Instruction and Technology: Designs for Everyday Learning
(The MIT Press)
A rigorous multidisciplinary analysis of the influence of emerging technologies on instruction and learning that lays the groundwork for future inquiry.
The perpetual connectivity made possible by twenty-first-century technology has profoundly affected instruction and learning. Emerging technologies that upend traditional notions of communication and community also influence the ways we design and evaluate instruction and how we understand learning and learning environments. In Instruction and Technology, Brad Mehlenbacher offers a detailed, multidisciplinary analysis of the dynamic relationship between technology and learning. Mehlenbacher describes how today's ubiquitous technology conflates our once separated learning worlds—work, leisure, and higher educational spaces. He reviews the ongoing cross-disciplinary conversation about learning with technology and distance education and examines a dozen models of instruction and learning with technology drawn from peer-reviewed research. Taking an integrative perspective toward design, Mehlenbacher offers a framework for everyday instructional situations, describing five interdependent dimensions: learner background and knowledge, learner tasks and activities, social dynamics, instructor activities, and learning environment and artifacts. The technologies that distribute today's classroom across time and space call for a new discussion about what we value in the traditional classroom. [Rather than simply offering recipes for creating online instruction,] with Instruction and Technology Mehlenbacher lays the groundwork for the long-term multidisciplinary investigation that will be required as researchers and practitioners shape and extend the boundaries of this emerging field.
Winner of 2012 National Council of Teachers of English (NCTE) / Conference on College Composition and Communication's Best Book in Technical and Scientific Communication Award
Online Help: Design and Evaluation
This text is designed to bridge the gap between research and practice, by emphasizing practice from a conceptual viewpoint. The authors discuss and review the literature on online help and they provide a cognitive perspective on the design and evaluation issues. The goal is to provide a review and analysis of the issues in the design and evolution of online help systems. The book should be of interest to those conducting research on document design and technical writing in English and psychology and in the college of engineering; interface design in computer science, psychology, and human factors; and human factors issues in government and industry labs, the defence industry, the communications industry, and the computer industry.