| 000 | 03439nam a22005175i 4500 | ||
|---|---|---|---|
| 001 | 978-3-031-57069-8 | ||
| 003 | DE-He213 | ||
| 005 | 20251030112011.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 240425s2024 sz | s |||| 0|eng d | ||
| 020 |
_a9783031570698 _9978-3-031-57069-8 |
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| 024 | 7 |
_a10.1007/978-3-031-57069-8 _2doi |
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| 050 | 4 | _aLB1060-1077 | |
| 072 | 7 |
_aJNC _2bicssc |
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| 072 | 7 |
_aEDU009000 _2bisacsh |
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| 072 | 7 |
_aJNC _2thema |
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| 100 | 1 |
_aDemetrion, George. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut _975772 |
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| 245 | 1 | 0 |
_aCritical Probes into the Instructional Design Literature _h[electronic resource] : _bReading M. David Merrill from an Outsider’s Perspective / _cby George Demetrion. |
| 250 | _a1st ed. 2024. | ||
| 264 | 1 |
_aCham : _bSpringer Nature Switzerland : _bImprint: Springer, _c2024. |
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| 300 |
_aXXVII, 170 p. 2 illus., 1 illus. in color. _bonline resource. |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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_atext file _bPDF _2rda |
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| 505 | 0 | _aChapter One: Introduction -- Chapter Two: Underlying Theories and Operative Assumptions in the work of M. David Merrill -- Chapter Three: “Constructivism and Instructional Design” in Critical Dialogue with Moderate and Radical Constructivist Learning Theory -- Chapter Four: Instructional Transaction Theory (ITT) -- Chapter Five: First Principles of Instruction -- Chapter Six: Merrill’s Aesthetic Vision -- Epilogue: Implications for the Field of Adult Basic Education. | |
| 520 | _aThis book provides a comprehensive study of the work of M. David Merrill, a major pioneer in the field of instructional design. This book centers on his research on his second generation instructional design (ID2) theory, Instructional Transaction Theory, and First Principles of Instruction, which has had a substantial impact on the instructional design field. It’s appealing to the instructional design research and practitioner-based communities who can draw on specific sections of this book to enhance their own work. It is also intended for those seeking to learn more about the relationship between the instructional design field, learning theory, curriculum studies, and lifelong learning/adult education studies. Through this critical, yet empathetic study of Merrill’s 50+ year research agenda, this book provides an illuminating field of entry into a broad range of topics, both those that are central to Merrill’s own research agenda, and into areas that extend well beyond his essentially cognitivist epistemological assumptions. | ||
| 650 | 0 |
_aLearning, Psychology of. _969819 |
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| 650 | 0 |
_aStudy Skills. _962160 |
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| 650 | 0 | _aContinuing education. | |
| 650 | 1 | 4 |
_aInstructional Theory. _975271 |
| 650 | 2 | 4 |
_aStudy and Learning Skills. _971425 |
| 650 | 2 | 4 | _aLifelong Learning. |
| 710 | 2 | _aSpringerLink (Online service) | |
| 773 | 0 | _tSpringer Nature eBook | |
| 776 | 0 | 8 |
_iPrinted edition: _z9783031570681 |
| 776 | 0 | 8 |
_iPrinted edition: _z9783031570704 |
| 776 | 0 | 8 |
_iPrinted edition: _z9783031570711 |
| 856 | 4 | 0 | _uhttps://doi.org/10.1007/978-3-031-57069-8 |
| 912 | _aZDB-2-BSP | ||
| 912 | _aZDB-2-SXBP | ||
| 999 |
_c59388 _d59388 |
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