This chapter presents a new concept called learning objective for an e-learning instructional model that combines objectivist and constructivist learning theories. A learning objective is composed of learning objects, a concept inherited from the object-oriented paradigm, which permit to reuse educational content across different e-courses that are accessible over the Internet. The instructiona...

 This paper illustrates the use of PALO, a general-purpose Educative Modeling Language (EML), to embed constructivist features in distance learning scenarios. Educative Modeling Languages allow describing learning content using an XML-based representation independent from the final delivery format, thus providing a higher level of abstraction in the authoring process. We have defined a subset ...

The Internet opens a new generation of distance education ( fourth generation ), introducing sophisticated delivery tools and creating a paradigm shift with profound implications on the design of distance education courses. In order to accommodate this medium, novel curriculum design and learning models may be appropriate. In this paper, there are several instructional design models presented a...

This paper explores open source as a metaphor for e-learning. It builds the case that e-learning and open source movement are rooted in the constructivist movement and the constructivist movement is itself rooted in the pragmatism and instrumentalism that pervades John Dewey’s theories of understanding as applied to learning. As a result, it is recommended that the use of open source as metapho...

The Network Workbench (NW) is a software environment for academic investigation of network protocol concepts. The structure and operation of NW has been described in detail elsewhere. This paper addresses the instructional design of NW with the intention of establishing that it represents`natural constructivism' in that it is strongly aligned with the constructivist approach. We begin with syno...

In this paper, we examine three interrelated issues: designing for teaching instructional design, the feasibility of constructivist ID methods and the multifaceted evaluation of computer-supported learning environments. After a brief review of the available literature, we present our own course which mixes traditional ID methods with the Crossley and Green’s practical guide for developing compu...

Design and Validation of an Instructional Design Model for Reflection-Based Learning Environments   E. Azimi, Ph.D.* J. Haatami, Ph.D.** H. FarDaanesh, Ph.D.*** O. Noroozi, Ph.D.****   Reflection on teaching is a known method of learning to teach. Reflection is a form of thinking wherein improvement is sought through self-observation. Recent approaches to teaching practicums have gravi...

 The Design and Trial of an Educational Game Based on a Fifth Grade Course Y. MahdaviNasab H. Fardaanesh, Ph.D. E. Talaa’ee, Ph.D. J. Haatami, Ph.D. Games as enjoyable activities are of special interest to children, and their use as instructional tools can lead to better learning. In order to design and develop such a game from a constructivist perspective, one of ...

A central issue of intelligent systems that support learning is the adaptation of the learning experiences to the individual needs of the learner. This general issue can be specialised into various different ways of promoting this adaptation according to different educational philosophies. The instructional way is based on planning a sequence of instructional steps based on a previously defined...

The purpose of this study was to provide greater assurance of quality in Internetbased courses. Current literature supports the assumption that the inclusion of constructivist principles in online courses adds to course quality. Therefore, identifying indicators of constructivist learning theory is important to the development of online courses. A peer-nominated panel of national experts in con...