WELCOME to Nathan Balasubramanian's LEARNING COMMUNITIES "KART"
 
Google

Why This Site Products Developed Instruction Coaching Contact Me
  Reading List Annotated Bibliography Training Lesson Plans Blogs

   
   
  Home  
  Communications  
  APA & Writing  
  High-Performance Work Teams  
  Career Development  
  Concept-Based Physics Education  
  Classroom Management  
  STRuctured-scenario ONline Gaming (STRONG) activities  

Since February 5, 2003,
you're visitor number:

     

 

Nathan's Reading List - Journal Articles

Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25(4), 5-11.

Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25(4), 5-11.

Anderson, J. R., Reder, L. M., & Simon, H. A. (1997). Situated versus cognitive perspectives: Form versus substance. Educational Researcher, 26(1), 18-21.

Baxter, L. M., & Kurtz, M. J. (2001). When a hypothesis is not an educated guess. Science and Children, 38(7), 18-20.

Bell, B., & Zirkel-Rubin, J. (2001). Goal directed inquiry via exhibit design: Engaging with history through the lens of baseball. Journal of Interactive Learning Research, 12(1), 3-39.

Bishop, M. J., Bross, T. R., & Nelson, J. H. (2001). Generating physics content for the designers. Educational Technology, 41(1), 7-13.

Brown, J. S., Collins, A., & Duguid, P. (1988). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. Retrieved June 4, 2003, from Columbia University, Institute for Learning Technologies Web site: http://www.ilt.columbia.edu/ilt/papers/JohnBrown.html

Chai, J., & Hannafin, M. (1995). Situated cognition and learning environments: Roles, structures, and implications for design. Educational Technology Research and Development, 43(2), 53-69.

Cobb, P. (1995). Continuing the conversation: A response to Smith. Educational Researcher, 24(6), 25-27.

Cobb, P., & Bowers, J. (1999). Cognitive and situated learning: Perspectives in theory and practice. Educational Researcher, 28(2), 4-15.

Cobb, T. (1999). Applying constructivism: A test for the learner-as-scientist. Educational Technology Research and Development, 47(3), 15-31.

Collins, A., & Ferguson, W. (1993). Epistemic forms and epistemic games: Structures and strategies to guide inquiry. Educational Psychologist, 28(1), 25-42.

Demers, C. (2000). Beyond paper and pencil assessments: Creating a wide-scale performance-based assessment tool for elementary science. Science and Children, 38(2), 24-29.

Edmonds, G. S., Branch, R. C., & Mukherjee, P. (1994). A conceptual framework for comparing instructional design models. Educational Technology Research and Development, 42(4), 55-72.

Ertmer, P. A. (2001). Responsive instructional design: Scaffolding the adoption and change process. Educational Technology, 41(6), 33-38.

Fishman, B. J. (2000). How activity fosters CMC tool use in classrooms: Reinventing innovations in local contexts. Journal of Interactive Learning Research, 11(1), 3-27.

Garthwait, A., & Verrill, J. (2003). E-portfolios: Documenting student progress. Science and Children, 40(8), 22-27.

Greeno, J. G. (1997). On claims that answer the wrong questions. Educational Researcher, 26(1), 5-17.

Hannum, W. (2001). The physics of the roller coaster: Learning physics through simulation. Educational Technology, 41(1), 25-35.

Herrington, J., & Oliver, R. (1999). Using situated learning and multimedia to investigate higher-order thinking. Journal of Interactive Learning Research, 10(1), 3-24.

Hooper, S., & Hannafin, M. J. (1991). The effects of group composition on achievement, interaction, and learning efficiency during computer-based cooperative instruction. Educational Technology Research and Development, 39(3), 27-40.

Hung, D., & Nichani, M. (2001). Constructivism and e-Learning: Balancing the individual and social levels of cognition. Educational Technology, 41(2), 40-44.

Jesky-Smith, R. (2002). Science? A survey reveals preservice teachers’ insecurities about teaching science. Science and Children, 39(6), 26-30.

Jonassen, D. H. (1991). Objectivism versus constructivism: Do we need a new philosophical paradigm? Educational Technology Research and Development, 39(3), 5-14.

Jonassen, D. H., Campbell, J. P., & Davidson, M. E. (1994). Learning with media: Restructuring the debate. Educational Technology Research and Development, 42(2), 31-39.

Jonassen, D. H. (2000). Transforming learning with technology: Beyond modernism and post-modernism or whoever controls the technology creates the reality. Educational Technology, 40(2), 21-25.

Jonassen, D. H. (2002). Learning as activity. Educational Technology, 42(2), 45-51.

Kemp, J. E. (2003). Relationship between instructional design and education. [Reader comments]. Educational Technology, 43(2), 57-58.

Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28(2), 16-26.

Linn, R. L. (2000). Assessments and accountability. Educational Researcher, 29(2), 4-16.

Martin, A. (2003). Adding value to simulation/games through internet mediation: The medium and the message. Simulation & Gaming, 34(1), 23-38.

McLaren, P. (1999). A pedagogy of possibility: Reflecting upon Paulo Freire’s politics of education. Educational Researcher, 28(2), 49-54, 56.

McTighe, J. & Thomas, R. S. (2003). Backward Design for Forward Action. Educational Leadership, 60(5), 52-55.

Means, T. B., Jonassen, D. H., & Dwyer, F. M. (1997). Enhancing relevance: Embedded ARCS strategies vs. purpose. Educational Technology Research and Development, 45(1), 5-17.

