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dc.contributor.authorAssaf, Nayiv
dc.contributor.authorRamírez-Hernández, Darinka
dc.date.accessioned2018-06-08T13:51:06Z
dc.date.available2018-06-08T13:51:06Z
dc.date.issued2018-07-04
dc.identifier.urihttp://hdl.handle.net/11285/630106
dc.description.abstractTechnological mediation is, and will be, one of the greatest topics in modern learning. The technology-education integration is one of its most important bifurcations. The success for technology to be integrated into educational scenarios has always been on the educational field side, and has as necessary conditions planning and instructional design. But today´s contemporary instructional design implementation faces ever more complex technologies that have to be adapted or modified into increasingly disruptive learning models, making it increasingly difficult to integrate technology into the classroom, which in turn requires the mandatory application of models and theories that structure and guide ideas, needs, uses and even designer intuitions, which presents the educational technologist fundamental issue, the dichotomy of the teacher-technologist binomial or one is a very good teacher or one is a very good technologist. The objective of this work is to propose an instructional and technological design macro-structure for technologically mediated learning milieus that merge ABET (Accreditation Board for Engineering and Technology) Criterion 3 as the instructional axiom of design principles with the Cognitive Theory of Multimedia Learning to integrate the mediated online laboratory technological feature, either remote or in-situ, with the educational one.
dc.formatAbstract / Abstracten_US
dc.language.isoengen_US
dc.relation266632-CONACYT-SENER-S0019201401en_US
dc.relation.urlhttps://iated.org/edulearn/en_US
dc.rightsOpen Accessen_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.titleInstructional & technological design for technologically mediated learning milieus, an answer for open technological integration of online lab in today´s stem classroomen_US
dc.typeArtículo de Conferencia / Conference Articleen_US
dc.conference.nameEDULEARN18 Proceedingsen_US
dc.conference.hostIATED Academyen_US
dc.conference.locationPalma de Mallorca, Españaen_US
dc.subject.keywordSTEMen_US
dc.subject.keywordABETen_US
dc.subject.keywordTechnological mediationen_US
dc.subject.keywordTechnology-educationen_US
dc.subject.keywordOpen integrationen_US
dc.subject.keywordOnline laben_US
dc.subject.keywordInstructional designen_US
dc.subject.keywordPLE/PLMen_US
dc.subject.keywordSimulationen_US
dc.subject.keywordMobile appen_US
dc.contributor.affiliationTecnologico de Monterreyen_US
dc.subject.disciplineCiencias Sociales / Social Sciencesen_US
refterms.dateFOA2018-06-08T13:51:07Z
html.description.abstract<html> <head> <title></title> </head> <body> <p>Technological mediation is, and will be, one of the greatest topics in modern learning. The technology-education integration is one of its most important bifurcations. The success for technology to be integrated into educational scenarios has always been on the educational field side, and has as necessary conditions planning and instructional design.<br /> <br /> But today&#180;s contemporary instructional design implementation faces ever more complex technologies that have to be adapted or modified into increasingly disruptive learning models, making it increasingly difficult to integrate technology into the classroom, which in turn requires the mandatory application of models and theories that structure and guide ideas, needs, uses and even designer intuitions, which presents the educational technologist fundamental issue, the dichotomy of the teacher-technologist binomial or one is a very good teacher or one is a very good technologist.<br /> <br /> The objective of this work is to propose an instructional and technological design macro-structure for technologically mediated learning milieus that merge ABET (Accreditation Board for Engineering and Technology) Criterion 3 as the instructional axiom of design principles with the Cognitive Theory of Multimedia Learning to integrate the mediated online laboratory technological feature, either remote or in-situ, with the educational one.</p> </body> </html>en_US


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