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E-grāmata: Issues in Technology, Learning, and Instructional Design: Classic and Contemporary Dialogues

3.62/5 (10 ratings by Goodreads)
Edited by , Edited by (University of Idaho, USA)
  • Formāts: 231 pages
  • Izdošanas datums: 01-Dec-2016
  • Izdevniecība: Routledge
  • Valoda: eng
  • ISBN-13: 9781317484295
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Issues in Technology, Learning, and Instructional Design: Classic and Contemporary DialoguesPalielināt
  • Formāts: 231 pages
  • Izdošanas datums: 01-Dec-2016
  • Izdevniecība: Routledge
  • Valoda: eng
  • ISBN-13: 9781317484295
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In Issues in Technology, Learning, and Instructional Design, some of the best-known scholars in those fields produce powerful, original dialogues that clarify current issues, provide context and theoretical grounding, and illuminate a framework for future thought. Position statements are introduced and then responded to, covering a remarkably broad series of topics across educational technology, learning, and instructional design, from tool use to design education to how people learn. Reminiscent of the well-known Clark/Kozma debates of the 1990s, this book is a must-have for professionals in the field and can also be used as a textbook for graduate or advanced undergraduate courses.

Recenzijas

Carr-Chellman and Rowland bring together over fifty contemporary scholars in our field to share their perspectives on critical, theoretical, and practitioner issues. The dialogue format is easy to read, rich with research-based references, and likely to be recognized as a new seminal work for the discipline. A must read!

Kay A. Persichitte, Ph.D., Professor, University of Wyoming

This book focuses on current important issues in the instructional design and technology field. Carr-Chellman and Rowland have captured a variety of viewpoints from several leading scholars. Reading the book will stimulate thought and dialogue among IDT professionals.

James D. Klein, Walter Dick Distinguished Professor of Instructional Systems, Florida State University

List of Contributors
x
Introduction 1(4)
PART 1 The Nature of Design and Instructional Design
5(50)
1 Instructional Design as Design
7(11)
Patrick Parrish
Response
12(4)
Harold Nelson
Rejoinder
16(2)
Patrick Parrish
2 Toward Understanding the Nature of Design
18(8)
Brenda Bannan
Response
22(2)
Andrew S. Gibbons
Rejoinder
24(2)
Brenda Bannan
3 Guerrilla Design: How Can We Accommodate Against-the-Grain Thinking in Our Practice?
26(6)
Brent Wilson
Response
28(2)
Barbara L. Martin
Rejoinder
30(2)
Brent Wilson
4 Design Beyond Content: Extending the Value of Educational Technology: An Examination of the Role or the Anti-role of Content in Educational Technology
32(7)
Brad Hokanson
Response
35(2)
Peter Samuelson Wardrip
Rejoinder
37(2)
Brad Hokanson
5 The Systems Approach to Instructional Development
39(9)
Michael Molenda
Response
44(2)
Thomas Argondizza
Rejoinder
46(2)
Michael Molenda
6 Instructional Design Models and the Expertise Required to Practice True Instructional Design
48(7)
Robert Maribe Branch
Response
50(3)
Lloyd P. Rieber
Rejoinder
53(2)
Robert Maribe Branch
PART 2 Preparing Instructional Designers
55(46)
Introduction to Part 2
55(2)
7 Developing Design Expertise
57(7)
Kathleen Fortney
Response
60(2)
Elizabeth Boling
Rejoinder
62(2)
Kathleen Fortney
8 Design Education as a Site for Educating Disciplines
64(9)
Kennon M. Smith
Response
68(3)
Atsusi Hirumi
Rejoinder
71(2)
Kennon M. Smith
9 Necessary Ingredients for the Education of Designers
73(8)
Irene Visscher-Voerman
Response
77(2)
Monica W. Tracey
Rejoinder
79(2)
Irene Visscher-Voerman
10 Teaching the Complex Performance of Instructional Design: Why We Cannot Use the (Existing) Tools of Instructional Design
81(7)
Elizabeth Boling
Response
84(2)
M. David Merrill
Rejoinder
86(2)
Elizabeth Boling
11 My Hope for the Future of Instructional Technology
88(7)
M. David Merrill
Response
92(2)
Tonia A. Dousay
Rejoinder
94(1)
M. David Merrill
12 Preparing Instructional Designers
95(6)
Monica W. Tracey
Response
98(2)
Brad Hokanson
Rejoinder
100(1)
Monica W. Tracey
PART 3 Contexts of Learning, Design, and Technology
101(30)
Introduction to Part 3
101(2)
13 Education Is Completely Broken
103(7)
Roger C. Schank
Response
106(2)
Kyle Peck
Rejoinder
108(2)
Roger C. Schank
14 Paradigm Change: Its Time Is Now
110(7)
Charles M. Reigeluth
Response
114(1)
Roger C. Schank
Rejoinder
115(2)
Charles M. Reigeluth
15 The Unbalancing of Corporate Systems: The Neuroscience of Intellect vs. Wisdom
117(7)
Anthony Marker
Response
120(2)
Rob Foshay
Rejoinder
122(2)
Anthony Marker
16 Women in Educational Technology
124(7)
Audrey Watters
Response
128(3)
Rose Marra
PART 4 Technology
131(50)
Introduction to Part 4
131(2)
17 The Learner-Centered Paradigm of Instruction
133(8)
Charles M. Reigeluth
Response
137(2)
Stephen W. Harmon
Rejoinder
139(2)
Charles M. Reigeluth
18 Learning From and With Media and Technology
141(9)
Thomas C. Reeves
Response
145(3)
Wilhelmina C. Savenye
Rejoinder
148(2)
Thomas C. Reeves
19 Building Educational Technologies to Scale in Schools
150(8)
Rob Foshay
Response
154(2)
MJ Bishop
Rejoinder
156(2)
Rob Foshay
20 For the Foreseeable Future, Instructional Technology Devices and Products---No Matter How Well Designed---Will Not Eliminate the Need for Human Teachers
158(8)
Ward Mitchell Cates
Thomas C. Hammond
Response
163(1)
Sugata Mitra
Rejoinder
164(2)
Ward Mitchell Cates
Thomas C. Hammond
21 What's Next for E-learning?
166(7)
John Savery
Response
169(2)
Clark Quinn
Rejoinder
171(2)
John Savery
22 Any Time, Any Place, Any Pace
173(8)
Kathryn Kennedy
Joseph R. Freidhoff
Response
177(2)
Victoria Raish
Rejoinder
179(2)
Kathryn Kennedy
Joseph R. Freidhoff
PART 5 Learning Science
181(29)
Introduction to Part 5
181(2)
23 Points of Contact: Educational Technology and the Learning Sciences
183(11)
Andrew S. Gibbons
Response
190(2)
Jason Yip
Rejoinder
192(2)
Andrew S. Gibbons
24 Bring Design to Design-Based Research
194(8)
Gordon Rowland
Response
197(3)
Heather Toomey Zimmerman
Rejoinder
200(2)
Gordon Rowland
25 Participatory Design
202(8)
Jason Yip
Response
206(2)
Thomas C. Reeves
Rejoinder
208(2)
Jason Yip
Conclusion 210(1)
Index 211
Alison A. Carr-Chellman is Dean of the College of Education at the University of Idaho.

Gordon Rowland is Professor of Communications at Ithaca College.
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