A living-systems design model for web-based knowledge management systems

Educational Technology Research and Development

Volumn 50, Issue 1, 2002, Pages 35-56

  Plass, Jan L ^b   Salisbury, Mark W ^c  

^a UNIVERSITY OF NEW MEXICO   (United States)

^b NEW YORK UNIVERSITY   (United States)

^c NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 25844442449     PISSN: 10421629     EISSN: None     Source Type: Journal    
DOI: 10.1007/bf02504960     Document Type: Article

References (61)

1. Alessi, S., & Trollip, S. (1991). Computer-based instruction: Methods and development (2nd ed.). Englewood Cliffs, New Jersey: Prentice-Hall
2. Alexander, C., Ishikawa, S., & Silverstein, M. (1977). A pattern language. Towns, buildings, construction. New York: Oxford University Press.
3. Anderson, L.W.; Krathwohl, D.R.; Airasian, P.W.; Cruikshank, K.A.; Mayer, R.E.; Pintrich, P.R.; Raths, J.D.; & Wittrock, M.C. (1998). Taxonomy for learning, teaching and assessing: A revision of Bloom's taxonomy of educational objectives. New York: Longman.
4. Banathy, B. (1991). Educational systems design: A journey to create the future. Englewood Cliffs, NJ: Educational Technology Publications.
5. Bloom, B.S. (Ed.) (1956). Taxonomy of behavioral objectives: Handbook I: Cognitive domain. New York: David McKay.
6. Boar, B. (1984). Application prototyping. New York: John Wiley & Sons.
7. Boyle, T. (1997). Design for multimedia learning. London: Prentice Hall.
8. Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, January-February.
9. Carr, A. (1997). User-design in the creation of human learning systems. Educational Technology Research and Development, 45(3), 5-22.
10. Coad, P., & Yourdon, E. (1991). Object-oriented design. Englewood Cliffs, NJ: Yourdon Press.
11. de Hoog, Robert (1994). Constraint-driven software design: An escape from the waterfall model. Performance Improvement Quarterly, 7(3), 48-63.
12. Dick, W. (1996). The Dick and Carey model: Will it survive the decade? Educational Technology Research and Development, 44(3), 55-63.
13. Dick, W., & Carey, L (1990). The systematic design of instruction (3rd Ed). Glenville, IL: Harper-Collins.
14. Dynamic systems development method, Version 2. 1995. Tesseract Publishing.
15. Duffy, T., & Jonassen, D (1991). Constructivism: New implications for educational technology? Educational Technology, 31 (5), 7-12.
16. Edmonds, G.S., Branch, R.C., & Mukherjee, P. (1994). A conceptual framework for comparing instructional design models. Educational Technology Research and Development, 42(4), 55-72.
17. Fenrich, P. (1997) Practical guidelines for creating instructional multimedia applications. Fort Worth, TX: The Dryden Press.
18. Gagné, R.M., & Briggs, L.J. (1979). Principles of instructional design. New York: Holt, Rineholt, & Winston.
19. Hannafin, M. (1992). Emerging technologies, ISD, and learning environments: Critical perspectives. Educational Technology Research and Development, 40(1), 49-63.
20. Jones, T.S., & Richey, R.C. (2000). Rapid prototyping methodology in action: A developmental study. Educational Technology Research and Development, 48(2), 63-80.
21. Kirkpatrick, Donald, (1994). Evaluating training programs. San Francisco, CA: Berrett-Koehler Publishers, Inc.
22. Koper, R. (1995). PROFIL: A method for the development of multimedia. British Journal of Educational Technology, 26(2), 94-108.
23. Lave, J. (1988). Cognition in practice: Mind, mathematics, and culture in everyday life. Cambridge, UK: Cambridge University Press.
24. Lave, J., & Wenger, E. (1990). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
25. Lesgold, A. (2000). On the future of cognitive task analysis. In J.M. Schraagen, & S.F. Chipman (Eds.), Cognitive task analysis (pp. 451-465). Mahwah, NJ: Lawrence Erlbaum.
26. Luhmann, N. (1986). The autopoiesis of social systems. In F. Geyer and J. Van de Zouwen (Eds.) Sociocybernetic paradoxes: Observation, control, and evolution of self-steering systems, London: Sage Publications.
27. Mandl, H., & Levin, J.R. (Eds.). (1989). Knowledge acquisition from text and pictures. New York: North-Holland.
28. Maturana, H., & Varela, F. (1980). Autopoiesis and cognition. London: Reidl.
29. Mayer, R.E. (2001). Multimedia learning. Cambridge, MA: Oxford.
30. Moody, S., Hudson, T., & Salisbury, M. (1988). RAPID: A prototyping environment for battle management information systems. Proceedings of the Third Annual User-System Interface Conference, Austin, TX.
31. Nonaka, I., & Takeuchi, H. (1995). The knowledge-creating company. New York: Oxford University Press.
32. Passini, R. (1999). Information design: An old hag in fashionable clothes? In R. Jacobson (Ed.), Information Design (pp. 83-98). Cambridge, MA: MIT Press.
33. Patton, M.Q. (1994). Developmental evaluation. Special invitational volume: Past, present, future assessments of the field of evaluation. Evaluation Practice, 15(3), 311-319.
