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Merging the Instructional Design Process with Learner-Centered
Theory brings together the innovations of two previously divided
processes - learning design strategies/theories and instructional
systems development - into a new introductory textbook. Using a
holistic rather than fragmented approach that includes top-level,
mid-level, and lower-level design, this book provides guidance for
major topics such as non-instructional interventions, just-in-time
analysis, rapid-prototype approaches, and learner-centered,
project-based, anytime-anywhere instruction. Informed by the
authors' considerable experience and leadership throughout dramatic
shifts in today's learning landscape, this book offers the next
generation of instructional designers a fresh perspective that
synthesizes and pushes beyond the basics of design and development.
Merging the Instructional Design Process with Learner-Centered
Theory brings together the innovations of two previously divided
processes - learning design strategies/theories and instructional
systems development - into a new introductory textbook. Using a
holistic rather than fragmented approach that includes top-level,
mid-level, and lower-level design, this book provides guidance for
major topics such as non-instructional interventions, just-in-time
analysis, rapid-prototype approaches, and learner-centered,
project-based, anytime-anywhere instruction. Informed by the
authors' considerable experience and leadership throughout dramatic
shifts in today's learning landscape, this book offers the next
generation of instructional designers a fresh perspective that
synthesizes and pushes beyond the basics of design and development.
Companion volume to the award-winning best seller Instructional
Design Theories and Models, this book serves as a concrete
introduction to instructional design for curriculum developers,
teachers and teacher trainers, and students. Eight major theorists
translate their works and theories into sets of instructional
prescriptions; corresponding model lessons provide step-by-step
illustrations of these theories. Instructional Theories in Action
features: *overviews of the most important prescriptions and
corresponding sample lesson plans written by the original
theorists; *practical, concrete approaches to presenting the major
strategies and principles; *model lessons focusing on the same
objectives to facilitate comparisons of the theories; *numbered
comments that identify which instructional prescription is being
implemented at each point of the sample lessons; *chapter
introductions, footnotes, and student study questions, and *clear
identification and cross referencing of commonalities that are
often masked by varying terminology.
Educational technology in the broadest sense is knowledge and
competence forimproving the educational process: for using hardware
(equipment), software (methods), and "underware" (underlying
organizational structures). This volume in the Special Programme on
Advanced Educational Technology presents the results of a NATO
Advanced Research Workshop on educational systems design as a new
educational technology. The objective of the workshop was toadvance
our knowledge about the comprehensive systems design approach for
improving educational systems. The workshop was organized for the
transdisciplinary interaction of three scientific groups
representing design science, organizational/systems science, and
educationaltechnology. Participants were selected based on their
scholarship as members of one or more of these three groups. The
book opens with theframing papers sent by the editors to
participants prior to the workshop, then presents five sets of
thematic contributions: the conceptual and empirical contexts of
comprehensive systems design, the systems design focus, a systems
view of designing educational systems, the educational context of
systems design, and high technology focus in systems design.
Instructional-Design Theories and Models, Volume III: Building a
Common Knowledge Base is perhaps best described by its new
subtitle. Whereas Volume II sought to comprehensively review the
proliferating theories and models of instruction of the 1980's and
1990's, Volume III takes on an even more daunting task: starting to
build a common knowledge base that underlies and supports the vast
array of instructional theories, models and strategies that
constitute the field of Instructional Design. Unit I describes the
need for a common knowledge base, offers some universal principles
of instruction, and addresses the need for variation and detailed
guidance when implementing the universal principles. Unit II
describes how the universal principles apply to some major
approaches to instruction such as direct instruction or
problem-based instruction. Unit III describes how to apply the
universal principles to some major types of learning such as
understandings and skills. Unit IV provides a deeper understanding
of instructional theory using the structural layers of a house as
its metaphor and discusses instructional theory in the broader
context of paradigm change in education.
Instructional theory describes a variety of methods of instruction
(different ways of facilitating human learning and development) and
when to use--and not use--each of those methods. It is about how to
help people learn better. This volume provides a concise summary of
a broad sampling of new methods of instruction currently under
development, helps show the interrelationships among these diverse
theories, and highlights current issues and trends in instructional
design. It is a sequel to Instructional-Design Theories and Models:
An Overview of Their Current Status, which provided a "snapshot in
time" of the status of instructional theory in the early 1980s.
