A volume in Qualitative Research Methods in Education and Educational TechnologySeries Editor Jerry W. Willis, Manhattanville CollegeThis book is about emerging models of design that are just beginning to be used by ID types.They are based on constructivist and chaos (non-linear systems or "soft systems") theory.This book provides constructivist instructional design (C-ID) theorists with an opportunity topresent an extended version of their design model. After an introductory chapter on the history ofinstructional design models, and a chapter on the guiding principles of C-ID, the creators of sixdifferent C-ID models introduce and explain their models. A final chapter compares the models, discusses the future of C-ID models, and discusses the ways constructivist designers and scholarscan interact with, and work with, instructional technologists who use different paradigms.

Ann Showalter invites readers along on a roller coaster ride called AIDS. Showalter began her ride the Saturday afternoon her husband Ray said, "I have AIDS." After the first shock, Ray's revelation became a breath of fresh air for the couple. This is their story. "Along the way, Ann lets the reader overhear her own conversations and prayers about matters that are complicated, vexed, painful, and controversial. She invites our company, not necessarily our consent." -John Weborg, Twenty-Fourth Week of Pentecost, in the Foreword

A volume in Qualitative Research Methods in Education and Educational TechnologySeries Editor Jerry W. Willis, Manhattanville CollegeThis book is about emerging models of design that are just beginning to be used by ID types.They are based on constructivist and chaos (non-linear systems or "soft systems") theory.This book provides constructivist instructional design (C-ID) theorists with an opportunity topresent an extended version of their design model. After an introductory chapter on the history ofinstructional design models, and a chapter on the guiding principles of C-ID, the creators of sixdifferent C-ID models introduce and explain their models. A final chapter compares the models, discusses the future of C-ID models, and discusses the ways constructivist designers and scholarscan interact with, and work with, instructional technologists who use different paradigms.