Deep Learning Becomes a Reality When Emerging Technologies Meet Learning Design

Autor/in	Huang, Wanju
Titel	Deep Learning Becomes a Reality When Emerging Technologies Meet Learning Design
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 67 (2023) 1, S.178-188 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huang, Wanju)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-022-00778-x
Schlagwörter	Learning Processes; Instructional Design; Learning Theories; Artificial Intelligence; Computer Simulation; Online Courses; Undergraduate Students; Learner Engagement; Learning Experience; Outcomes of Education; Teaching Methods; Computer Software; Information Security; Computer Science Education + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Lesson concept; Lessonplan; Unterrichtsentwurf; Learning theory; Lerntheorie; Künstliche Intelligenz; Computergrafik; Computersimulation; Online course; Online-Kurs; Lernerfahrung; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Computer science lessons; Informatikunterricht
Abstract	A design case is a form of scholarly writing in which the author embarks on a reflective journey sharing rich descriptions of their design, design processes, challenges, etc. This paper presents two design cases that demonstrate how learning theories and instructional design concepts were purposefully incorporated in two instructional applications utilizing Augmented Reality (AR) and Virtual Reality (VR). The first case used AR to convert a face-to-face construction site safety analysis assignment to an online assignment for an online undergraduate course. In the second case, VR was utilized for construction site safety training for construction professionals. This paper will discuss how learning theories and frameworks were adhered to when designing and developing the applications to promote deep learning -- in-depth learner engagement and positive learning outcomes and experiences. It aims to advocate for a learning design approach and mindset that is first and foremost driven by pedagogy rather than technology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01