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Because digital writing matters : improving student writing in online and multimedia environments / Dànielle Nicole DeVoss, Elyse Eidman-Aadahl, Troy Hicks. San Francisco : Jossey-Bass, 2010xiii, 194 p. ; 28 cm.How to apply digital writing skills effectively in the classroom, from the prestigious National Writing Project As many teachers know, students may be adept at text messaging and communicating online but do not know how to craft a basic essay. In the classroom, students are increasingly required to create web-based or multi-media productions that also include writing. Since writing in and for the online realm often defies standard writing conventions, this book defines digital writing and examines how best to integrate new technologies into writing instruction. Shows how to integrate new technologies into classroom lessons. Addresses the proliferation of writing in the digital age. Offers a guide for improving students online writing skills. The book is an important manual for understanding this new frontier of writing for teachers, school leaders, university faculty, and teacher educators.
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Design of technology-enhanced learning : integrating research and practice / Matt Bower Bingley, UK : Emerald Publishing, 2017xix, 449 p. : ill. ; 29 cm.This book explains how educational research can inform the design of technology-enhanced learning environments. After laying pedagogical, technological and content foundations, it analyses learning in Web 2.0, Social Networking, Mobile Learning and Virtual Worlds to derive nuanced principles for technology-enhanced learning design
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Multimedia learning / Richard E. Mayer United Kingdom : Cambridge University Press, 2021xviii, 433 p. : ill. ; 26cm.Multimedia instruction refers to communications involving words and pictures that are intended to foster learning. How can we design effective multimedia instruction? In this book I review principles of instructional design that are based on experimental research studies carried out by my colleagues and me and that are grounded in a theory of how people learn from words and pictures, which I call the cognitive theory of multimedia learning. In short, the premise underlying this book is that the design of multimedia instruction should be based on research evidence and grounded in learning theory. If you are interested in an evidenced-based and theory-grounded approach to multimedia instructional design, then this book is for you
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