國際上比較著名的教育技術(shù)專家
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2009-10-15 | 國際上比較著名的教育技術(shù)專家 標(biāo)簽： 國際上比較著名的教育技術(shù)專家
下面介紹的是國際上比較著名的教育技術(shù)專家，讀者可以通過Google查找他們的文章和著作，可以幫助同學(xué)們盡快了解教育技術(shù)發(fā)展的前沿信息。
例如，你把第一個專家的名字和學(xué)校輸入到Google進(jìn)行搜索，立刻可以看到他的一篇文章：Research on Cognitive Load Theory:Application to E-Learning（認(rèn)知負(fù)荷理論在數(shù)字化學(xué)習(xí)（e-Learning）中的應(yīng)用），然后你把這篇文章翻譯出來，首先進(jìn)行學(xué)習(xí)，然后，你可以結(jié)合中國的國情進(jìn)行研究，當(dāng)然，你也可以很快地寫出分析文章。
. 夸美紐斯（J. A. Comenius）——近代教育教學(xué)理論的奠基人之一 1supportLists]-->1．<!--[endif]-->David H. Jonassen <!--[if !supportLists]-->2．<!--[endif]-->Michael Hannafin <!--[if !supportLists]-->3．<!--[endif]-->Marcy P. Driscoll <!--[if !supportLists]-->4．<!--[endif]-->Edward P, Caffarella <!--[if !supportLists]-->5．<!--[endif]-->Thomas M Duffy <!--[if !supportLists]-->6．<!--[endif]-->Charles M Reigeluth <!--[if !supportLists]-->7．<!--[endif]-->Barbara A Seels <!--[if !supportLists]-->8．<!--[endif]-->Ann Thompson <!--[if !supportLists]-->9．<!--[endif]-->Rita C Richey <!--[if !supportLists]-->10． <!--[endif]-->David Williams 1.David H. Jonassen Distinguished Professor, Learning Technologies School of Information Science and learning Technologies in Townsend Hall University of Missouri Columbia <!--[if !supportLists]-->? <!--[endif]-->Research Interests: Designing constructivist learning environments Cognitive tools (Mindtools) for learning Cognitive modeling/Cognitive task analysis Systems dynamics/systems modeling Problem solving <!--[if !supportLists]-->? <!--[endif]-->CURRENT RESEARCH INTERESTS Problem Solving Knownedge Representation Cognitive Modleing Cognitive Simulations Systems Modeling/Systems Dynamics Externalizing Knowledge Representations Mapping Knowledge Representations in Software Conveying, Assessing, and Acquiring Structural Knowledge <!--[if !supportLists]-->? <!--[endif]-->TECHNOLOGIES Computer Mindtools for Critical Thinking (Cognitive Tools) Expert Systems for Student Modeling and Cognitive Simulations <!--[if !supportLists]-->? <!--[endif]--> INSTRUCTIONAL DESIGN AND LEARNING Designing Constructivist (Problem-based) Learning Environments Cognitive Task Analysis <!--[if !supportLists]-->? <!--[endif]-->The Handbook of Research on Educational Communications and Technology Published in 1996 Granted by AECT 7 Parts, 42 Chapters, Total 1245 Pages 2.Michael Hannafin Dr. Hannafin earned his MS in Psychology from Ft. Hays State College in Kansas in 1974, and his Ph.D. in Educational Technology from Arizona State University in 1981. Dr. Hannafin is the Charles H. Wheatley-Georgia Research Alliance Eminent Scholar in Technology-Enhanced Learning, and Director of the Learning and Performance Support Laboratory at the University of Georgia. Dr. Hannafin's research focuses on developing and testing frameworks for the design of student-centered learning environments, especially those that are open-ended in nature. The mission of the LPSL is to engage in research and development in several areas, including:? interactive learning environments, cognition and learning with emerging technologies, electronic performance support systems, assessment of technology's impact and effect on learning and performance, and educational applications of telecommunications and information technologies. Three major themes characterize the mission and spirit of the LPSL: a commitment to theoretically grounded research, both basic and applied, that contributes to our understanding of how learning and performance may be enhanced by technology; a commitment to research and development that will establish a leading-edge capability in the state of Georgia for technology-enhanced learning, performance assessment, and information access at all levels of education, training, and work; and a commitment to developing partnerships and research collaborations with other institutions, businesses, and agencies in the state, the nation, and internationally. 