Cognitive tools for learning by Piet A. M Kommers( Book )

9 editions published in 1992 in English and held by 186 WorldCat member libraries worldwide

Hypermedia technology needs a creative approach from the outset in the design of software to facilitate human thinking and learning. This book opens a discussion of the potential of hypermedia and related approaches to provide open exploratory learning environments. The papers in the book are based on contributions to a NATO Advanced Research Workshop held in July1990 and are grouped into six sections: - Semantic networking as cognitive tools, - Expert systems as cognitive tools, - Hypertext as cognitive tools, - Collaborative communication tools, - Microworlds: context-dependent cognitive tools, - Implementing cognitive tools. The book will be valuable for those who design, implement and evaluate learning programs and who seek to escape from rigid tactics like programmed instruction and behavioristic approaches. The book presents principles for exploratory systems that go beyond existing metaphors of instruction and provokes the reader to think in a new way about the cognitive level of human-computer interaction
Learning to solve problems : a handbook for designing problem-solving learning environments by David H Jonassen( Book )

12 editions published between 2010 and 2011 in English and Spanish and held by 162 WorldCat member libraries worldwide

"This book is appropriate for advanced courses in instructional design and technology, science education, applied cognitive psychology, thinking and reasoning, and educational psychology. Instructional designers, especially those involved in designing problem-based learning, as well as curriculum designers who seek new ways of structuring curriculum will find it an invaluable reference tool."-- Publisher description
Towards sustainable and scalable educational innovations informed by the learning sciences : sharing good practices of research, experimentation and innovation by International Conference on Computers in Education( Book )

4 editions published in 2005 in English and held by 56 WorldCat member libraries worldwide

One of the basic principles that underpin the learning sciences is to improve theories of learning through the design of powerful learning environments that can foster meaningful learning. Learning sciences researchers prefer to research learning in authentic contexts. This book focuses on learning sciences in the Asia-Pacific context
 
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Handbook of research for educational communications and technology : a project of the Association for Educational Communications and Technology
Alternative Names
David H. Jonassen 1947-2012

Jonassen, D. H.

Jonassen, David

Jonassen, David 1947-

Jonassen, David H.

데이비드 H. 조나센 1947-2012

조나센, D. H. 1947-2012

조나센, 데이비드 H. 1947-2012

Languages
English (245)

Spanish (2)

Chinese (2)

Korean (1)

Covers
Theoretical foundations of learning environmentsHandbook of research on educational communications and technologyHandbook of individual differences, learning, and instructionConstructivism and the technology of instruction : a conversationLearning with technology : a constructivist perspectiveTask analysis methods for instructional designComputers as mindtools for schools : engaging critical thinkingMeaningful learning with technology