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A CASE STUDY IN HOW THEORETICAL CONCEPTS UNDERLYING INTEGRATED LEARNING OBJECT-BASED INSTRUCTIONAL SYSTEMS TRANSLATE INTO EFFECTIVE PRACTICE

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Date Issued:
2003
Summary:
The purpose of this study was to determine how theoretical concepts underlying an implementation of an integrated learning object-based instructional system translate into effective practice. Underlying theoretical concepts are grouped into the 5 dimensions of a grounded learning systems design model: psychological, pedagogical, technological, cultural, and pragmatic. These 5 dimensions serve as a framework for examining a case of integrated learning object-based instructional systems development. Such systems possess characteristics, features, and processes that embody varying interpretations of those theoretical foundations while also reflecting the contexts within which they are developed. Using documentary evidence, structured interviews with key development team members, and critical analyses of main interface screen shots, the framework is used to characterize the links between those practical expressions and the underlying theoretical concepts of such systems.
Title: A CASE STUDY IN HOW THEORETICAL CONCEPTS UNDERLYING INTEGRATED LEARNING OBJECT-BASED INSTRUCTIONAL SYSTEMS TRANSLATE INTO EFFECTIVE PRACTICE.
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Name(s): Dawson, David Bruce, Author
Type of Resource: text
Date Issued: 2003
Publisher: University of West Florida
Language(s): English
Summary: The purpose of this study was to determine how theoretical concepts underlying an implementation of an integrated learning object-based instructional system translate into effective practice. Underlying theoretical concepts are grouped into the 5 dimensions of a grounded learning systems design model: psychological, pedagogical, technological, cultural, and pragmatic. These 5 dimensions serve as a framework for examining a case of integrated learning object-based instructional systems development. Such systems possess characteristics, features, and processes that embody varying interpretations of those theoretical foundations while also reflecting the contexts within which they are developed. Using documentary evidence, structured interviews with key development team members, and critical analyses of main interface screen shots, the framework is used to characterize the links between those practical expressions and the underlying theoretical concepts of such systems.
Identifier: WFE0000023 (IID), uwf:60753 (fedora)
Note(s): Ed.D.
Department of Instructional and Performance Technology
Doctorate
Subject(s): Reusable learning objects, electronic performance support systems, automated instructional design, SCORM-based systems design, standards-based instructional design
Persistent Link to This Record: http://purl.flvc.org/uwf/fd/WFE0000023
Restrictions on Access: public
Use and Reproduction: http://rightsstatements.org/vocab/InC-EDU/1.0/
Host Institution: UWF

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