Michael J. Hannafin

Bio: Michael J. Hannafin is an academic researcher from University of Georgia. The author has contributed to research in topics: Educational technology & Instructional design. The author has an hindex of 51, co-authored 125 publications receiving 10287 citations. Previous affiliations of Michael J. Hannafin include Georgia Research Alliance & Pennsylvania State University.

Design-Based Research and Technology-Enhanced Learning Environments.

Abstract: During the past decade, design-based research has demonstrated its potential as a methodology suitable to both research and design of technology-enhanced learning environments (TELEs). In this paper, we define and identify characteristics of design-based research, describe the importance of design-based research for the development of TELEs, propose principles for implementing design-based research with TELEs, and discuss future challenges of using this methodology.

The Foundations and Assumptions of Technology-Enhanced Student-Centered Learning Environments.

Abstract: Direct instruction approaches, as well as the design processes that support them, have been criticized for failing to reflect contemporary research and theory in teaching, learning, and technology. Learning systems are needed that encourage divergent reasoning, problem solving, and critical thinking. Student-centered learning environments have been touted as a means to support such processes. With the emergence of technology, many barriers to implementing innovative alternatives may be overcome. The purposes of this paper are to review and critically analyze research and theory related to technology-enhanced student-centered learning environments and to identify their foundations and assumptions.

Situated cognition and learning environments: roles, structures, and implications for design

Abstract: Situated cognition has emerged as a powerful perspective in providing meaningful learning and promoting the transfer of knowledge to real-life situations. While considerable interest has been generated in situated learning environments, few guidelines exist related to their design. The purpose of this paper is to examine the theoretical underpinnings of situated cognition and to derive implications for the design of situated learning environments. The conceptual framework centers on four basic issues: the role of context, the role of content, the role of facilitation, and the role of assessment.

Cognitive Strategies and Learning from the World Wide Web.

Abstract: The purpose of this study was to identify the strategies used by adult learners in an open-ended hypermedia information system. Four participants were drawn from an introductory educational technology course that incorporated a unit on telecommunications. Participants completed a survey measuring reported knowledge in three domains (metacognitive, system, and subject) as well as self-efficacy toward technology. They then identified a personal search topic, and searched the World Wide Web for information using Netscape®, thinking aloud as they searched. Data collection and analysis occurred in several phases: scripting the search, reading through the data, segmenting according to research question, encoding, and aggregating. Three major findings related to hypermedia information systems resulted from this study: (a) a variety of strategies are used by learners; (b) self-reported knowledge appears to affect the strategies used; and (c) perceptions of disorientation and perceived self-efficacy influence the strategies used. Implications related to emerging information technologies and open-ended learning environments are considered.

Teaching and Learning in Digital Environments: The Resurgence of Resource-Based Learning

Abstract: The digital age has not simply changed the nature of resources and information; it has transformed several basic social and economic enterprises. Contemporary society—the settings where we live, work, and learn—has likewise changed dramatically. Both the amount of information and access to it have grown exponentially; a significant potential for using varied resources in numerous ways for instruction and learning has emerged. However, several issues related to the educational uses of varied resources (e.g., people, place, things, ideas) must be addressed if we are successfully to implement resource-based learning environments. In this paper, we trace the changing nature of resources and perspectives in their use for learning in the digital age, describe the overarching structures of resource-based learning environments, and identify key challenges to be addressed.

经验与教育 = Experience and education

Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.