There are two distinct professional communities which share an interest in using innovative approaches and emerging technologies to design and implement effective support for learning. This edited collection addresses the growing divide between the learning sciences community and the instructional design and technology community, bringing leading scholars from both fields together in one volume in an attempt to find productive middle ground. Chapters discuss the implications of not bridging this divide, propose possible resolutions, and go on to lay a foundation for continued discourse in this important area.
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1 Historical Introduction |
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1 | (7) |
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2 The Sciences of Learning |
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8 | (28) |
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3 Finding a Middle Ground: Wars Never Settle Anything |
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36 | (15) |
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4 Comparing the Goals and Methodologies of Learning Scientists and Educational Technology Researchers |
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51 | (13) |
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5 Learning Sciences and Instructional Design: Big Challenges and Multi-field, Multidisciplinary Solutions |
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64 | (15) |
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6 Implications: Cherishing the Middle Ground |
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79 | (9) |
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7 Reconsidering Design and Evaluation |
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88 | (20) |
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8 Learning Science Applications for Research in Medicine |
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108 | (11) |
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9 An Asian Perspective on the Divide |
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119 | (12) |
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10 The Collaboration Imperative |
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131 | (21) |
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11 Synthetic Environments for Skills Training and Practice |
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152 | (34) |
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12 Instructional Design and Learning Design |
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186 | (16) |
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13 Learning Analytics Design |
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202 | (10) |
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14 Continuing the Discourse |
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212 | (14) |
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| List of Contributors |
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226 | (7) |
| Index |
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233 | |
Lin Lin is Associate Professor of Learning Technologies at the University of North Texas, USA.
J. Michael Spector is Professor and former Chair of Learning Technologies at the University of North Texas, USA.
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