Leveraging contexts, expertise, and instructional design ineducational technology research

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Journal/Book Title/Conference

Colloquium presented at the Human-ComputerInteraction Institute, Carnegie Mellon University

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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.

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