Issues in Technology, Learning, and Instructional Design: Classic and Contemporary Dialogues

by Alison A. Carr-Chellman (Editor), Gordon Rowland (Editor)

Overview

In Issues in Technology, Learning, and Instructional Design, some of the best-known scholars in those fields produce powerful, original dialogues that clarify current issues, provide context and theoretical grounding, and illuminate a framework for future thought. Position statements are introduced and then responded to, covering a remarkably broad series of topics across educational technology, learning, and instructional design, from tool use to design education to how people learn. Reminiscent of the well-known Clark/Kozma debates of the 1990s, this book is a must-have for professionals in the field and can also be used as a textbook for graduate or advanced undergraduate courses.

Product Details

ISBN-13:	9781138897885
Publisher:	Taylor & Francis
Publication date:	12/29/2016
Pages:	232
Product dimensions:	7.00(w) x 10.00(h) x (d)

About the Author

Alison A. Carr-Chellman is Dean of the College of Education at the University of Idaho.

Gordon Rowland is Professor of Communications at Ithaca College.

Table of Contents

Introduction

Part 1: The Nature of Design

• The Relationship of Instructional Design to the Broad Field of Design by Patrick Parrish
• Response by Harold Nelson

• Rejoinder by Patrick Parrish

• Toward Understanding the Nature of Design by Brenda Bannan

• Response by Andrew S. Gibbons

• Rejoinder by Brenda Bannan

• Guerrilla Design: How Can We Accommodate Against-the-Grain Thinking in Our Practice? by Brent Wilson

• Response by Barbara L. Martin

• Rejoinder by Brent G. Wilson

• Design Beyond Content: Extending the Value of Educational Technology; an Examination of the Role or the Anti-Role of Content in Educational Technology by Brad Hokanson

• Response by Peter Samuelson Wardrip

• Rejoinder by Brad Hokanson

• The Systems Approach to Instructional Development by Michael Molenda

• Response by Thomas Argondizza

• Rejoinder by Michael Molenda

• Instructional Design Models and the Expertise Required to Practice True Instructional Design by Robert Maribe Branch

• Response by Lloyd P. Rieber

• Rejoinder by Robert Maribe Branch

Part 2: Preparing Designers

Introduction to Part 2

• Developing Design Expertise by Kathleen Fortney

• Response by Elizabeth Boling

• Rejoinder by Kathleen Fortney

• Design Education as a Site for Educating Disciplines by Kennon M. Smith

• Response by Atsusi Hirumi

• Rejoinder by Kennon M. Smith

• Necessary Ingredients for the Education of Designers by Irene Visscher-Voerman

• Response by Monica Tracey

• Rejoinder by Irene Visscher-Voerman

• Teaching the Complex Performance of Instructional Design: Why We Cannot Use the (Existing) Tools of Instructional Design by Elizabeth Boling

• Response by M. David Merrill

• Rejoinder by Elizabeth Boling

• My Hope for the Future of Instructional Technology by M. David Merrill

• Response by Tonia A. Dousay

• Rejoinder by M. David Merrill

• Preparing Instructional Designers by Monica W. Tracey

• Response by Brad Hokanson

• Rejoinder by Monica W. Tracey

Part 3: Context

Introduction to Part 3

• Education is Completely Broken by Roger C. Schank

• Response by Kyle Peck

• Rejoinder by Roger C. Schank

• Paradigm Change: Its Time Is Now by Charles M. Reigeluth

• Response by Roger C. Schank

• Rejoinder by Charles M. Reigeluth

• The Unbalancing of Corporate Systems: The Neuroscience of Intellect vs. Wisdom by Anthony Marker

• Response by Rob Foshay

• Rejoinder by Anthony Marker

• Women in Educational Technology by Audrey Watters

• Response by Rose Marra

Part 4: Technology

Introduction to Part 4

• The Learner-Centered Paradigm of Instruction by Charles M. Reigeluth

• Response by Stephen W. Harmon

• Rejoinder by Charles M. Reigeluth

• Learning From and With Media and Technology by Thomas C. Reeves

• Response by Wilhelmina C. Savenye

• Rejoinder by Thomas C. Reeves

• Building Educational Technologies to Scale in Schools by Rob Foshay

• Response by MJ Bishop

• Rejoinder by Rob Foshay

• For the Foreseeable Future, Instructional Technology Devices and Products—No Matter How Well Designed—Will Not Eliminate the Need for Human Teachers by Ward Mitchell Cates and Thomas C. Hammond

• Response by Sugata Mitra

• Rejoinder by Ward Mitchell Cates and Thomas C. Hammond

• What’s Next for E-Learning? By John Savery

• Response by Clark Quinn

• Rejoinder by John Savery

• Any Time, Any Place, Any Pace … by Kathryn Kennedy and Joseph R. Friedhoff

• Response by Victoria Raish

• Rejoinder by Kathryn Kennedy and Joseph R. Friedhoff

Part 5: Learning Science

Introduction to Part 5

• Points of Contact: Educational Technology and the Learning Sciences by Andrew S. Gibbons

• Response by Jason Yip

• Rejoinder by Andy Gibbons

• Bring Design to Design-Based Research by Gordon Rowland

• Response by Heather Toomey Zimmerman

• Rejoinder by Gordon Rowland

• Participatory Design by Jason Yip

• Response by Thomas C. Reeves

• Rejoinder by Jason Yip

Conclusion

Editorial Reviews

Carr-Chellman and Rowland bring together over fifty contemporary scholars in our field to share their perspectives on critical, theoretical, and practitioner issues. The dialogue format is easy to read, rich with research-based references, and likely to be recognized as a new seminal work for the discipline. A must read!

—Kay A. Persichitte, Ph.D., Professor, University of Wyoming

This book focuses on current important issues in the instructional design and technology field. Carr-Chellman and Rowland have captured a variety of viewpoints from several leading scholars. Reading the book will stimulate thought and dialogue among IDT professionals.

—James D. Klein, Walter Dick Distinguished Professor of Instructional Systems, Florida State University

From the Publisher