• Theories to Influence the Future of Learning Design and Technology
  • Introduction
  • Theory-Driven Research in Instructional/Learning Design and Technology Discipline (I/LDT)
  • Personalized Learning Design Framework
  • A Framework for Phronetic LDT Theory
  • Theoretical Considerations of Learning Experience Design
  • Maturation of Universal Design for Learning
  • Abstracts
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  • Publication Information
    SeriesResearch and Theory Division
    LicenseCC BY
    Heather Leary

    Brigham Young University

    Heather Leary is an Associate Professor of Instructional Psychology & Technology at Brigham Young University. Her research focuses on tackling problems of practice in K12 and higher education using innovative approaches and technologies. Her research bridges research and practice in science, technology, engineering, arts, math, and 21st-century skills, using design-based research, problem-based learning, and research-practice partnerships. She focuses on building K12 teachers’ knowledge, capacity, and design capabilities through professional learning opportunities and how that translates to classroom enactment.

    Spencer P. Greenhalgh

    University of Kentucky

    Spencer P. Greenhalgh is an interdisciplinary digital methods researcher studying meaning-making practices on online platforms. He holds a BA in French Teaching from Brigham Young University and a PhD in Educational Psychology and Educational Technology from Michigan State University. He is currently an assistant professor of information communication technology in the School of Information Science at the University of Kentucky, where he teaches courses on games and literacies, information technology, web content management, and data science. You can learn more about Spencer and his work at https://spencergreenhalgh.com/work/
    K. Bret Staudt Willet

    Florida State University

    I am an Assistant Professor of Instructional Systems & Learning Technologies at Florida State University. My preferred pronouns are he/him/his. My research investigates self-directed learning, a subset of informal and networked learning. I am fascinated by how people figure things out on their own. I’m most interested in what happens when students, learners, and trainees finish formal instruction, preparation, and training. What do they do after they walk out the door or log off? How do they continue to develop their knowledge, skills, and abilities? Where do they look for resources? Who do they talk to? I am interested in how self-directed learners navigate the affordances and constraints of social connections through the internet and exploration through games. I frequently investigate self-directed learning with the tools of educational data science, including learning analytics, social network analysis, discourse analysis, natural language processing, and educational data mining.
    Moon-Heum Cho

    Syracuse University

    Moon-Heum Cho earned his Ph.D. in the School of Information Science & Learning Technologies at the University of Missouri-Columbia. Prior to joining Syracuse University, he was at Sungkyunkwan University, a private research university in Seoul, South Korea where he taught instructional design, technology, and program evaluation. In addition, he taught classes on technology integration in K-12, learning theories, and educational psychology to preservice teachers at Kent State University in Ohio.

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