Overview

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 Defence 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. The goal of this volume 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. This volume includes chapters on philosophical and theoretical issues on learning theory and ID models. The contributors offer contrasting points of view which provide an opportunity to see the diversity and complexity in the field.

Full Product Details

Author:   Sanne Dijkstra ,  Franz Schott ,  Norbert Seel ,  Robert D. Tennyson
Publisher:   Taylor & Francis Inc
Imprint:   Routledge
Volume:   No 1
Dimensions:   Width: 15.20cm , Height: 3.20cm , Length: 22.90cm
Weight:   0.884kg
ISBN:  

9780805813999

ISBN 10:   0805813993
Pages:   440
Publication Date:   01 August 1997
Audience:   College/higher education ,  Professional and scholarly ,  General/trade ,  Undergraduate ,  Postgraduate, Research & Scholarly
Format:   Paperback
Publisher's Status:   Unknown
Availability:   Awaiting stock  

Table of Contents

Contents: Volume I: Theory, Research, and Models.R.D. Tennyson, F. Schott, Instructional Design Theory, Research, and Models. Part I:Theoretical Foundations of Instructional Design.S. Dijkstra, Theoretical Foundations of Instructional Design: Introduction and Overview. K-H. Flechsig, Cultural Transmission, Teaching and Organized Learning as Culture-Embedded Activities. M. Molenda, Historical and Philosophical Foundations of Instructional Design: A North American View. R.D. Tennyson, R.L. Elmore, Learning Theory Foundations for Instructional Design. G. Steiner, Educational Learning Theory. R.D. Tennyson, K. Breuer, Psychological Foundations for Instructional Design Theory. F. Schott, M.P. Driscoll, On the Architechtonics of Instructional Theory. Part II:Research Foundations for Instructional Design.R.D. Tennyson, Research Foundations for Instructional Design: Introduction and Overview. R.E. Clark, S.B. Blake, Designing Cognitively-Based Training for the Far Transfer of Problem Solving Expertise. R. Snow, Individual Differences. T. Andre, Selected Microinstructional Methods to Facilitate Knowledge Construction: Implications for Instructional Design. W. Einsiedler, Research on Instructional Methods: A European Perspective. N.M. Seel, W.D. Winn, Research on Media and Learning: Distributed Cognition and Semiotics. S.M. Ross, G.R. Morrison, Measurement and Evaluation Approaches in Educational Technology: Historical Roots and Current Practices. Part III:Models of Instructional Design.N.M. Seel, Models of Instructional Design: Introduction and Overview. W. Dick, A Model for the Systematic Design of Instruction. H-D. Haller, Alternative Instructional Models and Knowledge-Organization and Design-Support with CEDID. M.D. Merrill, Instructional Transaction Theory: An Instructional Design Model Based on Knowledge Objects. F. Schott, P. Seidl, PLANA: An ID Model Focusing on Instructional Task Analysis. R.D. Tennyson, Instructional System Development: A Problem Solving Approach. J.J.G. van Merrienboer, S. Dijkstra, The Four-Component Instructional Design Model for Training Complex Cognitive Skills. K.J. Klauer, Instructional Design Theory: A Field in the Making. Volume II: Solving Instructional Design Problems.S. Dijkstra, N.M. Seel, General Introduction. Part I:Planning and Decision Making.R.D. Tennyson, Introduction and Overview. S. Dijkstra, J.J.G. van Merrienboer, Plans, Procedures and Theories to Solve Instructional Design Problems. R. Kaufman, J. Herman, Strategic Planning, Schooling, and the Curriculum for Tomorrow. M. Spector, D. Muraida, Automating Instructional Design. P. Goodyear, Instructional Design Environments: Methods and Tools for the Design of Complex Instructional Systems. N.M. Seel, F.R. Dinter, R.A. Reiser, Decision-Making in Instructional Design. H.F. O'Neil, E.L. Baker, A Technology-Based Authoring System for Assessment. Part II:Educational Technology and Media.S. Dijkstra, Introduction. G. Doerr, N.M. Seel, Instructional Delivery Systems and Multimedia Environments. A. Romiszowski, The Use of Telecommunication in Education. S.P. Gott, A. Lesgold, R.S. Kane, Tutoring for Transfer of Technical Competence. I. de Diana, P. Verhagen, E. Heeren, Instructional Use of Multi-Media Databases in Networked Learning Environments. Part III:Domain Applications.N.M. Seel, Introduction. A.I. Podolskij, Instructional Design for Schooling: Developmental Issues. R.A. Reiser, Promoting Teacher User of a Systems Approach to Instructional Design. J.M. Pieters, Training for Human Resources Development in Industrial and Professional Organizations. C. Terlouw, Instructional Design for Higher Education. J. Bourdeau, A. Bates, Instructional Design for Distance Education.

Reviews

...this volume set serves an essential reference for anyone studying, researching, or practicing in the field of ID. -Contemporary Psychology This book provides a good overview of the field of instructional design- its diversity, shared strengths, and points of contention. -Journal of Educational Computing Resea

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