CoverAcknowledgementsIntroductionList 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 Experience8. Twenty Years of EdTechII. Learning and Instruction9. Memory10. Intelligence11. Behaviorism, Cognitivism, Constructivism12. Sociocultural Perspectives of Learning13. Learning Communities14. Communities of Innovation15. Motivation Theories and Instructional Design16. Motivation Theories on Learning17. 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 Research26. A Survey of Educational Change Models27. Performance Technology28. Defining and Differentiating the Makerspace29. User Experience DesignIV. Technology and Media30. United States National Educational Technology Plan31. Technology Integration in Schools32. K-12 Technology Frameworks33. What Is Technological Pedagogical Content Knowledge?34. The Learner-Centered Paradigm of Education35. Distance Learning36. Old Concerns with New Distance Education Research37. Open Educational Resources38. The Value of Serious Play39. Video Games and the Future of Learning40. Educational Data Mining and Learning Analytics41. Opportunities and Challenges with Digital Open BadgesV. Becoming an LIDT Professional42. The Moral Dimensions of Instructional Design43. Creating an Intentional Web Presence44. Where Should Educational Technologists Publish Their Research?45. Rigor, Influence, and Prestige in Academic Publishing46. Educational Technology Conferences47. Networking at Conferences48. 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 Handshake51. Careers in K-12 Education52. Careers in Museum Learning53. Careers in ConsultingFinal Reading AssignmentIndex of Topics

III. Design

Andrew Gibbons and Vic Bunderson (2005) wrote a classic article on three ways of seeking knowledge about the real world: through exploration (often with qualitative research methods), through explanation (often through quantitative methods) and design. As LIDT professionals, we consider design and design knowledge to be core to our work, and key to our understanding of teaching and learning. At our core, we are interventionists: we do not simply observe the world, but seek to influence it in effective ways. This is done through design processes and design research, which is the focus of this section. This section begins with a chapter on classic instructional design approaches, followed by a look at more current perspectives on design thinking and agile design. You will also read about some current issues in the field around design, including design mindsets, design-based research, how to design for effective systemic change, makerspace design, and user experience design. Included also is a chapter on Human Performance Technology, which is a similar field to our own, applying many of the same skill sets and knowledge bases in slighty different ways to the world of corporate learning.


Gibbons, A. S., & Bunderson, C. V. (2005). Explore, explain, design.Encyclopedia of social measurement,1, 927-938.

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