Leveraging contexts, expertise, and instructional design ineducational technology research
Document Type
Presentation
Journal/Book Title/Conference
Colloquium presented at the Human-ComputerInteraction Institute, Carnegie Mellon University
Publication Date
4-1-2008
Abstract
Instructional design and user experiences of educational technologies typically compete for exclusive focus in mediated learning research. However, these two facets of human-computer interaction are interdependent. This seminar introduces a new model of research that integrates both perspectives and provides a framework for synthesizing findings from each aspect to derive design principles for maximally effective instructional technologies Data and implications from studies of virtual environments, simulations, and instructional design studies are presented in this context.
Recommended Citation
Feldon, D. F. (2008). Leveraging contexts, expertise, and instructional design in educational technology research. Colloquium presented at the Human-Computer Interaction Institute, Carnegie Mellon University. Pittsburgh, PA: April 1, 2008.
