The purpose of this journal is to bridge the gap between theory and practice by providing reflective practitioners a means for publishing articles related to the field. The journal establishes and maintains a scholarly standard with the appropriate rigor for articles based on design and development projects. Articles include evaluation reports (summative and formative), lessons learned, design and development approaches, as well as applied research. The articles are based on design and development projects as opposed to pure research projects and focus on lessons learned and how to improve the instructional design process. Rigor is established through articles grounded in research and theory.

A secondary goal of this journal is to encourage and nurture the development of the reflective practitioner in the field of instructional design. This journal encourages the practitioner as well as collaborations between academics and practitioners as a means of disseminating and developing new ideas in instructional design. The resulting articles inform both the study and practice of instructional design.

The purpose of this journal is to bridge the gap between theory and practice by providing reflective practitioners a means for publishing articles related to the field. The journal establishes and maintains a scholarly standard with the appropriate rigor for articles based on design and development projects. Articles include evaluation reports (summative and formative), lessons learned, design and development approaches, as well as applied research. The articles are based on design and development projects as opposed to pure research projects and focus on lessons learned and how to improve the instructional design process. Rigor is established through articles grounded in research and theory.

A secondary goal of this journal is to encourage and nurture the development of the reflective practitioner in the field of instructional design. This journal encourages the practitioner as well as collaborations between academics and practitioners as a means of disseminating and developing new ideas in instructional design. The resulting articles inform both the study and practice of instructional design.

This collection provides access to open assessments, instruments, and measures that may be used for education research.

A collection of readings on open education with commentary. Created for IPT 515R Introduction to Open Education, a graduate course at Brigham Young University.

This volume is a collection of open-access articles written by faculty, alumni, and associates of the Instructional Psychology & Technology Department at Brigham Young University.

The purpose of this journal is to bridge the gap between theory and practice by providing reflective practitioners a means for publishing articles related to the field. The journal establishes and maintains a scholarly standard with the appropriate rigor for articles based on design and development projects. Articles include evaluation reports (summative and formative), lessons learned, design and development approaches, as well as applied research. The articles are based on design and development projects as opposed to pure research projects and focus on lessons learned and how to improve the instructional design process. Rigor is established through articles grounded in research and theory.

A secondary goal of this journal is to encourage and nurture the development of the reflective practitioner in the field of instructional design. This journal encourages the practitioner as well as collaborations between academics and practitioners as a means of disseminating and developing new ideas in instructional design. The resulting articles inform both the study and practice of instructional design.

The purpose of this journal is to bridge the gap between theory and practice by providing reflective practitioners a means for publishing articles related to the field. The journal establishes and maintains a scholarly standard with the appropriate rigor for articles based on design and development projects. Articles include evaluation reports (summative and formative), lessons learned, design and development approaches, as well as applied research. The articles are based on design and development projects as opposed to pure research projects and focus on lessons learned and how to improve the instructional design process. Rigor is established through articles grounded in research and theory.

A secondary goal of this journal is to encourage and nurture the development of the reflective practitioner in the field of instructional design. This journal encourages the practitioner as well as collaborations between academics and practitioners as a means of disseminating and developing new ideas in instructional design. The resulting articles inform both the study and practice of instructional design.

This encyclopedia is a living volume that provides an entry point for learning about the educational technology field and that evolves over time with additional contributions and resources. Representing the perspectives of educational technology researchers, instructors, designers, developers, and practitioners throughout the world, it includes short, focused articles on foundational topics ranging from learning and design concepts to emerging technologies to policies shaping the future of educational technology. Each article is peer-reviewed and intended to provide an expert and up-to-date understanding of the topic, while also providing a space for community contributors to share helpful resources related to the topic.

This book provides a brief introduction to the topic of open scholarship and was created as part of a graduate class project at Brigham Young University.

The overarching purpose of this book is to enable equitable teaching in K-6 classrooms. Specifically, we want to help teachers have more connected and communal sociocultural interactions with diverse students. To do this, Making Meaning takes the rubrics from the Classroom Assessment of Sociocultural Interactions (CASI) and turns them into an instructional experience, openly accessible for teachers (and anyone else) to use as a tool for learning about and practicing equitable teaching.

The purpose of this journal is to bridge the gap between theory and practice by providing reflective practitioners a means for publishing articles related to the field. The journal establishes and maintains a scholarly standard with the appropriate rigor for articles based on design and development projects. Articles include evaluation reports (summative and formative), lessons learned, design and development approaches, as well as applied research. The articles are based on design and development projects as opposed to pure research projects and focus on lessons learned and how to improve the instructional design process. Rigor is established through articles grounded in research and theory.

A secondary goal of this journal is to encourage and nurture the development of the reflective practitioner in the field of instructional design. This journal encourages the practitioner as well as collaborations between academics and practitioners as a means of disseminating and developing new ideas in instructional design. The resulting articles inform both the study and practice of instructional design.

This book provides a brief introduction to the topic of open education and was created as part of a graduate class project at Brigham Young University.

The purpose of this journal is to bridge the gap between theory and practice by providing reflective practitioners a means for publishing articles related to the field. The journal establishes and maintains a scholarly standard with the appropriate rigor for articles based on design and development projects. Articles include evaluation reports (summative and formative), lessons learned, design and development approaches, as well as applied research. The articles are based on design and development projects as opposed to pure research projects and focus on lessons learned and how to improve the instructional design process. Rigor is established through articles grounded in research and theory.

