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Instructional design theory and practice has evolved over the past
30 years from an initial narrow focus on programmed instruction to
a multidimensional field of study integrating psychology,
technology, evaluation, measurement, and management. The growth of
instructional design (ID) has occurred because of direct needs,
problems, and goals from society. Its application in planning
instruction first developed in the United States with the
Department of Defense during World War II with the purpose of
meeting immediate concerns for effective training of larger numbers
of military personnel. From the beginning, ID has rapidly expanded
into applications in industrial and executive training, vocational
training, classroom learning, and professional education. Although
ID has its roots in the U.S., applications and theoretical growth
is an international activity. However, literature at the
international level is still limited to either individual author
contributions or collections primarily represented by single
countries. As a result, there is no standard reference source that
contains the rich variety of theories and applications to form the
international foundation for the field. The goal of this two-volume
set is to establish international foundations for ID theory,
research, and practice within the framework of the two following
objectives: * to identify and define the theoretical, research, and
model foundations for ID, and * to bridge the gap between ID
foundations and application. Volume I includes chapters on
philosophical and theoretical issues on learning theory and ID
models. Volume II provides an overview of the state of the art of
solving ID problems. The contributors offer contrasting points of
view which provide a rare opportunity to see the diversity and
complexity in the field. The editorial committee has selected a
wide range of internationally known authors to make presentations
in the topic areas of the field.
Instructional design theory and practice has evolved over the past
30 years from an initial narrow focus on programmed instruction to
a multidimensional field of study integrating psychology,
technology, evaluation, measurement, and management. The growth of
instructional design (ID) has occurred because of direct needs,
problems, and goals from society. Its application in planning
instruction first developed in the United States with the
Department of Defense during World War II with the purpose of
meeting immediate concerns for effective training of larger numbers
of military personnel. From the beginning, ID has rapidly expanded
into applications in industrial and executive training, vocational
training, classroom learning, and professional education. Although
ID has its roots in the U.S., applications and theoretical growth
is an international activity. However, literature at the
international level is still limited to either individual author
contributions or collections primarily represented by single
countries. As a result, there is no standard reference source that
contains the rich variety of theories and applications to form the
international foundation for the field. The goal of this two-volume
set is to establish international foundations for ID theory,
research, and practice within the framework of the two following
objectives: * to identify and define the theoretical, research, and
model foundations for ID, and * to bridge the gap between ID
foundations and application. Volume I includes chapters on
philosophical and theoretical issues on learning theory and ID
models. Volume II provides an overview of the state of the art of
solving ID problems. The contributors offer contrasting points of
view which provide a rare opportunity to see the diversity and
complexity in the field. The editorial committee has selected a
wide range of internationally known authors to make presentations
in the topic areas of the field.
Instructional design theory and practice has evolved over the past
30 years from an initial narrow focus on programmed instruction to
a multidimensional field of study integrating psychology,
technology, evaluation, measurement, and management. The growth of
instructional design (ID) has occurred because of direct needs,
problems, and goals from society. Its application in planning
instruction first developed in the United States with the
Department of Defense during World War II with the purpose of
meeting immediate concerns for effective training of larger numbers
of military personnel. From the beginning, ID has rapidly expanded
into applications in industrial and executive training, vocational
training, classroom learning, and professional education. Although
ID has its roots in the U.S., applications and theoretical growth
is an international activity. However, literature at the
international level is still limited to either individual author
contributions or collections primarily represented by single
countries. As a result, there is no standard reference source that
contains the rich variety of theories and applications to form the
international foundation for the field. The goal of this two-volume
set is to establish international foundations for ID theory,
research, and practice within the framework of the two following
objectives: * to identify and define the theoretical, research, and
model foundations for ID, and * to bridge the gap between ID
foundations and application. Volume I includes chapters on
philosophical and theoretical issues on learning theory and ID
models. Volume II provides an overview of the state of the art of
solving ID problems. The contributors offer contrasting points of
view which provide a rare opportunity to see the diversity and
complexity in the field. The editorial committee has selected a
wide range of internationally known authors to make presentations
in the topic areas of the field.
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