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020 _a9783030842208
024 7 _a10.1007/978-3-030-84220-8
_2doi
040 _aMN-UlMNUE
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082 0 4 _a371.33
_223
100 1 _aGibbons, Andrew S.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_92465
245 1 0 _aConversational Forms of Instruction and Message Layer Design
_h[electronic resource] /
_cby Andrew S. Gibbons, Elizabeth Boling.
250 _a1st ed. 2021.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2021.
300 _aXI, 84 p. 6 illus., 2 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aSpringerBriefs in Educational Communications and Technology,
_x2196-4998
505 0 _aChapter 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 _aThis 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 0 _aEducational technology.
650 0 _aLearning, Psychology of.
650 0 _aEducational psychology.
650 1 4 _aDigital Education and Educational Technology.
650 2 4 _aInstructional Theory.
_92042
650 2 4 _aEducational Psychology.
700 1 _aBoling, Elizabeth.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_92466
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030842192
776 0 8 _iPrinted edition:
_z9783030842215
830 0 _aSpringerBriefs in Educational Communications and Technology,
_x2196-4998
856 4 0 _uhttps://doi.org/10.1007/978-3-030-84220-8
942 _2ddc
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999 _c105529
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