國立高雄大學圖資館 |

Language: English

Back

Conversational forms of instruction ...

Boling, Elizabeth.

Conversational forms of instruction and message layer design

Record Type:	Electronic resources : Monograph/item
Title/Author:	Conversational forms of instruction and message layer designby Andrew S. Gibbons, Elizabeth Boling.
Author:	Gibbons, Andrew S.
other author:	Boling, Elizabeth.
Published:	Cham :Springer International Publishing :2021.
Description:	xi, 84 p. :ill. (some col.), digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Instructional systemsDesign.
Online resource:	https://doi.org/10.1007/978-3-030-84220-8
ISBN:	9783030842208$q(electronic bk.)

Conversational forms of instruction and message layer design
Gibbons, Andrew S.

Conversational forms of instruction and message layer design[electronic resource] /by Andrew S. Gibbons, Elizabeth Boling. - Cham :Springer International Publishing :2021. - xi, 84 p. :ill. (some col.), digital ;24 cm. - SpringerBriefs in educational communications and technology,2196-4998. - SpringerBriefs in educational communications and technology..

Chapter 1 - Instruction as a Conversation: The Imperative for Message Layer Design -- Chapter 2 - Conversation Theory and the Message Construct -- Chapter 3 -Message Structure, Educational Psychology, and Instructional Technology -- Chapter 4 -Message Structure and Intelligent Tutoring Systems -- Chapter 5 - Message Structure, the Learning Sciences, and Social Learning Theory -- Chapter 6 - Results and Conclusion.

This book examines the theoretical basis of one of the functional layers-the message layer-of an architectural theory of instructional design. The architectural theory (Gibbons, 2003; Gibbons & Rogers, 2009; Gibbons, 2014) identifies seven functions carried out during instruction that correspond with designable strata, or layers. The architectural theory proposes that for each layer there exists a specialized body of design languages, constructs, questions, tools, practices, processes, a professional community, and most especially, bodies of design theory. It also proposes that design knowledge from other design fields, many of which approach design from the same functional perspective, can be appropriated for the further development of knowledge within the instructional technology field. A robust literature from disparate fields supplies relevant theory for message layer design. This book builds the case for validation of the message layer by bringing together work from instructional theory, conversation theory, research in the learning sciences, intelligent tutoring system research, and K-12 education. Within this literature, the authors demonstrate the existence of the message as a structural abstraction: an independently designable entity. They trace the development of the message construct historically, showing that it has remained remarkably stable over time, independent of changing psychological, educational, and technological conventions.

ISBN: 9783030842208$q(electronic bk.)

Standard No.: 10.1007/978-3-030-84220-8doiSubjects--Topical Terms:

203572
Instructional systems
--Design.

LC Class. No.: LB1028.38

Dewey Class. No.: 371.3

Conversational forms of instruction and message layer design
LDR:02968nmm a2200337 a 4500 001 609522
003 DE-He213
005 20210930125008.0
006 m d
007 cr nn 008maaau
008 220222s2021 sz s 0 eng d
020 $a 9783030842208$q(electronic bk.)
020 $a 9783030842192$q(paper)
024 7 $a 10.1007/978-3-030-84220-8 $2 doi
035 $a 978-3-030-84220-8
040 $a GP $c GP
041 0 $a eng
050 4 $a LB1028.38
072 7 $a JN $2 bicssc
072 7 $a EDU000000 $2 bisacsh
072 7 $a JN $2 thema
082 0 4 $a 371.3 $2 23
090 $a LB1028.38 $b .G441 2021
100 1 $a Gibbons, Andrew S. $3 907108
245 1 0 $a Conversational forms of instruction and message layer design $h [electronic resource] / $c by Andrew S. Gibbons, Elizabeth Boling.
260 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2021.
300 $a xi, 84 p. : $b ill. (some col.), digital ; $c 24 cm.
490 1 $a SpringerBriefs in educational communications and technology, $x 2196-4998
505 0 $a Chapter 1 - Instruction as a Conversation: The Imperative for Message Layer Design -- Chapter 2 - Conversation Theory and the Message Construct -- Chapter 3 -Message Structure, Educational Psychology, and Instructional Technology -- Chapter 4 -Message Structure and Intelligent Tutoring Systems -- Chapter 5 - Message Structure, the Learning Sciences, and Social Learning Theory -- Chapter 6 - Results and Conclusion.
520 $a This book examines the theoretical basis of one of the functional layers-the message layer-of an architectural theory of instructional design. The architectural theory (Gibbons, 2003; Gibbons & Rogers, 2009; Gibbons, 2014) identifies seven functions carried out during instruction that correspond with designable strata, or layers. The architectural theory proposes that for each layer there exists a specialized body of design languages, constructs, questions, tools, practices, processes, a professional community, and most especially, bodies of design theory. It also proposes that design knowledge from other design fields, many of which approach design from the same functional perspective, can be appropriated for the further development of knowledge within the instructional technology field. A robust literature from disparate fields supplies relevant theory for message layer design. This book builds the case for validation of the message layer by bringing together work from instructional theory, conversation theory, research in the learning sciences, intelligent tutoring system research, and K-12 education. Within this literature, the authors demonstrate the existence of the message as a structural abstraction: an independently designable entity. They trace the development of the message construct historically, showing that it has remained remarkably stable over time, independent of changing psychological, educational, and technological conventions.
650 0 $a Instructional systems $x Design. $3 203572
650 1 4 $a Education, general. $3 730921
650 2 4 $a Educational Psychology. $3 348569
650 2 4 $a Pedagogic Psychology. $3 275600
700 1 $a Boling, Elizabeth. $3 907109
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer Nature eBook
830 0 $a SpringerBriefs in educational communications and technology. $3 681568
856 4 0 $u https://doi.org/10.1007/978-3-030-84220-8
950 $a Education (SpringerNature-41171)