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ERIC Number: ED513239
Record Type: Non-Journal
Publication Date: 2009
Pages: 208
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1092-3801-3
The Design and Development of a Theoretically Grounded Hypermedia Learning Environment: EASE History
Collins, Brian Patrick
ProQuest LLC, Ph.D. Dissertation, Michigan State University
Learning environment design and development is essential for the field of educational technology, because it is a relatively new field compared to many disciplines of scholarly inquiry. The focus of this dissertation is on the design and development of the EASE system and the general design of EASE History, a case-based learning environment that is grounded in learning theory and designed to support nonlinear work with content related to history and civics content. EASE stands for experience acceleration support environment. It was given this name because the EASE environment's use of new video techniques and arrangement of cases might shorten the amount of time that learners require to develop expertise, for cases are revisited in multiple contexts and examined from different perspectives. This dissertation will examine EASE History design through multiple lenses, because a rich, multi-perspectival of the account of the system will allow the value-added of each perspective to cumulatively build to a more complete picture. It will be argued that the program has clear fidelity to the underlying theoretical ideas that supported the design and development of the program and demonstrates what the theoretical ideas would look like in practice. The dissertation will also describe lessons learned about computer learning environment design from a detailed examination of the design process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A