Foundations of Learning and Instructional Design Technology (2nd Ed.)
Edited by Richard E. West, Brigham Young University, email@example.com
Heather Leary, Brigham Young University, firstname.lastname@example.org
Aims and Scope
The purpose of this book is to outline a framework for conceptualizing the past, present, and future of the field of instructional design and technology, and collect chapters from diverse sources in order to best introduce new students to the field.
The target audience is first semester graduate students. The goal of the book is to introduce many concepts briefly. Thus, conciseness, a lack of jargon, and educational value will be valued above other considerations.
This book will be open access, and thus free to use, reuse, revise, remix, and redistribute (see Wiley, 2009).
Improvements Upon the First Edition
The first edition is available at https://edtechbooks.org/-HfY. This first edition was the first book featured on the EdTechBooks website, and was an early effort to collect openly available materials together into one book. In this second edition, we intend to take a more purposeful approach to the book, crafting a more unified vision across the chapters. To accomplish this, the second edition will have the following additions, deletions, and revisions:
- New, freshly written chapters to replace older and outdated chapters.
- New topics including Learning Engineering, CSCL, history of the field, philosophical foundations, the media vs. methods debate, problem/inquiry-based learning, learning experience design, and others.
- All chapters that will be retained will be revised, updated, and improved based on end-of-chapter survey feedback and data analytics.
- Chapters will include more multimedia and practical applications of the concepts.
- The previous last two sections of the 1st Edition will be separated into a different book, allowing for this second edition to be smaller, more focused, and available as a print-on-demand.
The second edition is being built and published as the chapters are made available at: https://edtechbooks.org/-aVTk.
Why You Should Contribute To This Book
The first edition of the book has been highly successful!
- Winner of two AECT Book of the Year awards
- >231,000 views
- >140,000 pdf downloads
- Saved students an estimated >$4.4 million in textbook costs!
We hope this second edition will be a strong improvement over the first edition, and be the definitive textbook in the field for introductory courses because:
It will be always current and up to date with new editions updated regularly
It will be open (licensed CC-BY) so each department can customize it to meet their needs or translate for use in other languages.
It will be free so students will be able to own it. This will particularly make it beneficial for global marketability.
It will be accessible for students to read in print, via mobile, via the web, or via audio (for select chapters contributed by authors).
Each chapter will be professionally reviewed and copyedited.
Individual analytics on the performance of each chapter is available to authors, which can be useful for promotion and tenure dossiers.
If you are interested in submitting a chapter on one of the topics below, please submit a <4 page outline and proposal to the editors by the deadline below. The outline should describe the qualifications of the authors on this topic, as well as the vision for the chapter. Articles should generally be between <4,500 words.
Deadlines and Criteria for Inclusion
Nov 1st, 2022—Outlines for chapters received by the editors
Dec 1st, 2022—Decisions made, and acceptance emails sent to authors
April 1st, 2023—Articles submitted to editors
June 1st, 2023—Feedback provided by editors
Aug 1st, 2023—Final versions received by editors
Oct 1st, 2023—Final copyediting, design, and publication
The following are the chapters requested in this call! Existing authors in the textbook have been invited to revise their current chapters, and additional chapters may become available based on the willingness of authors to revise their chapters.
Section 2: Learning and Instruction
1. Bloom’s Taxonomy
2. Motivation Theories for Learning
3. Constructionism (could involve current applications in makerspaces, etc.)
Section 3: Design
4. Educational Change Models
5. Designing Assessment and Feedback
Section 3: Technology and Media
6. Designing learning through games/gamification
7. Data mining and learning analytics
Section 4: Conclusion
8. Future of the field debate between two or more scholars about how we should design the future of our field