- Häftad (Paperback / softback)
- Antal sidor
- Business Science Reference
- Rafael, Manuel Joaquim Henriques / Melo, Mrio Marcelino Lu
- Illustrations, unspecified
- 254 x 178 x 14 mm
- Antal komponenter
- 66:B&W 7 x 10 in or 254 x 178 mm Perfect Bound on White w/Gloss Lam
- 459 g
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Can't Hurt Me
4C-ID Model and Cognitive Approaches to Instructional Design and Technology
Emerging Research and Opportunitiesav Guilhermina Maria Lobato Ferreira De Miranda, Manuel Joaquim Henriques Rafael, Mario Marcelino Luis De Melo, Joana Martinho De Almeida Costa Pardal, Thiago Bessa Pontes1459
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There has been an evolution of the explanations on the results of research on human learning and how digital technologies have supported the design of more efficient learning environments. Previous theories such as Richard Mayer's cognitive theory of multimedia learning and John Sweller's cognitive load theory have gained signification attention and remain the two main theories within the multimedia learning field. However, there has not yet been a book compiled of several investigations on the specific 4C-ID model that covers different domains of knowledge. The 4C-ID model combines the two main theories of Richard Mayer and John Sweller to advance the field of learning and instruction. 4C-ID Model and Cognitive Approaches to Instructional Design and Technology: Emerging Research and Opportunities explores the behavioral and constructivist approaches to learning and instruction and focuses mainly on the particular cognitive approach and resulting theories and insights of the 4C-ID model. The chapters present the results of three experimental studies applied to the teaching of electrical circuits, initiation to computer programming using the Alice microworld, and computer programming using Python textual language. This book is a valuable resource tool for computer programmers, computer scientists, teachers, educational psychologists, practitioners, researchers, academicians, and students interested in the various approaches to learning and instruction in terms of the 4C-ID instructional model.
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Guilhermina Lobato Miranda, PhD, is a psychologist and assistant professor at the Institute of Education, Lisbon University. She teaches and researches in the domains of educational technology and instructional psychology and she coordinates the doctorate in ""ICT in Education"". She was the main editor (and chapter author) of three books: Educational psychology (2005), Online teaching and multimedia learning (2009), and Psychology of online behavior (2015). She has published several articles in Portuguese and international journals. Mario Melo is physics teacher in a private secondary school in Lisbon, Portugal. He finish the Ph.D. in Information and Communication Technologies (ICT) in Education in the Institute of Education, Lisbon University. He research in Instructional Design models, Cognitive Load Theory, multimedia principals and complex learning environments and design of digital educational resources for the teaching of physics.