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The Confluence Effect of Policy, Mental Models, and Ethics on Individual Behavior

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Learning, Design, and Technology

Abstract

The study of how people learn and behave has changed significantly. Current educational practices are built on the foundations of a variety of behavioral theories and stage development theories that have evolved into practices based on cognitive learning theory. The individual is now the application focus of educational planning. However, development of policy and codes of ethical conduct are not based on how people construct their behavior but rather still reflect group or organizational thinking to control behavior. This chapter reviews types of policy development, development of mental models, and how those models may define behavior. It also presents possible research areas to help understand the interaction between individual mental models and development of policy and codes of ethics.

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Authors and Affiliations

  1. College of Education, Department of Teacher Education, Weber State University, Ogden, UT, USA

    Shirley A. Dawson & Vicki S. Napper

Authors
  1. Shirley A. Dawson
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  2. Vicki S. Napper
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Correspondence to Vicki S. Napper .

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Editors and Affiliations

  1. College of Info, Ste G150, Univ of North Texas, Denton, Texas, USA

    Michael J Spector

  2. School of Education, Virginia Tech, Blacksburg, Virginia, USA

    Barbara B Lockee

  3. School of Education, Baker University, Overland Park, Kansas, USA

    Marcus D. Childress

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Dawson, S.A., Napper, V.S. (2018). The Confluence Effect of Policy, Mental Models, and Ethics on Individual Behavior. In: Spector, M., Lockee, B., Childress, M. (eds) Learning, Design, and Technology. Springer, Cham. https://doi.org/10.1007/978-3-319-17727-4_127-1

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  • DOI: https://doi.org/10.1007/978-3-319-17727-4_127-1

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  • Print ISBN: 978-3-319-17727-4

  • Online ISBN: 978-3-319-17727-4

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