Search results for author:"Jason K. McDonald"
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Educational Media International Vol. 46, No. 2 (June 2009) pp. 111–122
Good instructional storytelling engages students' attention and cognitive abilities to the end of more effective learning, and instructional researchers have discussed whether the principles of storytelling could lead to the same or similar results...
TechTrends: Linking Research and Practice to Improve Learning Vol. 55, No. 5 (September 2011) pp. 53–58
If instructional designers hold limited views about their practice they sometimes adopt formulaic routines that do not help them accomplish the goals they believe are important, or develop instruction of a quality envisioned by the field's...
Technology I, II, and III: Criteria for understanding and improving the practice of instructional technology
Technology I, II, and III: Criteria for understanding and improving the practice of instructional@technology (2006) pp. 1–302
In an earlier era of instructional technology, researchers proposed a set of criteria to help practitioners understand what assumptions about their work could help them develop well-designed instruction, as well as what assumptions could lead them...
Educational Technology Vol. 54, No. 4 (2014) pp. 15–22
While instructional design's technological roots have given it many approaches for process and product improvement, in most cases designers still rely on instructional forms that do not allow them to develop instruction of a quality consistent with...
Educational Technology Research and Development Vol. 53, No. 2 (2005) pp. 84–98
This article reports a theoretical examination of several parallels between contemporary instructional technology (as manifest in one of its most current manifestations, online learning) and one of its direct predecessors, programmed instruction. We ...