Issues in Technology, Learning, and Instructional Design (eBook, PDF)

Classic and Contemporary Dialogues
Redaktion: Carr-Chellman, Alison A.; Rowland, Gordon

• Format: PDF

Produktbeschreibung

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.

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Produktdetails

• Verlag: Taylor & Francis eBooks
• Seitenzahl: 231
• Erscheinungstermin: 1. Dezember 2016
• Englisch
• ISBN-13: 9781317484301
• Artikelnr.: 47382109

Autorenporträt

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.

Inhaltsangabe

Introduction
Part 1: The Nature of Design
1. The Relationship of Instructional Design to the Broad Field of Design by
Patrick Parrish
* Response by Harold Nelson
* Rejoinder by Patrick Parrish
* Toward Understanding the Nature of Design by Brenda Bannan
* Response by Andrew S. Gibbons
* Rejoinder by Brenda Bannan
* Guerrilla Design: How Can We Accommodate Against-the-Grain Thinking
in Our Practice? by Brent Wilson
* Response by Barbara L. Martin
* Rejoinder by Brent G. Wilson
* Design Beyond Content: Extending the Value of Educational Technology;
an Examination of the Role or the Anti-Role of Content in Educational
Technology by Brad Hokanson
* Response by Peter Samuelson Wardrip
* Rejoinder by Brad Hokanson
* The Systems Approach to Instructional Development by Michael Molenda
* Response by Thomas Argondizza
* Rejoinder by Michael Molenda
* Instructional Design Models and the Expertise Required to Practice
True Instructional Design by Robert Maribe Branch
* Response by Lloyd P. Rieber
* Rejoinder by Robert Maribe Branch
Part 2: Preparing Designers
Introduction to Part 2
* Developing Design Expertise by Kathleen Fortney
* Response by Elizabeth Boling
* Rejoinder by Kathleen Fortney
* Design Education as a Site for Educating Disciplines by Kennon M.
Smith
* Response by Atsusi Hirumi
* Rejoinder by Kennon M. Smith
* Necessary Ingredients for the Education of Designers by Irene
Visscher-Voerman
* Response by Monica Tracey
* Rejoinder by Irene Visscher-Voerman
* Teaching the Complex Performance of Instructional Design: Why We
Cannot Use the (Existing) Tools of Instructional Design by Elizabeth
Boling
* Response by M. David Merrill
* Rejoinder by Elizabeth Boling
* My Hope for the Future of Instructional Technology by M. David
Merrill
* Response by Tonia A. Dousay
* Rejoinder by M. David Merrill
* Preparing Instructional Designers by Monica W. Tracey
* Response by Brad Hokanson
* Rejoinder by Monica W. Tracey
Part 3: Context
Introduction to Part 3
* Education is Completely Broken by Roger C. Schank
* Response by Kyle Peck
* Rejoinder by Roger C. Schank
* Paradigm Change: Its Time Is Now by Charles M. Reigeluth
* Response by Roger C. Schank
* Rejoinder by Charles M. Reigeluth
* The Unbalancing of Corporate Systems: The Neuroscience of Intellect
vs. Wisdom by Anthony Marker
* Response by Rob Foshay
* Rejoinder by Anthony Marker
* Women in Educational Technology by Audrey Watters
* Response by Rose Marra
Part 4: Technology
Introduction to Part 4
* The Learner-Centered Paradigm of Instruction by Charles M. Reigeluth
* Response by Stephen W. Harmon
* Rejoinder by Charles M. Reigeluth
* Learning From and With Media and Technology by Thomas C. Reeves
* Response by Wilhelmina C. Savenye
* Rejoinder by Thomas C. Reeves
* Building Educational Technologies to Scale in Schools by Rob Foshay
* Response by MJ Bishop
* Rejoinder by Rob Foshay
* For the Foreseeable Future, Instructional Technology Devices and
Products-No Matter How Well Designed-Will Not Eliminate the Need for
Human Teachers by Ward Mitchell Cates and Thomas C. Hammond
* Response by Sugata Mitra
* Rejoinder by Ward Mitchell Cates and Thomas C. Hammond
* What's Next for E-Learning? By John Savery
* Response by Clark Quinn
* Rejoinder by John Savery
* Any Time, Any Place, Any Pace ... by Kathryn Kennedy and Joseph R.
Friedhoff
* Response by Victoria Raish
* Rejoinder by Kathryn Kennedy and Joseph R. Friedhoff
Part 5: Learning Science
Introduction to Part 5
* Points of Contact: Educational Technology and the Learning Sciences
by Andrew S. Gibbons
* Response by Jason Yip
* Rejoinder by Andy Gibbons
* Bring Design to Design-Based Research by Gordon Rowland
* Response by Heather Toomey Zimmerman
* Rejoinder by Gordon Rowland
* Participatory Design by Jason Yip
* Response by Thomas C. Reeves
* Rejoinder by Jason Yip
Conclusion