The learner-centered paradigm of instruction differs in such fundamental ways from the teacher-ce... more The learner-centered paradigm of instruction differs in such fundamental ways from the teacher-centered paradigm that it requires technology to serve very different functions. In 2006, a research team at Indiana University began to work on identifying those functions and published their results in 2008. Subsequently, the team elaborated and refined those functional specifications, which are described herein as the Personalized Integrated Educational System (PIES), a technology system that has not yet been developed to support learner-centered education. The four major
The Personalized Integrated Educational System (PIES) design theory is a design recommendation re... more The Personalized Integrated Educational System (PIES) design theory is a design recommendation regarding the function and features of Learning Managements Systems (LMS) that can support the information-age learner-centered paradigm of education. The purpose of this study was to improve the proposed functions and features of the PIES design theory such that it is compatible with the technological needs of the information-age, learner-centered paradigm of education. Four schools or educational systems that embodied all or some of the characteristics of the learner-centered, information-age paradigm were selected through a purposeful, theoretical sampling process. They were selected based on how useful they would be in extending and improving the design recommendations for PIES and the extent to which the naturalistic cases had transitioned into the learner-centered, information-age paradigm of education. Research participants within these schools were chosen through a non-probability sampling method. Twenty teachers agreed to participate and were interviewed and observed. Data collected in the form of interview transcripts and observation notes were analyzed to reveal functions and features that could be added and removed from the PIES design theory. Data were analyzed to also reveal factors that encouraged/discouraged technology use, implementation, and policy.
Elizabeth Cook-Lynn, in her article The American Indian Fiction Writers, asks,How can one be a... more Elizabeth Cook-Lynn, in her article The American Indian Fiction Writers, asks,How can one be a tribal nationalist and 'set the pace'if one claims no connection to the land either in one's personal life or in one's fiction?(Cook-Lynn 26). This question was raised in ...
The learner-centered paradigm of instruction differs in such fundamental ways from the teacher-ce... more The learner-centered paradigm of instruction differs in such fundamental ways from the teacher-centered paradigm that it requires technology to serve very different functions. In 2006, a research team at Indiana University began to work on identifying those functions and published their results in 2008. Subsequently, the team elaborated and refined those functional specifications, which are described herein as the Personalized Integrated Educational System (PIES), a technology system that has not yet been developed to support learner-centered education. The four major
The Personalized Integrated Educational System (PIES) design theory is a design recommendation re... more The Personalized Integrated Educational System (PIES) design theory is a design recommendation regarding the function and features of Learning Managements Systems (LMS) that can support the information-age learner-centered paradigm of education. The purpose of this study was to improve the proposed functions and features of the PIES design theory such that it is compatible with the technological needs of the information-age, learner-centered paradigm of education. Four schools or educational systems that embodied all or some of the characteristics of the learner-centered, information-age paradigm were selected through a purposeful, theoretical sampling process. They were selected based on how useful they would be in extending and improving the design recommendations for PIES and the extent to which the naturalistic cases had transitioned into the learner-centered, information-age paradigm of education. Research participants within these schools were chosen through a non-probability sampling method. Twenty teachers agreed to participate and were interviewed and observed. Data collected in the form of interview transcripts and observation notes were analyzed to reveal functions and features that could be added and removed from the PIES design theory. Data were analyzed to also reveal factors that encouraged/discouraged technology use, implementation, and policy.
Elizabeth Cook-Lynn, in her article The American Indian Fiction Writers, asks,How can one be a... more Elizabeth Cook-Lynn, in her article The American Indian Fiction Writers, asks,How can one be a tribal nationalist and 'set the pace'if one claims no connection to the land either in one's personal life or in one's fiction?(Cook-Lynn 26). This question was raised in ...
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within these schools were chosen through a non-probability sampling method. Twenty teachers agreed to participate and were interviewed and observed. Data collected in the form of interview transcripts and observation notes were analyzed to reveal functions and features that could be added and removed from the PIES design theory. Data were analyzed to also reveal factors that encouraged/discouraged technology use, implementation, and policy.
within these schools were chosen through a non-probability sampling method. Twenty teachers agreed to participate and were interviewed and observed. Data collected in the form of interview transcripts and observation notes were analyzed to reveal functions and features that could be added and removed from the PIES design theory. Data were analyzed to also reveal factors that encouraged/discouraged technology use, implementation, and policy.