Name: Critical Probes Into the Instructional Design Literature: Reading M. David Merrill from an Outsider's Perspective (en Inglés)
Price: 144.61 USD
Availability: InStock
Author: Demetrion, George
ISBN: 9783031570681

portada Critical Probes Into the Instructional Design Literature: Reading M. David Merrill from an Outsider's Perspective (en Inglés)

Formato

Libro Físico

Autor

George Demetrion

Editorial

Springer

Idioma

Inglés

N° páginas

170

Encuadernación

Tapa Dura

Dimensiones

23.5 x 15.5 x 1.3 cm

Peso

0.46 kg.

ISBN13

9783031570681

Categorías

Psicología de la educación
Educación para adultos y formación continua
Destrezas de estudio y aprendizaje
Técnicas de estudio

Critical Probes Into the Instructional Design Literature: Reading M. David Merrill from an Outsider's Perspective (en Inglés)

George Demetrion (Autor) · Springer · Tapa Dura

Libro Nuevo

$ 144.61

$ 289.22

Ahorras: $ 144.61

50% descuento

Envío normal

Origen: Estados Unidos (Costos de importación incluídos en el precio)

Se enviará desde nuestra bodega entre el Jueves 01 de Agosto y el Jueves 15 de Agosto.

Lo recibirás en cualquier lugar de Ecuador entre 1 y 3 días hábiles luego del envío.

Reseña del libro "Critical Probes Into the Instructional Design Literature: Reading M. David Merrill from an Outsider's Perspective (en Inglés)"

This book provides a comprehensive study of the work of M. David Merrill, a major pioneer in the field of instructional design. This book centers on his research on his second generation instructional design (ID2) theory, Instructional Transaction Theory, and First Principles of Instruction, which has had a substantial impact on the instructional design field. It's appealing to the instructional design research and practitioner-based communities who can draw on specific sections of this book to enhance their own work. It is also intended for those seeking to learn more about the relationship between the instructional design field, learning theory, curriculum studies, and lifelong learning/adult education studies. Through this critical, yet empathetic study of Merrill's 50+ year research agenda, this book provides an illuminating field of entry into a broad range of topics, both those that are central to Merrill's own research agenda, and into areas that extend well beyond his essentially cognitivist epistemological assumptions.