Carr-Chellman / Rowland Issues in Technology, Learning, and Instructional Design

Classic and Contemporary Dialogues
Erscheinungsjahr 2016
ISBN: 978-1-317-48429-5
Verlag: CRC Press
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 231 Seiten

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.

Autoren/Hrsg.

Carr-Chellman, Alison A.

Rowland, Gordon

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

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

Über Autor(innen)

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.