3.Marcy P. Driscoll Marcy P. Driscoll is Professor and currently the Department Chair of the Educational Research Department at Florida State University. She is the author or co-author of four textbooks in learning and instruction, including Psychology of Learning for Instruction, which won the 1995 Outstanding Book Award in Instructional Development from the Association of Educational Communications and Technology, and, with Robert M. Gagné, Essentials of Learning for Instruction. She has also published numerous articles in professional journals on learning, instructional theory, and educational semiotics. In teaching, Professor Driscoll has won the Outstanding Instructor Award from the students in Instructional Systems and Educational Psychology in 1990-91, 1991-92, and 1994-95 and a What do she see as the future of IT? “I see the field broadening and becoming even more interdisciplinary, drawings from research areas that perhaps to date have not had much impacton the field. This will probably raise more questions about who we are andwhat we are about, but I see these discussions as healthy. 4. Edward P, Caffarella professor of educational technology at the University of Northern Colorado. He is the President-Elect of the Association for Educational Communications and Technology and will assume the Presidency in Dallas during the November, 2002 international conference. Dr. Edward Caffarella 5.Thomas M Duffy B.A., Ph.D. in Cognitive Psychology (University of Illinois). Thomas{ M. Duffy, Professor of Education and Cognitive Science, is the Barbara B. Jacobs Chair of Education and Technology and the Director of the Center for Research on Learning and Technology in the School of Education, Indiana University. He came to Indiana from Carnegie Mellon where he was Director of the Communications Design Center and an Associate Professor of English and Psychology. Duffy's work over the last ten years has focused on the use of technology to support the design of inquiry based learning environments as well as on the implications of constructivism and situated cognition for the design of instruction. He has published over 100 articles as well as co-authoring, Online Help: Design and Evaluation and co-editing Constructivism and the Technology of Instruction: A Conversation and Designing Environments for Constructivist Learning. <!--[if !supportLists]-->? <!--[endif]-->Research Interests: Research and teaching focuses on the design of learning environments that support inquiry and problem solving. Recent work has been focused on the design of distance education environments based on work in cogntive science on how people learn. More generally my interest is in the use of technology to support inquiry learning in post-secondary education and training. 6.Charles M Reigeluth Reigeluth’s Elaboration Theory - Reigeluth doctorate student of Merrill (originally developed jointly); a sequencing aproach consistent with Component Display Theory; A "Zoom lens" sequencing approach - simple to complex, repeated general-to-specific; Steps - (a) present overview of simplest and most fundamental ideas, (b) add complexity to one aspect, (c) review the overview and show relationships to the details, (d) provide additional elaboration of details, (e) provide additional summary and synthesis. 7.Barbara A Seels She is Associate Professor of Education, Instructional Design and{ Technology, Department of Instruction and Learning, University of Pittsburgh. <!--[if !supportLists]-->? <!--[endif]-->Research Interests Her Research Interests includes Instructional Design Diffusion of Innovations Visual Thinking & Learning Message Design 8.Ann Thompson Professor & Chair, Curriculum and Instructional Technology Curriculum & Instruction,Iowa State University <!--[if !supportLists]-->? <!--[endif]-->Research Interests Research interests include: curriculum and instructional technology, technology collaborative between teacher education and K-12 schools, assessing effects of technology experiences on student learning 9.Rita C Richey Dr. Rita C. Richey is Professor and Program Coordinator in{ Instructional Technology for the College of Education at Wayne State University. She received her B.A. in English from the University of <!--[if !supportLists]-->? <!