KAYNAKÇA VE REFERANSLAR

Dr. J.J. Walcutt; Dr. Sae Schatz

KAYNAKÇA VE REFERANSLAR

KISIM I: TEMEL KAVRAMLAR (FOUNDATIONS)

1. Bölüm: Öğrenmeyi Modernleştirmek

1. Atkinson, R.C., & Shiffrin, R.M. (1968). Human memory: A proposed system and its control processes. Psychology of Learning and Motivation, 2, 89–195.
2. Baddeley, A.D. (1966). The influence of acoustic and semantic similarity on long-term memory for word sequences. The Quarterly Journal of Experimental Psychology, 18(4), 302–309.
3. Anderson, M.C. & Neely, J.H. (1996). Interference and inhibition in memory retrieval. In E. L. Bjork & R.A. Bjork (Eds.), Memory: Handbook of perception and cognition (2nd ed.). San Diego: Academic Press.
4. Bjork, R.A. (1989). Retrieval inhibition as an adaptive mechanism in human memory. In H.L. Roediger, II & I.M. Craik (Eds.), Varieties of memory & consciousness: Essays in honor of Endell Tulving (pp. 309–330). Hillside, NJ: Erlbaum.
5. Sohn, M.H., et al. (2005). An information-processing model of three cortical regions: Evidence in episodic memory retrieval. Neuroimage, 25(1), 21–33.
6. Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4(4), 295–312.
7. National Academies of Sciences, Engineering, and Medicine (2018). How people learn II: Learners, contexts, and cultures. Washington, DC: The National Academies Press. (nap.edu/24783).
8. Friedman, T. L. (2016). Thank you for being late: An optimist’s guide to thriving in the age of accelerations. New York: Farrar, Straus and Giroux.

2. Bölüm: Dağıtık Öğrenmenin Tarihi

1. Niper, S. (1989). Third generation distance learning and computer conferencing. In Mason, R. and Kaye, A. (eds.), Mindweave: Communication, Computers and Distance Education (pp. 63–73). Oxford: Pergamon Press.
2. Taylor, J.C. (2001). Fifth generation distance education. Instructional Science and Technology, 4(1), 1-14.
3. Simpson, M. & Anderson, B. (2012). History and heritage in open, flexible and distance education. Journal of Open, Flexible, and Distance Learning, 16(2), 1–10.
4. Moore, M.G. & Anderson, W.G. (Eds.). (2003). Handbook of distance education. Mahwah/London: Lawrence Erlbaum Associates.
5. Saettler, P. (1990). The Evolution of American Educational Technology. Englewood, CO: Libraries Unlimited, Inc.
6. Spector, J.M., et al. (Eds.). (2014). Handbook of research on educational communications and technology. New York: Springer.
7. Molenda, M. (2013). Historical foundations. In Spector, J.M., et al. (Eds.). Handbook of research on educational communications and technology (pp. 3–18). New York: Springer.
8. Pask, G. (1960). The teaching machine as a control mechanism. Transactions of the Society for Instrument Technology, 12(2), 72–82.
9. Kulik, J.A. (1994). Meta-analytic studies of findings on computer-based instruction. Technology assessment in education and training, 1, 9–34.
10. Lesgold, A. (1988). SHERLOCK: A coached practice environment for an electronics troubleshooting job (ERIC No. ED299450).
11. Anderson, J.R., Conrad, F.G., & Corbett, A.T. (1989). Skill acquisition and the LISP tutor. Cognitive Science, 13(4), 467-505.
12. Brown, J.S., Burton, R., & de Kleer, J. (1982). SOPHIE I, II, and Ill. In D. Sleeman & J.S. Brown (Eds.), Intelligent Tutoring Systems. Academic Press.
13. Dodds, P.V.W., & Fletcher, J.D. (2004). Opportunities for new “smart” learning environments enabled by next generation web capabilities. Journal of Education Multimedia and Hypermedia, 13(4), 391–404.
14. Kulik, J.A., & Fletcher, J.D. (2016). Effectiveness of intelligent tutoring systems: A meta-analytic review. Review of Educational Research, 85, 171–204.
15. U.S. Office of Technology Assessment. (1988). Power On!-New Tools for Teaching and Learning (OTA-SET-379). Washington, DC: GPO.
16. U.S. Congress, Office of Technology Assessment (1989). Linking for learning: A new course for education (OTA-SET-430).
17. Molenda, M. (2003). In search of the elusive ADDIE model. Performance improvement, 42(5), 34–36.
18. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive science, 12(2), 257–285.
19. Bloom, B.S. (1984). The 2 sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational Researcher, 13(6), 4–16.
20. Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal of Research in Science Teaching, 2(3), 176–186.
21. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological functions. London: Harvard University Press.
22. Scardamalia, M., et al. (1989). Computer-supported intentional learning environments. Journal of Educational Computing Research, 5(1), 51–68.
23. Hiltz, S. R. (1994). The virtual classroom: Learning without limits via computer networks. Norwood, NJ: Ablex.
24. Bell, M. W. (2008). Toward a definition of “virtual worlds.” Journal For Virtual Worlds Research, 1(1).
25. Naimark, M. (1997). A 3D moviemap and a 3D panorama. Proceedings of SPIE 3012.
26. Morningstar, C., & Farmer, F.R. (2008). The lessons of Lucasfilm’s habitat. Journal For Virtual Worlds Research, 1(1).
27. Koedinger, K.R., et al. (1997). Intelligent tutoring goes to school in the big city. Int. Journal of AI in Education, 8, 30–43.
28. Picard R.W. (1997). Affective computing. The MIT Press, Cambridge, MA.
29. Mayer, R.E. (1997). Multimedia learning: Are we asking the right questions. Educational Psychologist, 32, 1–19.
30. Daniel, J. (1996). Mega-universities and Knowledge Media: Technology Strategies for Higher Education. London: Kogan Page.

