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Historical Instructional Design Cases presents a collection of
design cases which are historical precedents for the field with
utility for practicing designers and implications for contemporary
design and delivery. Featuring concrete and detailed views of
instructional design materials, programs, and environments, this
book's unique curatorial approach situates these cases in the
field's broader timeline while facilitating readings from a variety
of perspectives and stages of design work. Students, faculty, and
researchers will be prepared to build their lexicon of observed
designs, understand the real-world outcomes of theory application,
and develop cases that are fully accessible to future generations
and contexts.
Well-established in some fields and still emerging in others, the
studio approach to design education is an increasingly attractive
mode of teaching and learning, though its variety of definitions
and its high demands can make this pedagogical form somewhat
daunting. Studio Teaching in Higher Education provides narrative
examples of studio education written by instructors who have
engaged in it, both within and outside the instructional design
field. These multidisciplinary design cases are enriched by the
book's coverage of the studio concept in design education,
heterogeneity of studio, commonalities in practice, and existing
and emergent concerns about studio pedagogy. Prefaced by notes on
how the design cases were curated and key perspectives from which
the reader might view them, Studio Teaching in Higher Education is
a supportive, exploratory resource for those considering or
actively adapting a studio mode of teaching and learning to their
own disciplines.
Historical Instructional Design Cases presents a collection of
design cases which are historical precedents for the field with
utility for practicing designers and implications for contemporary
design and delivery. Featuring concrete and detailed views of
instructional design materials, programs, and environments, this
book's unique curatorial approach situates these cases in the
field's broader timeline while facilitating readings from a variety
of perspectives and stages of design work. Students, faculty, and
researchers will be prepared to build their lexicon of observed
designs, understand the real-world outcomes of theory application,
and develop cases that are fully accessible to future generations
and contexts.
Well-established in some fields and still emerging in others, the
studio approach to design education is an increasingly attractive
mode of teaching and learning, though its variety of definitions
and its high demands can make this pedagogical form somewhat
daunting. Studio Teaching in Higher Education provides narrative
examples of studio education written by instructors who have
engaged in it, both within and outside the instructional design
field. These multidisciplinary design cases are enriched by the
book's coverage of the studio concept in design education,
heterogeneity of studio, commonalities in practice, and existing
and emergent concerns about studio pedagogy. Prefaced by notes on
how the design cases were curated and key perspectives from which
the reader might view them, Studio Teaching in Higher Education is
a supportive, exploratory resource for those considering or
actively adapting a studio mode of teaching and learning to their
own disciplines.
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