--[endif]-->Research Interests Dr. Richey's teaching and research interests include Instructional{ Design, Research and Theory in Instructional Technology, History and Trend in Instructional Technology. " To provide leadership and innovation in workplace learning, training and performance improvement by conducting collaborative research, professional development and serving as a resource for best practices information. " 10.David Williams Professor, Brain & Cognitive Sciences, Optics, Ophthalmology, and Biomedical Engineering <!--[if !supportLists]-->? <!--[endif]-->Research Interests David Williams is William G. Allyn Chair of Medical Optics, Director of Center for Visual Science in University of Rochester Gary Anglin, Department of Curriculum and Instruction, University of Kentucky, Lexington, Kentucky 2 Brock S. Allen, Department of Educational Technology, San Diego State University, San Diego, California 3 Eun-Ok Baek, Department of Instructional Technology, California State University, San Bernadino, California 4 Bela Banathy, Saybrook Graduate School and Research Center, San Francisco, California 5 Sasha A. Barab, School of Education, Indiana University, Bloomington, Indiana 6 Ann E. Barron, College of Education, University of South Florida, Tampa, Florida 7 Louis Berry, Department of Instruction and Learning, University of Pittsburgh, Pittsburgh, Pennsylvania 8 Gary Boyd, Department of Education, Concordia University, Montreal, Quebec, Canada 9 John K. Burton, Department of Teaching and Learning, Virginia Polytechnic Institute and State University, 10 Blacksburg, Virginia Alison Carr-Chellman, Department of Instructional Systems Program, Penn State University, University Park, Pennsylvania 11 Kathryn Cunningham, Distance Learning Technology Center, University of Kentucky, Lexington, Kentucky
12 Vanessa Paz Dennen, Department of Educational Psychology and Learning Systems, Florida State University, Tallahassee, Florida 13 Michael A. Evans, Indiana University, Bloomington, Indiana
14 Karen Fullerton, Celeron Consultant, Bothell. Washington
15 Evan M. Glazer, College of Education, University of Georgia, Athens, Georgia 16 Barbara Grabowski, Department of Instructional Systems Program, Penn State University, University Park, Pennsylvania 17 Margaret Gredler, Department of Educational Psychology, University of South Carolina, Columbia, South Carolina 18 Charlotte Nirmalani Gunawardena, College of Education, University of New Mexico, Albuquerque, New Mexico 19 Mark Guzdial, College of Computing, Georgia Institute of Technology, Atlanta, Georgia 20 Seungyeon Han, Department of Instructional Technology, University of Georgia, Athens, Georgia 21 Mike Hannafin, College of Education, University of Georgia, Athens, Georgia 22 James Hartley, Psychology Department, University of Keele, Keele, Staffordshire, United Kingdom 23 Philip H. Henning, School of Construction and Design, Pennsylvania College of Technology, Williamsport, Pennsylvania 24 Janette Hill, Department of Instructional Technology, University of Georgia, Athens, Georgia 25 Denis Hlynka, Centre for Ukrainian Canadian Studies, University of Manitoba, Winnipeg, Manitoba, Canada 26 Bob Hoffman, Department of Educational Technology, San Diego State University, San Diego, California Laura J. Horn, 27 Patrick Jenlink, Department of Educational Leadership, Stephen Austin University, Nacogdoches, Texas 28 David W. Johnson, Department of Educational Psychology, University of Minnesota, Minneapolis, Minnesota 29 Roger T. Johnson, Department of Educational Psychology, University of Minnesota, Minneapolis, Minnesota 30 Steven Kerr, Department of Education, University of Washington, Seattle, Washington 31 James Klein, Department of Psychology in Education, Arizona State University, Tempe, Arizona 32 Randy Koetting, Department of Curriculum and Instruction, University of Nevada, Reno, Reno, Nevada 33 Janet L. Kolodner, College of Computing, Georgia Institute of Technology, Atlanta, Georgia 34 Kathy Krendl, College of Communications, Ohio University, Athens, Ohio 35 Jung Lee, Department of Instructional Technology, Richard Stockton College of New Jersey, Pomona, New Jersey
標(biāo)簽： 國外教育技術(shù)專家簡介
