東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The development, implementation and ...

Wayne State University.

FindBook

Google Book

Amazon

博客來

The development, implementation and evaluation of a postmodern, instructional design model.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The development, implementation and evaluation of a postmodern, instructional design model./
作者:	Owen, Lori Suzanne.
面頁冊數:	443 p.
附註:	Adviser: James Moseley.
Contained By:	Dissertation Abstracts International62-12A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3037128
ISBN:	9780493505183

The development, implementation and evaluation of a postmodern, instructional design model.
Owen, Lori Suzanne.

The development, implementation and evaluation of a postmodern, instructional design model. - 443 p.

Adviser: James Moseley.

Thesis (Ph.D.)--Wayne State University, 2001.

The focus of this study was the application of postmodern theory to instructional design. The purpose of this study was to develop, implement and evaluate a postmodern instructional design model, in an appropriate context, using appropriate research methods given the underlying postmodern philosophy.

ISBN: 9780493505183Subjects--Topical Terms:

1018008
Education, Community College.

The development, implementation and evaluation of a postmodern, instructional design model.
LDR:03438nam 2200349 a 45 001 858805
005 20100713
008 100713s2001 ||||||||||||||||| ||eng d
020 $a 9780493505183
035 $a (UMI)AAI3037128
035 $a AAI3037128
040 $a UMI $c UMI
100 1 $a Owen, Lori Suzanne. $3 1025935
245 1 4 $a The development, implementation and evaluation of a postmodern, instructional design model.
300 $a 443 p.
500 $a Adviser: James Moseley.
500 $a Source: Dissertation Abstracts International, Volume: 62-12, Section: A, page: 4133.
502 $a Thesis (Ph.D.)--Wayne State University, 2001.
520 $a The focus of this study was the application of postmodern theory to instructional design. The purpose of this study was to develop, implement and evaluate a postmodern instructional design model, in an appropriate context, using appropriate research methods given the underlying postmodern philosophy.
520 $a A conceptual model was developed based on readings in Instructional Technology and Postmodern Theory. A panel of three experts reviewed this model. Based on their comments, revisions were made. The conceptual model reflects the influence of the contexts on the learning situation. These contexts include the Political, Social/Cultural, Environmental, Instructional Development and the Learner/User.
520 $a Then a procedural model was developed and reviewed by the panel. That model, titled the Community Protocol Sharing (CPS) Model, has five elements: evaluate, implement, develop, discover and assess. Distinctive features of the model are that it is postmodern theory-based, process oriented, protocol focused, classroom situated, community centered, and context driven. This model was used to redesign a "Fundamentals of Public Speaking" course at Henry Ford Community College. The pilot test took place in a 16-week semester in the Fall of 1999. The researcher, functioning as instructor of the course, collected data through the use of observation and student surveys. Students were surveyed midway through the semester and at the end of the semester.
520 $a The strengths of the model are that it provides for diverse range of entry skills, increased relevance of content, contextual influences, fluidity in course design, building community, and active, interesting learning situations. Weaknesses of the model are that it requires tolerance of uncertainty and ambiguity from instructor and students; commitment of all classroom community members; extensive instructor forecasting to prepare "eliciting materials"; instructor must have content expertise, instructional design expertise and desire to try postmodern approach. In addition, the complexity of the models, like the philosophy, may turn away some that might be interested in applying them to their situation.
520 $a The research findings present multiple opportunities for further research, including development of other procedural models from the conceptual model; replication of the CPS Model use in similar and different contexts; and replication with different material bases (content).
590 $a School code: 0254.
650 4 $a Education, Community College. $3 1018008
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Philosophy of. $3 783746
650 4 $a Education, Technology of. $3 1018012
690 $a 0275
690 $a 0710
690 $a 0727
690 $a 0998
710 2 $a Wayne State University. $3 975058
773 0 $t Dissertation Abstracts International $g 62-12A.
790 $a 0254
790 1 0 $a Moseley, James, $e advisor
791 $a Ph.D.
792 $a 2001
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3037128