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Spiro, Rand J. Mishra, Punyashloke 2015-09-25T19:56:23Z 2015-09-25T19:56:23Z 10000-01-01 1998 1998 This dissertation argues that the design of technological artifacts such as educational software is a complex process involving a continuous dialogue between theory and practice; between constraints and tradeoffs; between designers and their materials; between designers and the users/learners. It is through this dialogue that the meaning and nature of the artifact is defined and understood. This project ties together issues of instructional technology that are often seen in isolation, and emphasizes the cyclic and contingent nature of educational software design. Made available in DSpace on 2015-09-25T19:56:23Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9912322.pdf: 11526196 bytes, checksum: 493daae3ba85ba39294a0cb377880a95 (MD5) Previous issue date: 1998 Embargo set by: Seth Robbins for item 81573 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 222 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1998. http://hdl.handle.net/2142/80291 (MiAaPQ)AAI9912322 eng Education, Sciences Flexible Learning in the Periodic System With Multiple Representations: The Design of a Hypertext for Learning Complex Concepts in Chemistry text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.