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ERIC Number: ED482131
Record Type: Non-Journal
Publication Date: 2003
Pages: 18
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Practicing What We Teach: How Learning Theory Can Guide Development of Online Educational Activities.
Schaller, David T.; Allison-Bunnell, Steven
Since the World Wide Web became in 1994 the first new mass medium since television, online learning design has evolved at Internet speed, taking in less than a decade what it took exhibit design over a century to develop in sophistication. Although virtual exhibits consisting of pictures and text are still common, educational Web designers increasingly employ techniques borrowed from interactive exhibit developers, video game producers, and museum educators to create compelling activities that fully exploit the strengths of the new medium. Constructivist learning theory often informs these new approaches. However, transplanting learning theory from the classroom or museum environment to the Web poses unique challenges. This paper reviews several theories of learning and explores ways that the authors have tried to incorporate them into the development and design process for interactive Web sites. Constructivism underlies much educational practice in museums and is the basis for all of the learning theories surveyed in this paper. Each of these, however, clarifies, expands upon, or revises the notion of constructivism in ways that can help Web designers better conceptualize and execute their projects. Includes four tables and nine figures. (Contains 22 references.) (Author/AEF)
For full text: http://www.archimuse.com/mw2003/papers/schaller/schaller.html/.
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A