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It Just Makes Sense: Cognitive Development, Instructional Design, and Technology-Based Curriculum

dc.contributor.authorByrnes, Mary
dc.descriptionTeaching and Learning Department Capstone Projecten_US
dc.description.abstractThis capstone employs research from cognitive architecture to analyze, critique, and inform a form of digital scaffolding called Immersedition. Specifically, this capstone explores the way in which Immersedition and Immersicons account for the learner, context, curriculum, and assessment. Findings include the responsiveness of the text to individual student needs through the interactive journey the text provides by allowing students to push beyond the barriers of the narrative usually proposed by reading in a traditional format. Implications for the future suggest a focus on developing skills to create self-regulated learners.en_US
dc.publisherVanderbilt University. Peabody Collegeen_US
dc.subjectScaffolded hypertextsen_US
dc.subjectInstructional designen_US
dc.subject.lcshConstructivism (Education)en_US
dc.subject.lcshComputer-assisted instructionen_US
dc.titleIt Just Makes Sense: Cognitive Development, Instructional Design, and Technology-Based Curriculumen_US
dc.description.collegePeabody College of Education and Human Developmenten_US
dc.description.departmentDepartment of Teaching and Learningen_US

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