國立虎尾科技大學 |

Conversational Forms of Instruction and Message Layer Design

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Conversational Forms of Instruction and Message Layer Design/ by Andrew S. Gibbons, Elizabeth Boling.
作者:	Gibbons, Andrew S.
其他作者:	Boling, Elizabeth.
面頁冊數:	XI, 84 p. 6 illus., 2 illus. in color.online resource. :
Contained By:	Springer Nature eBook
標題:	Pedagogic Psychology. -
電子資源:	https://doi.org/10.1007/978-3-030-84220-8
ISBN:	9783030842208

Conversational Forms of Instruction and Message Layer Design
Gibbons, Andrew S.

Conversational Forms of Instruction and Message Layer Design[electronic resource] /by Andrew S. Gibbons, Elizabeth Boling. - 1st ed. 2021. - XI, 84 p. 6 illus., 2 illus. in color.online resource. - SpringerBriefs in Educational Communications and Technology,2196-4998. - SpringerBriefs in Educational Communications and Technology,.

Chapter 1 – Instruction as a Conversation: The Imperative for Message Layer Design -- Chapter 2 – Conversation Theory and the Message Construct -- Chapter 3 –Message Structure, Educational Psychology, and Instructional Technology -- Chapter 4 –Message Structure and Intelligent Tutoring Systems -- Chapter 5 – Message Structure, the Learning Sciences, and Social Learning Theory -- Chapter 6 – Results and Conclusion.

This book examines the theoretical basis of one of the functional layers—the message layer—of an architectural theory of instructional design. The architectural theory (Gibbons, 2003; Gibbons & Rogers, 2009; Gibbons, 2014) identifies seven functions carried out during instruction that correspond with designable strata, or layers. The architectural theory proposes that for each layer there exists a specialized body of design languages, constructs, questions, tools, practices, processes, a professional community, and most especially, bodies of design theory. It also proposes that design knowledge from other design fields, many of which approach design from the same functional perspective, can be appropriated for the further development of knowledge within the instructional technology field. A robust literature from disparate fields supplies relevant theory for message layer design. This book builds the case for validation of the message layer by bringing together work from instructional theory, conversation theory, research in the learning sciences, intelligent tutoring system research, and K-12 education. Within this literature, the authors demonstrate the existence of the message as a structural abstraction: an independently designable entity. They trace the development of the message construct historically, showing that it has remained remarkably stable over time, independent of changing psychological, educational, and technological conventions. .

ISBN: 9783030842208

Standard No.: 10.1007/978-3-030-84220-8doiSubjects--Topical Terms:

678061
Pedagogic Psychology.

LC Class. No.: L1-991

Dewey Class. No.: 370

Conversational Forms of Instruction and Message Layer Design
LDR:03289nam a22003975i 4500 001 1054615
003 DE-He213
005 20210930125008.0
007 cr nn 008mamaa
008 220103s2021 sz | s |||| 0|eng d
020 $a 9783030842208 $9 978-3-030-84220-8
024 7 $a 10.1007/978-3-030-84220-8 $2 doi
035 $a 978-3-030-84220-8
050 4 $a L1-991
072 7 $a JN $2 bicssc
072 7 $a EDU000000 $2 bisacsh
072 7 $a JN $2 thema
082 0 4 $a 370 $2 23
100 1 $a Gibbons, Andrew S. $e author. $4 aut $4 http://id.loc.gov/vocabulary/relators/aut $3 1359713
245 1 0 $a Conversational Forms of Instruction and Message Layer Design $h [electronic resource] / $c by Andrew S. Gibbons, Elizabeth Boling.
250 $a 1st ed. 2021.
264 1 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2021.
300 $a XI, 84 p. 6 illus., 2 illus. in color. $b online resource.
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
347 $a text file $b PDF $2 rda
490 1 $a SpringerBriefs in Educational Communications and Technology, $x 2196-4998
505 0 $a Chapter 1 – Instruction as a Conversation: The Imperative for Message Layer Design -- Chapter 2 – Conversation Theory and the Message Construct -- Chapter 3 –Message Structure, Educational Psychology, and Instructional Technology -- Chapter 4 –Message Structure and Intelligent Tutoring Systems -- Chapter 5 – Message Structure, the Learning Sciences, and Social Learning Theory -- Chapter 6 – Results and Conclusion.
520 $a This book examines the theoretical basis of one of the functional layers—the message layer—of an architectural theory of instructional design. The architectural theory (Gibbons, 2003; Gibbons & Rogers, 2009; Gibbons, 2014) identifies seven functions carried out during instruction that correspond with designable strata, or layers. The architectural theory proposes that for each layer there exists a specialized body of design languages, constructs, questions, tools, practices, processes, a professional community, and most especially, bodies of design theory. It also proposes that design knowledge from other design fields, many of which approach design from the same functional perspective, can be appropriated for the further development of knowledge within the instructional technology field. A robust literature from disparate fields supplies relevant theory for message layer design. This book builds the case for validation of the message layer by bringing together work from instructional theory, conversation theory, research in the learning sciences, intelligent tutoring system research, and K-12 education. Within this literature, the authors demonstrate the existence of the message as a structural abstraction: an independently designable entity. They trace the development of the message construct historically, showing that it has remained remarkably stable over time, independent of changing psychological, educational, and technological conventions. .
650 2 4 $a Pedagogic Psychology. $3 678061
650 2 4 $a Educational Psychology. $3 782596
650 1 4 $a Education, general. $3 1068901
650 0 $a Education—Psychology. $3 1253675
650 0 $a Educational psychology. $3 555103
650 0 $a Education. $3 555912
700 1 $a Boling, Elizabeth. $e editor. $4 aut $4 http://id.loc.gov/vocabulary/relators/aut $3 1326222
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
776 0 8 $i Printed edition: $z 9783030842192
776 0 8 $i Printed edition: $z 9783030842215
830 0 $a SpringerBriefs in Educational Communications and Technology, $x 2196-498X $3 1268833
856 4 0 $u https://doi.org/10.1007/978-3-030-84220-8
912 $a ZDB-2-EDA
912 $a ZDB-2-SXED
950 $a Education (SpringerNature-41171)
950 $a Education (R0) (SpringerNature-43721)