KISIM II: TEKNOLOJİ (TECHNOLOGY)

(Bu bölümdeki kaynakların tamamı orijinal teknik isimleriyle korunmuştur)

6. Bölüm: Birlikte Çalışabilirlik (Interoperability)

1. ADL Initiative. (2012). Sharable Content Object Reference Model (SCORM) 2004 4th Edition. Alexandria, VA.
2. Berking, P. (2016). The xAPI: What is it? Why do we need it?. ADL Initiative White Paper.
3. Fletcher, J. D. (2009). Education and training technology in the military. Science, 323(5910), 72–75.
4. Wisher, R. A. & Khan, B. H. (Eds.), Learning on demand: ADL and the Future of e-Learning. Washington DC: DoD.
5. IEEE. (2022). Standard for Learning Object Metadata (LOM). IEEE Standard 1484.12.1.

7. Bölüm: Veri Güvenliği (Data Security)

1. Anderson, R. (2020). Security Engineering: A Guide to Building Dependable Distributed Systems (3rd ed.). New York: Wiley.
2. ISO/IEC. (2022). ISO/IEC 27001:2022 Information security management systems requirements.
3. NIST. (2020). Framework for Improving Critical Infrastructure Cybersecurity.
4. Wilson, J. (2021). Information security management: Principles and practice. Elsevier Science.

KISIM III: ÖĞRENME BİLİMİ (LEARNING SCIENCE)

11. Bölüm: Değerlendirme ve Geri Bildirim (Assessment and Feedback)

1. Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139–144.
2. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
3. Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189.
4. Wiliam, D. (2011). Embedded formative assessment. Bloomington, IN: Solution Tree Press.
5. Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144.
6. Pellegrino, J. W., Chudowsky, N., & Glaser, R. (Eds.). (2001). Knowing what students know: The science and design of educational assessment. National Academies Press.
7. Mislevy, R. J. (2018). Sociocognitive foundations of educational measurement. Routledge.
8. Bloom, B. S., Madaus, G. F., & Hastings, J. T. (1981). Evaluation to improve learning. New York: McGraw-Hill.

12. Bölüm: Gelecek İçin Öğretim Stratejileri (Instructional Strategies)

1. Bannan-Ritland, B. (2003). The role of design in research: The design-based research collective. Educational Researcher, 32(1), 5–8.
2. Dabbagh, N. (2005). Pedagogical models for e-learning: A theory-based design framework. International Journal of Technology in Teaching and Learning, 1(1), 25–44.
3. Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43–59.
4. Reigeluth, C. M. (Ed.). (1999). Instructional-design theories and models: A new paradigm of instructional theory (Vol. II). Lawrence Erlbaum Associates.
5. Gagne, R. M. (1985). The conditions of learning and theory of instruction (4th ed.). New York: Holt, Rinehart and Winston.
6. Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. Springer Science & Business Media.