Dramatic changes in the nature of instructional theory have
occurred since then, partly in response to advances in knowledge
about the human brain and learning theory, partly due to shifts in
educational philosophies and beliefs, and partly in response to
advances in information technologies. These changes have made new
methods of instruction not only possible, but also necessary in
order to take advantage of new instructional capabilities offered
by the new technologies. These changes are so dramatic that many
argue they constitute a new paradigm of instruction, which requires
a new paradigm of instructional theory. In short, there is a clear
need for this Volume II of Instructional Design Theories and
Models. To attain the broad sampling of methods and theories it
presents, and to make this book more useful for practitioners as
well as graduate students interested in education and training,
this volume contains twice as many chapters, but each half as long
as the ones in Volume I, and the descriptions are generally less
technical. Several unique features are provided by the editor to
help readers understand and compare the theories in this book:
*Chapter 1, which discusses the characteristics of instructional
theory and the nature of the new paradigm of instruction, helps the
reader identify commonalities across the theories. *Chapter
forewords, which summarize the major elements of the
instructional-design theories, are useful for reviewing and
comparing theories, as well as for previewing a theory to decide if
it is of interest, and for developing a general schema that will
make it easier to understand. *Editor's notes provide additional
help in understanding and comparing the theories and the new
paradigm of instruction to which they belong. *Units 2 and 4 have
introductory chapters to help readers analyze and understand the
theories in those units. This is an essential book for anyone
interested in exploring new approaches to fostering human learning
and development and thinking creatively about ways to best meet the
needs of learners in all kinds of learning contexts. Readers are
invited to use Dr. Charles Reigeluth's Web site to comment and to
view others' comments about the instructional design theories in
this book, as well as other theories. Point your browser to:
www.indiana.edu/~idtheory
Educational technology in the broadest sense is knowledge and
competence forimproving the educational process: for using hardware
(equipment), software (methods), and "underware" (underlying
organizational structures). This volume in the Special Programme on
Advanced Educational Technology presents the results of a NATO
Advanced Research Workshop on educational systems design as a new
educational technology. The objective of the workshop was toadvance
our knowledge about the comprehensive systems design approach for
improving educational systems. The workshop was organized for the
transdisciplinary interaction of three scientific groups
representing design science, organizational/systems science, and
educationaltechnology. Participants were selected based on their
scholarship as members of one or more of these three groups. The
book opens with theframing papers sent by the editors to
participants prior to the workshop, then presents five sets of
thematic contributions: the conceptual and empirical contexts of
comprehensive systems design, the systems design focus, a systems
view of designing educational systems, the educational context of
systems design, and high technology focus in systems design.
Instructional Design Theories and Models is a thorough yet concise
overview of eight of the most comprehensive and best-known attempts
to integrate knowledge about effective and appealing instruction.
Chapters were written by the original theorists to provide a more
accurate and behind-the-scenes look at the theories' development.
Instructional Design Theories and Models will provide educators,
researchers, and students with: * easy access to a broad range of
integrated prescriptions for improving the quality of instruction *
chapters facilitating analysis, understanding, and evaluation of
the theories * editors' notes, chapter forewords, and a commentary
chapter that identify similarities and differences among the
instructional theories * introductory chapters that provide
guidance for developing a common knowledge base of integrated
prescriptions
Instructional-Design Theories and Models, Volume IV provides a
research-based description of the current state of instructional
theory for the learner-centered paradigm of education, as well as a
clear indication of how different theories and models interrelate.
Significant changes have occurred in learning and instructional
theory since the publication of Volume III, including advances in
brain-based learning, learning sciences, information technologies,
internet-based communication, a concern for customizing the student
experience to maximize effectiveness, and scaling instructional
environments to maximize efficiency. In order to complement the
themes of Volume I (commonality and complementarity among theories
of instruction), Volume II (diversity of theories) and Volume III
(building a common knowledge base), the theme of Volume IV is
shifting the paradigm of instruction from teacher-centered to
learner-centered and integrating design theories of instruction,
assessment, and curriculum. Chapters in Volume IV are collected
into three primary sections: a comprehensive view of the
learner-centered paradigm of education and training, elaborations
on parts of that view for a variety of K-12 and higher education
settings, and theories that address ways to move toward the
learner-centered paradigm within the teacher-centered paradigm.
Instructional-Design Theories and Models, Volume IV is an essential
book for anyone interested in exploring more powerful ways of
fostering human learning and development and thinking creatively
about ways to best meet the needs of learners in all kinds of
learning contexts.
Since A Nation at Risk was published in 1983, there has been
widespread recognition that public education is failing in the U.S.
Numerous expensive reforms have been attempted to no avail, and
costs have increased dramatically. Furthermore, economic austerity
requires educational systems to do more with less. This book
presents convincing evidence that paradigm change - such as the
change of lighting systems from the candle to the light bulb - is
the only way to significantly improve student learning and
simultaneously lower costs. The authors provide a thought-provoking
vision of the new paradigm, including a new brain-based pedagogy, a
new professional role for teachers, a new central role for
technology, and even a new more empowered role for students and
parents. The authors also describe three examples - a school, a
school district, and a school model - that have implemented many
features of the new paradigm, along with evidence of their
effectiveness. Finally, this book describes ways we can transform
our Industrial-Age school systems to the new paradigm, including
ways our state and federal governments can help.
Since A Nation at Risk was published in 1983, there has been
widespread recognition that public education is failing in the U.S.
Numerous expensive reforms have been attempted to no avail, and
costs have increased dramatically. Furthermore, economic austerity
requires educational systems to do more with less. This book
presents convincing evidence that paradigm change - such as the
change of lighting systems from the candle to the light bulb - is
the only way to significantly improve student learning and
simultaneously lower costs. The authors provide a thought-provoking
vision of the new paradigm, including a new brain-based pedagogy, a
new professional role for teachers, a new central role for
technology, and even a new more empowered role for students and
parents. The authors also describe three examples - a school, a
school district, and a school model - that have implemented many
features of the new paradigm, along with evidence of their
effectiveness. Finally, this book describes ways we can transform
our Industrial-Age school systems to the new paradigm, including
ways our state and federal governments can help.
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