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- Nov 2019
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link-springer-com.libproxy.nau.edu link-springer-com.libproxy.nau.edu
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The Studio curriculum in the Learning, Design, and Technology (formerly Instructional Technology) program at a large research-extensive university in the southeastern U.S. represents a deliberate application of contemporary theory of how adults learn complex information in ill-structured domains. The Studio curriculum, part of a graduate program leading to a master’s degree, has been implemented since 1998 to prepare professionals to design, develop, evaluate, and manage educational multimedia. Theoretical considerations played a major role in shaping the design of the Studio curriculum. Prominent among these were constructionism, situated cognition/situated learning, and self-directed learning. Important related theoretical constructs included scaffolding and flow theory. This paper describes the Studio learning environment, presents these theoretical concepts, and discusses the application of theory to practice in the training of adults in instructional design and development (IDD).
This peer reviewed research article conducted by two University of Georgia researchers aims to assess the effectiveness of constructionist-centered “The Studio” curriculum within the Learning, Design, and Technology program. The method is used is reviewing design of the curriculum, the learning environment, theoretical concepts, and review of application methods. The research review is helpful in identifying how the constructionist-based, collaborative model is designed and implemented in contrast to the one-course/one-instructor model. In addition, the article outlines the general practices and framework for design under the constructionist learning theory. (Rating: 5/10)
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