Foundations of Learning and Instructional Design Technology

The Past, Present, and Future of Learning and Instructional Design Technology
Cover for Foundations of Learning and Instructional Design Technology
Abstract

This book received the 2018 AECT Outstanding Book Award!

"What is this field?" "Where have we come from as a discipline, and where are we going?" "What do I want to study?"These and other questions are typical for new students in the field of Learning and Instructional Design Technology. This textbook is designed to help answer these questions and provide the quickest route to understanding the history and current trends in the field. After surveying classic theories and writings, as well as more recent applications of theory and practice, students will be better prepared to chart their own course and careers within the discipline. This book is designed to support foundations courses common in departments, as well as seminars on current trends and issues.

Suggested Citation
(2018). Foundations of Learning and Instructional Design Technology: The Past, Present, and Future of Learning and Instructional Design Technology (1st ed.). EdTech Books. Retrieved from https://edtechbooks.org/lidtfoundations
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Jon Thomas
Licensing
AcknowledgementsIntroductionList of AuthorsAuthor IndexI. Definitions and History1. The Proper Way to Become an Instructional Technologist2. What Is This Thing Called Instructional Design?3. History of LIDT4. A Short History of the Learning Sciences5. LIDT Timeline6. Programmed Instruction7. Edgar Dale and the Cone of Experience & 8. Twenty Years of EdTechII. Learning and Instruction9. Memory, , , , , & 10. Intelligence, , , , , & 11. Behaviorism, Cognitivism, Constructivism & 12. Sociocultural Perspectives of Learning, , , & 13. Learning Communities & 14. Communities of Innovation15. Motivation Theories and Instructional Design16. Motivation Theories on Learning & 17. Informal Learning18. Overview of Problem-Based Learning19. Connectivism20. An Instructional Theory for the Post-Industrial Age21. Using the First Principles of Instruction to Make Instruction Effective, Efficient, and EngagingIII. Design22. Instructional Design Models23. Design Thinking and Agile Design24. What and how do designers design?25. The Development of Design-Based Research & 26. A Survey of Educational Change Models27. Performance Technology28. Defining and Differentiating the Makerspace29. User Experience Design, , & IV. Technology and Media30. United States National Educational Technology Plan31. Technology Integration in Schools & 32. K-12 Technology Frameworks33. What Is Technological Pedagogical Content Knowledge? & 34. The Learner-Centered Paradigm of Education & 35. Distance Learning & 36. Old Concerns with New Distance Education Research, , & 37. Open Educational Resources38. The Value of Serious Play, , & 39. Video Games and the Future of Learning, , , & 40. Educational Data Mining and Learning Analytics & 41. Opportunities and Challenges with Digital Open Badges & V. Becoming an LIDT Professional42. The Moral Dimensions of Instructional Design, , , & 43. Creating an Intentional Web Presence, , & 44. Where Should Educational Technologists Publish Their Research?, , & 45. Rigor, Influence, and Prestige in Academic Publishing & 46. Educational Technology Conferences47. Networking at Conferences, , & 48. PIDT, the Important Unconference for AcademicsVI. Preparing for an LIDT Career49. What Are the Skills of an Instructional Designer?, , , & 50. Careers in Academia: The Secret Handshake & 51. Careers in K-12 Education & 52. Careers in Museum Learning, , & 53. Careers in Consulting & Final Reading AssignmentIndex of Topics

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