Learning and Instructional Technologies for the 21st Century Visions
Learning and Instructional Technologies for the 21st Century gathers research which identify models and approaches to improve learning through the inclusion of technology. These papers, from leading researchers and thinkers in instructional technology, be
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Leslie Moller Jason Bond Huett Douglas M. Harvey l
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Editors
Learning and Instructional Technologies for the 21st Century Visions of the Future
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Editors Leslie Moller University of South Dakota Vermillion, SD, USA [email protected]
Jason Bond Huett University of West Georgia Carrollton, GA, USA [email protected]
Douglas M. Harvey The Richard Stockton College Pomona, NJ, USA [email protected]
ISBN: 978-0-387-09666-7 DOI 10.1007/978-0-387-09667-4
e-ISBN: 978-0-387-09667-4
Library of Congress Control Number: 2008939219 # Springer ScienceþBusiness Media, LLC 2009 All rights reserved. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer ScienceþBusiness Media, LLC, 233 Spring Street, New York, NY 10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights. Printed on acid-free paper springer.com
Preface
This volume of reading is the result of the first AECT Research Symposia. It represents some of the best thinking by leading scholars in our field. Before you begin to read the text, I would like to provide a bit of background that may help you, the reader, to better understand how this all came about and why the contributions in this text are important. Starting in the summer of 2005 with the generous help of Phil Harris, Sharon Smaldino, Jim Klein, and Rob Foshay (among others), a plan was formulated to remedy common shortcomings that I felt were not being addressed at our typical conferences and gatherings. Specifically, at the large conferences, I observed scholars presenting their work while the audiences were often only passively involved and not engaging in any type of dialogue. While the reasons for this undoubtedly varied, the end result appeared to be a mode of discourse that actually discouraged real conversation from taking place. Yet, away from the sessions in more relaxed surroundings, fantastic conversations were happening. Additionally, we have all heard the phrase that academics tend to be ‘‘an inch wide and a mile deep’’ – meaning that our academic training forces us to work in very small areas. Thus, we build new knowledge in isolated ways that is often disjointed or, at best, only tangentially connected to the work of our colleagues. These observations inspired those of us interested in the symposium to look for a new format to share information and ideas as well as foster dialogues and other relationships. So, the idea for a research symposium was born. The organization was different from a typical conference. First, all presenters had to write on a singular
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