This is a preview of subscription content,to check access.
Access this article
Atkinson, R. C. & Shiffin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spense & J. T. Spense (Eds.),The psychology of learning and motivation: Advances in research and theory, Vol. 2 (pp. 89–195). New York: Academic Press.
Baddeley, A. D. & Hitch, G. J. (1974). Working memory. In G.H. Bower (Ed.),The psychology of learning and motivation, Vol 8. (pp. 47–89). New York: Academic Press.
Baddeley, A. D. & Lieberman K. (1980). Spatial working memory. In R. Nickerson (Ed.),Attention and performance VIII (pp. 521–539). Hillsdale, NJ: Erlbaum.
Brown, J.S., Collins, A., & Duguid. (1989). Situated cognition and the culture of learning.Educational Researcher, 18(1), 32–42.
Collins, A., Brown, J.S., & Newman, D. (1989). Cognitive apprenticeship: Teaching the craft of reading, writing, and mathematics. In L. Resnick (Ed.),Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453–494). Hillsdale, NJ: Lawrence Erlbaum Associates.
Duffy, T.M., & Jonassen, D.H. (1992). Constructivism and the technology of instruction: A conversation. Hillsdale, NJ: Lawrence Erlbaum Associates.
Gibson, J.J. (1979).The ecological approach to visual perception. Boston: Houghton-Mifflin.
Gibson, J.J. (1987). The theory of affordances. In R. Shaw & J. Bransford (Eds.),Perceiving, acting, and knowing (pp. 127–141). Hillsdale, NJ: Lawrence Erlbam.
Hay, K.E., Weingrad, P., Guzdial, M., Jackson, S., Boyle, R.A., & Soloway, E. (in press). Students as multimedia authors.Journal of Educational Multimedia and Hypermedia.
Jonassen, D.H. (1983). The tenuous relationship between research and policy making: Zen and the art of media management.Media Management Journal, 2(2), 30–31.
Jonassen, D.H. (1984). The mediation of experience and educational technology: A phoilosophical analysis.Educational Communications and Technology Journal, 32(3), 153–167.
Jonassen, D.H. (1990). Chaos in instructional design.Educational Technology, 30 (2), 32–34.
Jonassen, D.H. (1991). Objectivism vs. constructivism: Do we need a new philosophical paradigm?Educational Technology Research & Development, 39(3), 5–14.
Jonassen, D.H. (1994). Thinking technology: Toward a constructivist design model.Educational Technology Research & Development.
Jonassen, D.H. (in press).Mindtools for schools. New York: Macmillan.
Klapp, S. T. & Netick, A. (1988). Multiple resources for processing and storage in short-term working memory.Human Factors, 30(5), 617–632.
Kommers, P.A.M., Jonassen, D.H. & Mayes, T. (1992).Cognitive tools for learning. Berlin: Springer-Verlag.
Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge; Cambridge University Press.
Lehrer, R. (1993). Authors of knowledge: Patterns of hypermedia design. In S.P. LaJoie & S.J. Derry (Eds.),Computers as cognitive tools (pp. 197–228). Hillsdale, NJ: Lawrence Erlbaum.
Norman, D. (1988).The design of everyday things. New York: Basic Books.
Papert, S. (1990). Introduction by Seymour Papert. In I. Harel (Ed.),Constructionist learning. Boston: MIT Media Laboratory.
Pea, R.D. (1993). Practices of distributed intelligence and designs for education. In G. Salomon (Ed.),Distributed cognitions: Psychological and educational considerations. Cambridge; Cambridge University Press.
Perkins, D.N. (1993). Person-plus: A distributed view of thinking and learning. In G. Salomon (Ed.),Distributed cognitions: Psychological and educational considerations. Cambridge; Cambridge University Press.
Rogoff, B., & Lave, J. (1984).Everyday cognition: Its development in social context. Cambridge; Cambridge University Press.
Salomon, G., Perkins, D.N., & Globerson, T. (1991). Partners in cognition: Extending human intelligence with intelligent technologies.Educational Researcher, 20(3), 2–9.
Scardamalia, M., Bereiter, C., McLean, R.S., Swallow, J., & Woodruff, E. (1989). Computer supported intentional learning environments.Journal of Educational Computing Research, 5, 51–68.
Schuell (1988). The role of the student in learning from instruction.Contemporary Educational Psychology, 13, 276–295.
Sweller, J., Chandler, P., Tierney, P. & Cooper, M. (1990). Cognitive load as a factor in the structure of technical material.Journal of Experimental Psychology: General, 119(2), 176–192.
Wickens, C. D. (1980). The structure of attentional resources. In R. Nickerson (Ed.),Attention and performance VIII (pp. 521–539). Hillsdale, NJ: Erlbaum
Wickens, C. D. (1984). Processing resources in attention. In R. Parasuraman & D. Davis (Eds.),Varieties of attention (pp. 63–102). New York: Academic Press.
Wickens, C. D. (1991). Processing resources and attention. In D. Damos (Ed.),Multiple task performance (pp 1–34). London: Taylor and Francis.
Winn, W. (1974). An open system model of learning.AV Communication Review, 23, 5–33.
Winn, W. (1989). Some implications of cognitive theory for instructional design.Instructional Science, 19, 53–69.
Winn, W. (1993). Instructional design and situated learning: Paradox or partnership?Educational Technology, 33(3), 16–21.
Mark E. Davidson is deceased.
The authors would like to thank Richard Clark for initiating the debate over a decade ago and Bob Kozma for initiating this latest conversation. Colloquy is perhaps the bestmedium for knowledge construction. They also acknowledge the colloquy and suggestions from the Cognitive Learning Environments Group at Penn State (including the authors, Brenda Bannon Haag, Gary Hettinger, Phil Henning, and Carrie McKeague). We miss you, Mark. Your intelligence, compassion, and sincerity inspired us all.
About this article
Cite this article
Jonassen, D.H., Campbell, J.P. & Davidson, M.E. Learningwith media: Restructuring the debate. ETR&D 42, 31–39 (1994). https://doi.org/10.1007/BF02299089