A secondary goal of this journal is to encourage and nurture the development of the reflective practitioner in the field of instructional design. This journal encourages the practitioner as well as collaborations between academics and practitioners as a means of disseminating and developing new ideas in instructional design. The resulting articles inform both the study and practice of instructional design.

The purpose of this journal is to bridge the gap between theory and practice by providing reflective practitioners a means for publishing articles related to the field. The journal establishes and maintains a scholarly standard with the appropriate rigor for articles based on design and development projects. Articles include evaluation reports (summative and formative), lessons learned, design and development approaches, as well as applied research. The articles are based on design and development projects as opposed to pure research projects and focus on lessons learned and how to improve the instructional design process. Rigor is established through articles grounded in research and theory.

A secondary goal of this journal is to encourage and nurture the development of the reflective practitioner in the field of instructional design. This journal encourages the practitioner as well as collaborations between academics and practitioners as a means of disseminating and developing new ideas in instructional design. The resulting articles inform both the study and practice of instructional design.

Education research as a broad discipline has historically represented many subdisciplines seeking to answer various important questions, such as "how do people learn," "how do we create effective learning experiences for students," "how do we design effective schools and universities," and "how do we train effective teachers?" This book provides an overview of 50 years of education research (1970-2019) as well as future trajectories (2020) by providing decade-level snapshots of the most impactful research studies that were conducted in each subdiscipline across these years. Utilizing both quantitative bibliometric data and qualitative synthetic analysis, this book provides readers with an understanding of how education research has evolved over time and an understanding of how these trends may influence the ongoing work of education professionals.

The purpose of this journal is to bridge the gap between theory and practice by providing reflective practitioners a means for publishing articles related to the field. The journal establishes and maintains a scholarly standard with the appropriate rigor for articles based on design and development projects. Articles include evaluation reports (summative and formative), lessons learned, design and development approaches, as well as applied research. The articles are based on design and development projects as opposed to pure research projects and focus on lessons learned and how to improve the instructional design process. Rigor is established through articles grounded in research and theory.

A secondary goal of this journal is to encourage and nurture the development of the reflective practitioner in the field of instructional design. This journal encourages the practitioner as well as collaborations between academics and practitioners as a means of disseminating and developing new ideas in instructional design. The resulting articles inform both the study and practice of instructional design.

Written for introductory education research courses, this book gives students a broad view of the process, history, paradigms, and methods of education research so that they can become critical consumers of others' research, communicate in a variety of research languages, and navigate dominant research paradigms throughout their careers.

This textbook provides a set of high-quality resources to university educational technology courses. All chapters are written by professionals in the field, including university researchers, teacher educators, and classroom teachers.

The book in its entirety and each chapter can be freely accessed, downloaded, printed, and remixed. Professors of educational technology courses can select the chapters that will work best for them when creating course packets, and preservice and inservice teachers can use relevant chapters for trainings and professional development purposes.

Written by students for students, this book is a continually-evolving class project for students of educational technology, learning, and instructional design.

This report utilizes massive datasets to summarize trends and patterns in educational technology (EdTech) communications, interest, use, research, and adoption across the U.S. Utilizing public social media posts, public school website data, and research indexing APIs, this report provides educators, principals, policymakers, and researchers with a birds eye view of what has been happening in the field of educational technology in recent years. Results for each section are provided as prose, tables, and infographics.

With the knowledge provided in this report, it is hoped that decision-makers will be better prepared to recognize and act upon emerging trends in educational technology.

This book provides a primer on several aspects of academic writing.

This book provides guidance on how to use the EdTech Books authoring platform.

Very little of the rich and vibrant history of ed tech is contained in scholarly journals, and what you find there is typically stodgy and manicured: not what you find in classrooms, tech departments, or conversations between professionals. Though peer review and the traditional publishing process are useful for some things, such as ensuring accuracy and uniformity, they are notoriously detrimental to the sharing of novel ideas and practices that shake the status quo.

For that reason, one of the best places to find artifacts of the rich history of educational technology is in self-published blog posts where practitioners, scholars, and anyone else can grapple with the issues that really matter to them, share their crazy ideas, and get feedback from the community without going through a rigid process to determine whether their voices actually matter. These are the hidden historical artifacts of educational technology.

In this volume, we want to bring these blog posts together for future reading and dialogue. Blogs don't live forever, but their ideas can as we archive them and share them in helpful ways.

Learning designers constantly use visuals to convey meaning and to shape learner experiences. Yet, designers often have little training or guidance on what makes for effective visual experiences and also regularly lack the technical and artistic skills necessary to create and modify their own designs. This book was written to accompany a graduate-level course in learning design that helps new designers to understand why visuals are important, how to make effective visuals, and how to use industry-standard tools (like Adobe Illustrator) to bring their visual designs to life.

Project Management for Instructional Designers (PM4ID) is a textbook about project management tailored specifically for instructional designers, intended for use in graduate programs in educational technology. This book is based on a pre-existing openly licensed textbook which was donated to the commons by a benefactor that desires to remain anonymous, and has been collaboratively revised and remixed by faculty and students at Brigham Young University.