Never Mind the Prescriptions, Bring on the Descriptions: Students' Representations of Inquiry-Driven Design

Dave S. Knowlton

Annual Meeting of the Association for Educational Communications and Technology 2004 (October 2005)

Instead of designing by following prescriptive models, students may benefit by approaching design as a process of free inquiry. This paper considers the impact of this inquiry-based approach on students' thinking by considering the ways that...

Evaluating College Students' Efforts in Asynchronous Discussion: A Systematic Process

Dave S. Knowlton

Quarterly Review of Distance Education Vol. 4, No. 1 (2003) pp. 31–41

Presents a process-based framework for evaluating students' efforts in online discussion. Delineates criteria for evaluating students' contributions to an online discussion and describes processes for implementing student-centered evaluations and...

Promoting Durable Knowledge Construction through Online Discussion

Dave S. Knowlton

Mid-South Instructional Technology Conference 2001 (April 2002)

This paper provides practical advice for making online discussions educationally durable. This advice focuses on all stages of online discussions from designing the assignment guidelines through summative evaluation. While this practical advice is...

Design Studios in Instructional Design and Technology: What Are the Possibilities?

Dave S. Knowlton

TechTrends: Linking Research and Practice to Improve Learning Vol. 60, No. 4 (2016) pp. 350–358

Design studios are an innovative way to educate Instructional Design and Technology (IDT) students. This article begins by addressing literature about IDT design studios. One conclusion from this literature is that IDT studios have been...

Promoting Liberal Arts Thinking through Online Discussion: A Practical Application and Its Theoretical Basis

Dave S. Knowlton

Educational Technology & Society Vol. 5, No. 3 (2002) pp. 189–94

Describes an online discussion assignment that was part of a class in a liberal arts college. Considers liberal arts learning theories and the place of online discussion within the writing process, and concludes that it is the instructional...

Using Asynchronous Discussion to Promote Collaborative Problem Solving among Preservice Teachers in Field Experiences: Lessons Learned from Implementation

Dave S. Knowlton

Annual Meeting of the Association for Educational Communications and Technology 2004 (October 2005)

Designers who are charged with creating online environments that support students' problem-solving efforts and instructors who are searching for instructional strategies to support students' asynchronous problem-solving efforts will find this paper...

Rapid Prototyping as Method for Developing Instructional Strategies for Supporting Computer-Mediated Communication among University Students

Dave S. Knowlton

Journal of Scholarship of Teaching and Learning Vol. 6, No. 1 (August 2006) pp. 75–87

Because rapid prototyping results in the quick development of curriculum, materials, and processes, it is a form of design that could be particularly useful to professors in higher education. Yet, literature documenting the use of rapid prototyping...

I Design; Therefore I Research: Revealing DBR through Personal Narrative

Dave S. Knowlton

Educational Technology & Society Vol. 10, No. 4 (2007) pp. 209–223

Design Based Research (DBR) is a new and still-emerging approach to research about design, learning, and allied areas. This article reports one designer's experiences within a DBR project. Whereas most reports of DBR focus on the outcomes of the...

A Taxonomy of Learning Through Asynchronous Discussion

Dave S. Knowlton

Journal of Interactive Learning Research Vol. 16, No. 2 (April 2005) pp. 155–177

This article presents a five-tiered taxonomy that describes the nature of participation in, and learning through, asynchronous discussion. The taxonomy is framed by a constructivist view of asynchronous discussion. The five tiers of the taxonomy...

Topics: online learning, Learning Communities, Constructivism, computer mediated communication, psychology, learning theory, Social Sciences

The Context and Content of Online Discussions: Making Cyber-Discussions Viable for the Secondary School Curriculum

Dave S. Knowlton; Heather M. Knowlton

American Secondary Education Vol. 29, No. 4 (2001) pp. 38–52

Offers teachers practical advice on enhancing student learning through the use of online discussion. (PKP)

Generative Strategies and Computer-Based Instruction for Teaching Adult Students

Dave S. Knowlton; Julia Simms

TechTrends: Linking Research and Practice to Improve Learning Vol. 53, No. 3 (May 2009) pp. 54–60

Educational interventions that are currently in vogue in higher education settings are based upon constructivist approaches, whereby students learn content within the context of authentic activities and problem-based scenarios. Certainly these...

Students as Library Detectives and Books as Clues: An Application of ISD in K-12 Schools

Kimberly J. Moore; Dave S. Knowlton

TechTrends: Linking Research and Practice to Improve Learning Vol. 50, No. 3 (May 2006) pp. 59–63

Instructional Systems Design (ISD) is the systematic development of instructional strategies that are grounded in both learning and instructional theory. ISD is usually overlooked as a useful methodology in K-12 schools. ISD is extremely expensive...

Heuristic-Guided Instructional Strategy Development for Peripheral Learners in the Online Classroom

Dave S. Knowlton; Melissa A. Thomeczek

Quarterly Review of Distance Education Vol. 8, No. 3 (2007) pp. 233–249

This article provides guidance for meeting the educational needs of "learners on the periphery"--those learners who traditionally have been disenfranchised by formal education because of the structure and nature of face-to-face courses but who now...

Infusing Handheld Technologies into the Classroom: Designing Meaningful Learning Experiences for K-12 Students

Melissa A. Thomeczek; Dave S. Knowlton; Renee E. Weiss

Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 1432–1434

Technology integration into the curriculum is an ongoing part of education. Teachers are expected to use and teach technology. Most workshops or seminars designed to educate and equip teachers to accomplish this task are one-time sessions. ...

Topics: Teachers, Integration, Educational Technology, Classrooms