Instructional design : international perspectives, Volume 1Instructional design theory and practice has evolved over the past 30 years from an initial narrow focus on programmed instruction to a multidimensional field of study integrating psychology, technology, evaluation, measurement, and management. The growth of instructional design (ID) has occurred because of direct needs, problems, and goals from society. Its application in planning instruction first developed in the United States with the Department of Defense during World War II with the purpose of meeting immediate concerns for effective training of larger numbers of military personnel. From the beginning, ID has rapidly expanded into applications in industrial and executive training, vocational training, classroom learning, and professional education. Although ID has its roots in the U.S., applications and theoretical growth is an international activity. However, literature at the international level is still limited to either individual author contributions or collections primarily represented by single countries. As a result, there is no standard reference source that contains the rich variety of theories and applications to form the international foundation for the field. The goal of this two-volume set is to establish international foundations for ID theory, research, and practice within the framework of the two following objectives: * to identify and define the theoretical, research, and model foundations for ID, and * to bridge the gap between ID foundations and application. Volume I includes chapters on philosophical and theoretical issues on learning theory and ID models. Volume II provides an overview of the state of the art of solving ID problems. The contributors offer contrasting points of view which provide a rare opportunity to see the diversity and complexity in the field. The editorial committee has selected a wide range of internationally known authors to make presentations in the topic areas of the field. |
Contents
MODELS OF INSTRUCTIONAL DESIGN | 1 |
Cultural Transmission Teaching and Organized | 25 |
Historical and Philosophical Foundations | 41 |
Copyright | |
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ability acquisition activities adaptive advance organizers Aebli Anderson approach aptitude aspects behavior cognitive processes cognitive psychology complex components concepts construction constructivism constructivist declarative knowledge didactic domain Educational Psychology Educational Research Educational Technology effects elaboration evaluation example farther transfer functions Gagné Germany Glaser Hillsdale human individual differences instructional design theory instructional goals instructional methods instructional strategies instructional systems instructional task instructional theory integration interaction interpretation Journal of Educational knowledge base knowledge objects knowledge structures Lawrence Erlbaum Associates learner learning environment learning process learning task learning theory mental mental models metacognitive motivation performance prescriptions presented problem solving procedural knowledge procedures relevant representation role Rumelhart schema schemata Schott selecting self-efficacy semantic semantic networks semiotic simulation situated learning situation skills SPC system specific studies subject matter task analysis teacher teaching Tennyson testing tion tional Transfer of learning tutoring UCIT York