13. Bölüm: Yetkinlik Temelli Öğrenme (Competency-Based Learning)

1. Draganidis, F., & Mentzas, G. (2006). Competency based management: A review of systems and approaches. Information Management & Computer Security, 14(1), 51–64.
2. Sullivan, R. (1995). The competency-based approach to training. Strategy paper, USAID.
3. Voorhees, R. A. (2001). Competency-based learning models: A necessary future. New Directions for Institutional Research, 2001(110), 5–13.
4. Klein-Collins, R. (2012). Competency-based education: signaling the coming-of-age of a new milestone in education. Council for Adult and Experiential Learning.

14. Bölüm: Sosyal Öğrenme (Social Learning)

1. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
2. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
3. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
4. Stodd, J. (2016). The Social Learning Guidebook. UK: Sea Salt Learning.
5. Brown, J. S., & Adler, R. P. (2008). Minds on fire: Open education, the long tail, and learning 2.0. EDUCAUSE Review, 43(1), 16–32.

15. Bölüm: Öz-Düzenlemeli Öğrenme (Self-Regulated Learning)

1. Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70.
2. Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. Handbook of Self-Regulation, 451–502.
3. Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422.
4. Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In Metacognition in educational theory and practice (pp. 277–304).

KISIM IV: ÖRGÜTLENME (ORGANIZATION)

16. Bölüm: Öğretim Tasarımcıları ve Öğrenme Mühendisleri

1. Dede, C. (2018). The ecosystem of learning engineering. Chronicle of Higher Education.
2. IEEE ICICLE. (2019). Learning Engineering: A Definition. IEEE Industry Consortium on Learning Engineering.
3. Simon, H. A. (1967). The job of a college president. Educational Record, 48, 68–78.
4. Reigeluth, C. M., & Carr-Chellman, A. A. (Eds.). (2009). Instructional-design theories and models, Vol. III. Routledge.

17. Bölüm: Öğrenme Ekosistemleri İçin Yönetişim (Governance)

1. Weill, P., & Ross, J. W. (2004). IT Governance: How top performers manage IT decision rights for superior results. Harvard Business Press.
2. ADL Initiative. (2018). Total Learning Architecture (TLA) Governance Model. Alexandria, VA.
3. Tiwana, A. (2013). Platform ecosystems: Aligning architecture, governance, and strategy. Morgan Kaufmann.

18. Bölüm: Kültürel Değişim (Cultural Change)

1. Kotter, J. P. (1996). Leading change. Boston, MA: Harvard Business School Press.
2. Schein, E. H. (2010). Organizational culture and leadership (4th ed.). San Francisco: Jossey-Bass.
3. Senge, P. M. (2006). The fifth discipline: The art and practice of the learning organization. Broadway Business.
4. Cameron, K. S., & Quinn, R. E. (2011). Diagnosing and changing organizational culture. John Wiley & Sons.

19. Bölüm: Stratejik Planlama (Strategic Planning)

1. Bryson, J. M. (2018). Strategic planning for public and nonprofit organizations (5th ed.). John Wiley & Sons.
2. Kaufman, R. (1992). Strategic planning plus: An organizational guide. Sage Publications.
3. Mintzberg, H. (1994). The rise and fall of strategic planning. New York: Free Press.
4. Walcutt, J. J., & Schatz, S. (2019). Implementation Roadmap for Modernizing Learning. Washington, DC: GPO.

Lisans

Creative Commons Atıf-Gayri Ticari-Türetilemez 4.0 Uluslararası Lisansı için ikon

Öğrenmeyi Modernleştirmek Copyright © 2019 by J.J. Walcutt & Sae Schatz (veya İDÖ Girişimi) ve Açıkkitap is licensed under a Creative Commons Atıf-Gayri Ticari-Türetilemez 4.0 Uluslararası Lisansı, except where otherwise noted.