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Copyright for Educators: Instructional Strategies for Going Beyond Compliance
PROCEEDINGS

, , George Mason University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, USA ISBN 978-1-880094-54-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Abstract: This paper examines the adaptation of a Cognitive Flexibility Hypertext (CFH) learning environment for developing educators' and instructional designers' critical thinking skills, complex mental models, and reflective judgment abilities when addressing intellectual property (IP) issues. The paper discusses the use of scaffolding to assist the learner with content complexity by connecting the learner's prior knowledge and experiences to the new knowledge domain, IP. Our particular design utilizes explicit instructional strategies as scaffolding devices because our target audience, graduate students in educational programs who plan to utilize their educational expertise in professional practice, has prior experience using instructional strategies as pedagogical tools. While we focus on scaffolds that use explicit instructional strategies, we posit that conceptual components from other subject areas could be used as explicit scaffolds to support knowledge construction in learners from different disciplinary backgrounds.

Citation

Battle, D. & Dabbagh, N. (2004). Copyright for Educators: Instructional Strategies for Going Beyond Compliance. In J. Nall & R. Robson (Eds.), Proceedings of E-Learn 2004--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1089-1094). Washington, DC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 15, 2019 from .

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