34. Plass, J.L. (1998). Design and evaluation of the user interface of foreign language multimedia software: A cognitive approach. Language Learning and Technology, 2(1), 35-45.
35. Plass, J.L., Chun, D.M., Mayer, R.E., & Leutner, D. (1998). Supporting visual and verbal learning preferences in a second language multimedia learning environment. Journal of Educational Psychology, 90, 25-36.
36. Plass, J.L., Salisbury, M.W., &. March, J. (2000). Integrated instruction as a component of a knowledge management system: A case example. Proceedings of WebNrt'00, Charlottesville, VA: Association for the Advancement of Computers in Education (AACE).
37. Preskill, H., & Torres, R.T. (1999). Evaluative inquiry for learning in organizations. Thousand Oaks, CA: Sage Publications.
38. Reigeluth, C. (1993). Principles of educational systems design. International Journal of Educational Research, 19(2), 117-131.
39. Roblyer, M. (1988). Fundamental problems and principles of designing effective courseware. In D. Jonassen (Ed.), Instructional designs for micro-computer courseware (pp. 7-33). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
40. Rosenfeld, L., & Morville, P. (1998). Information architecture for the World-Wide-Web. Sebastopol, CA: O'Reilly.
41. Rothwell, W.J., & Kazanas, H.C. (1997). Mastering the instructional design process (2nd ed.). San Francisco, CA: Jossey-Bass.
42. Salisbury, M. (1988). PARGEN: A prototyping tool for natural language interfaces. Proceedings of the Third Annual User-System Interface Conforence, Austin, TX.
43. Salisbury, M.W., & Plass, J.L. (in press). A conceptual framework for a knowledge management system. Human Resource Development International.
44. Salisbury, M.W., & Plass, J.L. (2001). Utilizing decision support and case examples for capturing and disseminating knowledge in organizations. Submitted for publication.
45. Salomon, G. (1979). Interaction of media, cognition, and learning. Hillsdale, NJ: Lawrence Erlbaum.
46. Schnotz, W., & Kulhavy, R.W. (Eds.). (1994). Comprehension of graphics. New York: North-Holland.
47. Schraagen, J.M, Chipman, S.F., & Shute, V.J. (2000). State-of-the-art review of cognitive task analysis techniques. In J.M. Schraagen, & S.F. Chipman (Eds.), Cognitive task analysis (pp. 467-487). Mahwah, NJ: Lawrence Erlbaum.
48. Schuler, D., & Namioka, A. (1993). Participatory design: Principles and practices. Hillsdale, NJ: Erlbaum.
49. Schwier, R.A. (1999). Constructivist approaches to instructional design. [On-line], Retrieved from the World Wide Web on 9/6/2000. Available: http://members.home.net/rschwier/presentations/construct/
50. Shneiderman, B. (1992). Designing the user interface. Strategies for effective human-computer interaction. Reading, MA: Addison-Wesley.
51. Spiro, R.J., & Jehng, J.C. (1990). Cognitive flexibility and hypertext: Theory and technology for the nonlinear and multidimensional traversal of complex subject matter. In D. Nix & R. Spiro (Eds.), Cognition, education and multimedia: Exploring ideas in high technology. Hillsdale, NJ: Lawrence Erlbaum.
52. Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4, 295-312.
53. Sweller, J., Chandler, P., Tierney, P., & Cooper, M. (1990). Cognitive load as a factor in the structuring of technical material. Journal of Experimental Psychology: General, 219, 176-192.
54. Tennyson, R.D. (1997). A system dynamics approach to instructional systems development. In: R.D. Tennyson, F. Schott, N. Seel, & S. Dijkstra (Eds.), Instructional design: International perspectives. Volume 1: Theory, research and models, (pp. 413-426). Mahwah, NJ: Lawrence Erlbaum.
55. Tessmer, M., McCann, D., & Ludvigsen, M. (1999). Reassessing training programs: A model for identifying training excess and discrepancies. Educational Technology Research and Development, 47(2), 86-99.
56. Tidwell, J. (1999). Common ground: A pattern language for human-computer interface design. [On-line], Retrieved from the World Wide Web on September 18, 1999. Available: http://www.mit.edu/jtid-well/common_ground.html
57. von Krogh, G., Roos, J., & Slocum, K. (1996). An essay on corporate epistemology. In G. von Krogh & J. Roos (Eds.) Managing knowledge: Perspectives on cooperation and competition. London: Sage Publications.
58. Wager, W., & Gagné, R. (1988). Fundamental problems and principles of designing effective courseware. In Jonassen, D. (Ed.), Instructional designs for micro-computer courseware (pp. 7-33). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
59. Willis, J. (1995). A recursive, reflective instructional design model based on constructivist-interpretivist theory. Educational Technology, 30, Nov-Dec, 5-23.
60. Wilson, A.L. (1993). The promise of situated cognition. New Directions for Adult and Continuing Education, 57, 71-79.
61. Yourdon, E., & Constantine, L. (1978). Structured design (2nd Ed). New York: Yourdon Press.