D.M. Litynski
[1] Section 2 of this presentation relies extensively on the workof Professor Chandralekha Singh, who kindly gave permissionfor its inclusion. [2] C. Singh, What every physics teacher should know about cogni-tive research, workshop presented at the American Associationof Physics Teachers Annual Conference, Salt Lake City, UT,August 2005. [3] J.D. Bansford, A.L. Brown, & R.R. Cocking (Eds.), How peoplelearn: Brain, mind, experience, and school: Expanded edition(Washington, DC: National Academy Press, 2000). [4] C. Singh, What every physics teacher should know. [5] Private communications, Dan Apple, Pacific Crest, 1998–2005. [6] J.D. Bansford, A.L. Brown, & R.R. Cocking, How people learn:Brain, mind, experience, and school, 1999. [7] Ibid. [8] J.W. Pellegrino, N. Chudowsky, & R. Glaser (Eds.), Knowingwhat students know: The science and design of educationalassessment (Washington, DC: National Academy Press, 2001). [9] M.S. Donovan, J.D. Bansford, A.L. Brown, & R.R. Cocking(Eds.), How students learn: History, mathematics, and sciencein the classroom (Washington, DC: National Academies Press,2005). [10] M. Boylan, What Have We Learned from 15 Years of Supportingthe Development of Innovative Teaching Technology?, SocialScience Computer Review, 22(4), 2004, 405–425. doi:10.1177/0894439304268646 [11] D.M. Litynski, W.D. Lane, & C.A. Carver, Hypermedia andlearning: Promise and practice, invited Keynote Address byD. Litynski at Third East–West Congress on EngineeringEducation, Gdynia, Poland, September 1996; published inGlobal Journal of Engineering Education, 1(2), 1997, 129–139. [12] C. Twigg, innovations in online learning: Moving beyond nosignificant difference, online monograph, 2001.
Important Links:
Go Back
