Instructional Design, Web 2.0 Style

Instructional Design, Web 2.0 Style

Bruce C. Howard (Wheeling Jesuit University, USA)
DOI: 10.4018/978-1-60566-936-6.ch029
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Abstract

In the previous articles, we reported on the results of a multifaceted research study on how to benchmark and use emerging educational technologies. Our approach blended classic research methods with those used in market research studies. We gathered data and expertise from a variety of sources, including academic research articles, industry reports, interviews with leaders and national pacesetters, and the experiences of our own veteran staff. Our objective was to create a means by which decisions about affordances, constraints, and effective use could be made in a just-in-time fashion. We have only scratched the surface.
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We know from the research literature and conventional wisdom that educational technologies hold a great deal of promise to move inspired learners to the next level, to fully engage them, and to help them to learn rich content knowledge and skills. We also know from the research literature and our own experiences that all too often emerging technologies can be engaging without really being educational. How do we move ahead if we are delayed waiting for the research to catch up? How do we make reasoned choices when the technologies keep changing? We have to adapt, get organized, and collaborate with divergent communities.

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