<!--[if !supportLists]-->1．<!--[endif]-->David H. Jonassen <!--[if !supportLists]-->2．<!--[endif]-->Michael Hannafin <!--[if !supportLists]-->3．<!--[endif]-->Marcy P. Driscoll <!--[if !supportLists]-->4．<!--[endif]-->Edward P, Caffarella <!--[if !supportLists]-->5．<!--[endif]-->Thomas M Duffy <!--[if !supportLists]-->6．<!--[endif]-->Charles M Reigeluth <!--[if !supportLists]-->7．<!--[endif]-->Barbara A Seels <!--[if !supportLists]-->8．<!--[endif]-->Ann Thompson <!--[if !supportLists]-->9．<!--[endif]-->Rita C Richey <!--[if !supportLists]-->10． <!--[endif]-->David Williams 1.David H. Jonassen Distinguished Professor, Learning Technologies School of Information Science and learning Technologies in Townsend Hall University of Missouri Columbia <!--[if !supportLists]-->? <!--[endif]-->Research Interests: Designing constructivist learning environments Cognitive tools (Mindtools) for learning Cognitive modeling/Cognitive task analysis Systems dynamics/systems modeling Problem solving <!--[if !supportLists]-->? <!--[endif]-->CURRENT RESEARCH INTERESTS Problem Solving Knownedge Representation Cognitive Modleing Cognitive Simulations Systems Modeling/Systems Dynamics Externalizing Knowledge Representations Mapping Knowledge Representations in Software Conveying, Assessing, and Acquiring Structural Knowledge <!--[if !supportLists]-->? <!--[endif]-->TECHNOLOGIES Computer Mindtools for Critical Thinking (Cognitive Tools) Expert Systems for Student Modeling and Cognitive Simulations <!--[if !supportLists]-->? <!--[endif]--> INSTRUCTIONAL DESIGN AND LEARNING Designing Constructivist (Problem-based) Learning Environments Cognitive Task Analysis <!--[if !supportLists]-->? <!--[endif]-->The Handbook of Research on Educational Communications and Technology Published in 1996 Granted by AECT 7 Parts, 42 Chapters, Total 1245 Pages 2.Michael Hannafin Dr. Hannafin earned his MS in Psychology from Ft. Hays State College in Kansas in 1974, and his Ph.D. in Educational Technology from Arizona State University in 1981. Dr. Hannafin is the Charles H. Wheatley-Georgia Research Alliance Eminent Scholar in Technology-Enhanced Learning, and Director of the Learning and Performance Support Laboratory at the University of Georgia. Dr. Hannafin's research focuses on developing and testing frameworks for the design of student-centered learning environments, especially those that are open-ended in nature. The mission of the LPSL is to engage in research and development in several areas, including:? interactive learning environments, cognition and learning with emerging technologies, electronic performance support systems, assessment of technology's impact and effect on learning and performance, and educational applications of telecommunications and information technologies. Three major themes characterize the mission and spirit of the LPSL: a commitment to theoretically grounded research, both basic and applied, that contributes to our understanding of how learning and performance may be enhanced by technology; a commitment to research and development that will establish a leading-edge capability in the state of Georgia for technology-enhanced learning, performance assessment, and information access at all levels of education, training, and work; and a commitment to developing partnerships and research collaborations with other institutions, businesses, and agencies in the state, the nation, and internationally. 3.Marcy P. Driscoll Marcy P. Driscoll is Professor and currently the Department Chair of the Educational Research Department at Florida State University. She is the author or co-author of four textbooks in learning and instruction, including Psychology of Learning for Instruction, which won the 1995 Outstanding Book Award in Instructional Development from the Association of Educational Communications and Technology, and, with Robert M. Gagné, Essentials of Learning for Instruction. She has also published numerous articles in professional journals on learning, instructional theory, and educational semiotics. In teaching, Professor Driscoll has won the Outstanding Instructor Award from the students in Instructional Systems and Educational Psychology in 1990-91, 1991-92, and 1994-95 and a What do she see as the future of IT? “I see the field broadening and becoming even more interdisciplinary, drawings from research areas that perhaps to date have not had much impacton the field. This will probably raise more questions about who we are andwhat we are about, but I see these discussions as healthy. 