Issues in Technology, Learning, and Instructional Design

Issues in Technology, Learning, and Instructional Design : Classic and Contemporary Dialogues

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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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Product details

  • Paperback | 14 pages
  • 178 x 254 x 12.7mm | 431g
  • London, United Kingdom
  • English
  • 6 Line drawings, black and white; 1 Halftones, black and white; 2 Tables, black and white; 7 Illustrations, black and white
  • 1138897892
  • 9781138897892
  • 1,446,093

Table of contents


Part 1: The Nature of Design

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

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Review quote

Carr-Chellman and Rowland bring together over fifty contemporary scholars in our field to share their perspectives on critical, theoretical, and practitioner issues. The dialogue format is easy to read, rich with research-based references, and likely to be recognized as a new seminal work for the discipline. A must read!
-Kay A. Persichitte, Ph.D., Professor, University of Wyoming

This book focuses on current important issues in the instructional design and technology field. Carr-Chellman and Rowland have captured a variety of viewpoints from several leading scholars. Reading the book will stimulate thought and dialogue among IDT professionals.

-James D. Klein, Walter Dick Distinguished Professor of Instructional Systems, Florida State University
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About Alison A. Carr-Chellman

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.
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