Merrill, M. D., & the ID2 Research Group (1996). Instructional transaction theory: Instructional design based on knowledge objects. Educational Technology, 36(3), 30-37.

Merrill, M. D., Drake, L., Lacy, M. J., Pratt, J., & the ID2 Research Group (1996). Reclaiming instructional design. Educational Technology, 36(5), 5-7.

Merrill, M. D. (2001). A knowledge object and mental model approach to a physics lesson. Educational Technology, 41(1), 36-47.

Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59.

Morrison, D., & Collins, A. (1995). Epistemic fluency and constructivist learning environments. Educational Technology, 35(5), 39-45.

Northrup, P. (2001). A framework for designing interactivity into web-based instruction. Educational Technology, 41(2), 31-39.

Oliver, K., & Hannafin, M. (2001). Developing and refining mental models in open- ended learning environments: A case study. Educational Technology Research and Development, 49(4), 5-32.

Osguthorpe, R. T., Osguthorpe, R. D., Jacob, W. J., & Davies, R. (2003). The moral dimensions of instructional design. Educational Technology, 43(2), 19-23.

Phillips, D. C. (1995). The good, the bad, and the ugly: The many faces of constructivism. Educational Researcher, 24(7), 5-12.

Phillips, D. C. (1996). Response to Ernst von Glasersfeld. Educational
Researcher
, 25(6), 20.

Pierce, W. (2001). Inquiry made easy: You can include inquiry learning in the classroom! Science and Children, 38(8), 39-41.

Reeves, T. C. (1997). An evaluator looks at cultural diversity. Educational Technology, 37(2), 27-31.

Reeves, T. C. (1998). ‘Future Schlock,’ ‘The Computer Delusion,’ and ‘The End of Education’: Responding to critics of educational technology. Educational Technology, 38(5), 49-53.

Reeves, T. C. (2000). Socially responsible educational technology research. Educational Technology, 40(6), 19-28.

Rieber, L. P. (1996). Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games. Educational Technology Research and Development, 44(2), 43-58.

Rieber, L. P., & Matzko, M. J. (2001). Serious design for serious play in physics. Educational Technology, 41(1), 14-24.

Reigeluth, C. M. (1996). A new paradigm of ISD? Educational Technology, 36(3), 13-20.

Reigeluth, C. M. (1997). Instructional theory, practitioner needs, and new directions: Some reflections. Educational Technology, 37(1), 42-47.

Sherry, L., Lawyer-Brook, D., & Black, L. (1997). Evaluation of the Boulder-Valley internet project: A theory-based approach to evaluation design. Journal of Interactive Learning Research, 8(2), 199-233.

Sherry, L., & Trigg, M. (1996). Epistemic forms and epistemic games. Educational Technology, 36(3), 38-44.

Sugar, W., & Betrus, A. (2002). The many hats of an instructional designer: The development of an instructional card game. Educational Technology, 42(1), 45-51.

Smith, E. (1995). Where is the mind? Knowing and knowledge in Cobb’s constructivist and sociocultural perspectives. Educational Researcher, 24(6), 23-24.

Thavikulwat, P. (1996). Activity-driven time in computerized gaming simulations. Simulation & Gaming, 27(1), 110-122.

The Cognition and Technology Group at Vanderbilt. (1993). Anchored instruction and situated cognition revisited. Educational Technology, 33(3), 52-70.

Thiagarajan, S. (2002). Unconventional instructional design: Faster, cheaper, better. Educational Technology, 42(3), 60-62.

Uden, L., & Brandt, D. S. (2001). Knowledge analysis of tasks for instructional design. Educational Technology, 41(5), 59-63.

van Merriënboer, J. J. G., & Martens, R. (2002). Computer-based tools for instructional design: An introduction to the special issue. Educational Technology Research and Development, 50(4), 5-9.

van Merriënboer, J. J. G., Clark, R. E., & de Croock, M. B. M. (2002). Blueprints for complex learning: The 4C/ID-model. Educational Technology Research and Development, 50(2), 39-64.

von Glasersfeld, E. (1996). Footnotes to “the many faces of constructivism. Educational Researcher, 25(6), 19.

White, W. B. (2001). C is for change: Seven effective classroom practices for new and veteran science educators. Science and Children, 38(6), 35-39.

Willis, J. (1998). Alternative instructional design paradigms: What’s worth discussing and what isn’t. Educational Technology, 38(3), 5-16.

Willis, J. (2000). The maturing of constructivist instructional design: Some basic principles that can guide practice. Educational Technology, 40(1), 5-16.

Wilson, B. (1995). Metaphors for instruction: Why we talk about learning environments. Educational Technology, 35(5), 25-30.

Wilson, B. (1997). Thoughts on theory in educational technology. Educational Technology, 37(1), 22-27.

Wilson, B. (1999). Adoption of learning technologies: Toward new frameworks for understanding the link between design and use. Educational Technology, 39(1), 12-16.

Wilson, B. (1999). Evolution of learning technologies: From instructional design to performance support to network systems. Educational Technology, 39(2), 32-35.

Wolfe, J., & Crookall, D. (1998). Developing a scientific knowledge of
simulation/gaming. Simulation & Gaming, 29(1), 7-19.

Yockey, J. A. (2001). A key to science: A simple writing technique helps students communicate the important science concepts they have learned. Science and Children, 38(7), 36-41.