Issues in Technology, Learning, and Instructional Design
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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
  • ROUTLEDGE
  • 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

Introduction


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










Conclusion
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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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