4. Edward P, Caffarella professor of educational technology at the University of Northern Colorado. He is the President-Elect of the Association for Educational Communications and Technology and will assume the Presidency in Dallas during the November, 2002 international conference. Dr. Edward Caffarella 5.Thomas M Duffy B.A., Ph.D. in Cognitive Psychology (University of Illinois). Thomas{ M. Duffy, Professor of Education and Cognitive Science, is the Barbara B. Jacobs Chair of Education and Technology and the Director of the Center for Research on Learning and Technology in the School of Education, Indiana University. He came to Indiana from Carnegie Mellon where he was Director of the Communications Design Center and an Associate Professor of English and Psychology. Duffy's work over the last ten years has focused on the use of technology to support the design of inquiry based learning environments as well as on the implications of constructivism and situated cognition for the design of instruction. He has published over 100 articles as well as co-authoring, Online Help: Design and Evaluation and co-editing Constructivism and the Technology of Instruction: A Conversation and Designing Environments for Constructivist Learning. <!--[if !supportLists]-->? <!--[endif]-->Research Interests: Research and teaching focuses on the design of learning environments that support inquiry and problem solving. Recent work has been focused on the design of distance education environments based on work in cogntive science on how people learn. More generally my interest is in the use of technology to support inquiry learning in post-secondary education and training. 6.Charles M Reigeluth Reigeluth’s Elaboration Theory - Reigeluth doctorate student of Merrill (originally developed jointly); a sequencing aproach consistent with Component Display Theory; A "Zoom lens" sequencing approach - simple to complex, repeated general-to-specific; Steps - (a) present overview of simplest and most fundamental ideas, (b) add complexity to one aspect, (c) review the overview and show relationships to the details, (d) provide additional elaboration of details, (e) provide additional summary and synthesis. 7.Barbara A Seels She is Associate Professor of Education, Instructional Design and{ Technology, Department of Instruction and Learning, University of Pittsburgh. <!--[if !supportLists]-->? <!--[endif]-->Research Interests Her Research Interests includes Instructional Design Diffusion of Innovations Visual Thinking & Learning Message Design 8.Ann Thompson Professor & Chair, Curriculum and Instructional Technology Curriculum & Instruction,Iowa State University <!--[if !supportLists]-->? <!--[endif]-->Research Interests Research interests include: curriculum and instructional technology, technology collaborative between teacher education and K-12 schools, assessing effects of technology experiences on student learning 9.Rita C Richey Dr. Rita C. Richey is Professor and Program Coordinator in{ Instructional Technology for the College of Education at Wayne State University. She received her B.A. in English from the University of <!--[if !supportLists]-->? <!--[endif]-->Research Interests Dr. Richey's teaching and research interests include Instructional{ Design, Research and Theory in Instructional Technology, History and Trend in Instructional Technology. " To provide leadership and innovation in workplace learning, training and performance improvement by conducting collaborative research, professional development and serving as a resource for best practices information. " 10.David Williams Professor, Brain & Cognitive Sciences, Optics, Ophthalmology, and Biomedical Engineering <!--[if !supportLists]-->? <!--[endif]-->Research Interests David Williams is William G. Allyn Chair of Medical Optics, Director |
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