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dc.contributor.author Lin, Xiaodong
dc.contributor.author Bransford, John D.
dc.contributor.author Hmelo, Cindy E.
dc.contributor.author Kantor, Ronald J.
dc.contributor.author Hickey, Daniel T.
dc.contributor.author Secules, Teresa
dc.contributor.author Petrosino, Anthony J.
dc.contributor.author Goldman, Susan R.
dc.contributor.author The Cognition and Technology Group
dc.date.accessioned 2019-04-15T15:13:50Z
dc.date.available 2019-04-15T15:13:50Z
dc.date.issued 1995-10
dc.identifier.citation Lin, X. D., Bransford, J. D., Hmelo, C., Kantor, R., Hickey, D., Secules, T., Petrosino, A., Goldman, S., and the Cognition & Technology Group at Vanderbilt (1995). Instructional design and the developmentof learning communities: An invitation to a dialogue. Educational Technology, 35(1), 53-63. en
dc.identifier.uri http://hdl.handle.net/2022/22917
dc.description.abstract Our goal in this article is to encourage discussion among members of the instructional design community and members of research groups who are attempting to transform typical classrooms into "learning communities." A strength of the instructional design community is its efforts to articulate, manage, and systematize the processes involved in designing effective learning environments. A strength of researchers attempting to create "learning communities" is their emphasis on new sets of principles that have important implications for the nature of teaching, learning, and assessment. By discussing insights from these two communities, we hope to begin a conversation that strengthens the communication and collaboration between the two. en
dc.language.iso en en
dc.publisher Educational Technology en
dc.relation.isversionof https://www.jstor.org/stable/44428299 en
dc.title Instructional Design and Development of Learning Communities: An Invitation to a Dialogue en
dc.type Article en


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