Conversational Forms of Instruction and Message Layer Design (SpringerBriefs in Educational Communications and Technology)

✍ Scribed by Andrew S. Gibbons, Elizabeth Boling

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 93
• Category: Library

✦ Synopsis

This book examines the theoretical basis of one of the functional layers―the message layer―of an architectural theory of instructional design. The architectural theory (Gibbons, 2003; Gibbons & Rogers, 2009; Gibbons, 2014) identifies seven functions carried out during instruction that correspond with designable strata, or layers.
The architectural theory proposes that for each layer there exists a specialized body of design languages, constructs, questions, tools, practices, processes, a professional community, and most especially, bodies of design theory. It also proposes that design knowledge from other design fields, many of which approach design from the same functional perspective, can be appropriated for the further development of knowledge within the instructional technology field.
A robust literature from disparate fields supplies relevant theory for message layer design. This book builds the case for validation of the message layer by bringing together work from instructional theory, conversation theory, research in the learning sciences, intelligent tutoring system research, and K-12 education. Within this literature, the authors demonstrate the existence of the message as a structural abstraction: an independently designable entity. They trace the development of the message construct historically, showing that it has remained remarkably stable over time, independent of changing psychological, educational, and technological conventions.

✦ Table of Contents

Preface
References
Contents
Chapter 1: Instruction as a Conversation: The Imperative for Message Layer Design
1.1 Introduction and Overview
1.2 Instruction as a Conversation: Assumptions
1.3 What Constitutes a Conversation?
1.4 Forms and Dimensions of Instructional Conversation
1.5 The Architectural Theory of Instructional Design: Introduction of Terms
1.5.1 What Kind of Theory?
1.5.2 Why an Architectural Approach?
1.5.3 The Design Layers
1.6 Layers During Design and Instruction
1.6.1 Layers During Design
1.6.2 Layers During Instruction
1.7 The Message Layer in Relation to Other Layers
1.8 Conclusion
References
Chapter 2: Conversation Theory and the Message Construct
2.1 Conversation Analysis and Conversation Synthesis
2.2 A Generalized Model of Conversation
2.3 Conversation Analysis vs. Conversation Synthesis
2.4 A Theory of Conversational Structure
2.4.1 CA and Morphological Elements of Conversations
2.4.2 How Strategic Intentions Are Expressed Through Morphological Elements
Turns, Messages, and Actions
Adjacency Pairs
Sequences
Projects
Non-verbal Elements and Emotional Modifiers
Epistemics, Strategies, and Diagnostic Assessment
2.5 From the Message Construct to Conversational Structures
2.6 Conclusion
References
Chapter 3: Message Structure, Educational Psychology, and Instructional Technology
3.1 The Bridge from Strategy to Conversation
3.2 Programmed Instruction and Message Structures
3.2.1 The Indeterminate Nature of Actions
3.2.2 Actions and Understanding in a Conversation
3.2.3 Markle’s Application of Message Discipline
3.2.4 Markle and the Message Construct
3.3 Formalized Instructional Strategy: Gagné
3.4 Component Display Theory: Merrill and TICCIT
3.5 Smith & Meux: The Logic and Strategies of Teaching in Education
3.6 Conclusion
References
Chapter 4: Intelligent Tutoring Systems and the Inevitability of the Message Construct
4.1 A New Epoch, and an Old Construct
4.2 Adaptive Instruction and the Message Construct
4.3 Early Emergence of Message Layer Design in ITS
4.4 Strategic Goals and Messaging Rules
4.5 Further Separating Message from Representation
4.6 Message Terminology in ITS Literature
4.7 Messaging and Scaffolding
4.8 Non-textual, Non-verbal Messages
4.8.1 Graphical Message Generation in a Simulation: STEAMER
4.8.2 Simplifying Message Generation in a Simulation: Dragoon
4.9 Conclusion
References
Chapter 5: Message Design, the Learning Sciences, and Social Learning Theory
5.1 Designing Conversations: What Is Designed?
5.2 Message Typing in Computer Supported Intentional Learning Environments (CSILE)
5.3 Problem-Based Learning (PBL): Disciplined Conversations for Problem Solving
5.4 Reciprocal Teaching and the Management of Messages
5.5 Conclusion
References
Chapter 6: Results and Conclusion
6.1 Reviewing Our Claim and Our Case
6.2 Selection of Cases
6.3 The Message Layer and the Architectural Theory
6.4 Detecting the “Hidden” Message Construct
6.5 The Message Layer and the Order of Design
6.6 The Independent Design of the Message Layer
6.6.1 The Enhanced Impact and Nuance Attainable Through Independent Message Design
6.6.2 The Need for Adaptivity and Generativity
6.6.3 The Need to Capture Value Messages in Designs
Value Messages and Their Importance
Designing Values into Instruction
6.7 Preserving Intent
6.8 The Message Layer and Conversation Analysis Structures
6.9 Diagnosis and Repair Involving the Message Construct
6.10 Conclusion
References