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Educational technology in the broadest sense is knowledge and
competence forimproving the educational process: for using hardware
(equipment), software (methods), and "underware" (underlying
organizational structures). This volume in the Special Programme on
Advanced Educational Technology presents the results of a NATO
Advanced Research Workshop on educational systems design as a new
educational technology. The objective of the workshop was toadvance
our knowledge about the comprehensive systems design approach for
improving educational systems. The workshop was organized for the
transdisciplinary interaction of three scientific groups
representing design science, organizational/systems science, and
educationaltechnology. Participants were selected based on their
scholarship as members of one or more of these three groups. The
book opens with theframing papers sent by the editors to
participants prior to the workshop, then presents five sets of
thematic contributions: the conceptual and empirical contexts of
comprehensive systems design, the systems design focus, a systems
view of designing educational systems, the educational context of
systems design, and high technology focus in systems design.
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Covert Action
J.R. Olson, David Bruns
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R546
R456
Discovery Miles 4 560
Save R90 (16%)
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Ships in 10 - 15 working days
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Educational technology in the broadest sense is knowledge and
competence forimproving the educational process: for using hardware
(equipment), software (methods), and "underware" (underlying
organizational structures). This volume in the Special Programme on
Advanced Educational Technology presents the results of a NATO
Advanced Research Workshop on educational systems design as a new
educational technology. The objective of the workshop was toadvance
our knowledge about the comprehensive systems design approach for
improving educational systems. The workshop was organized for the
transdisciplinary interaction of three scientific groups
representing design science, organizational/systems science, and
educationaltechnology. Participants were selected based on their
scholarship as members of one or more of these three groups. The
book opens with theframing papers sent by the editors to
participants prior to the workshop, then presents five sets of
thematic contributions: the conceptual and empirical contexts of
comprehensive systems design, the systems design focus, a systems
view of designing educational systems, the educational context of
systems design, and high technology focus in systems design.
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