Instructional Design

Prominent researchers and practitioners from instructional design, as well as the learning sciences-from both the U.S. and around the world-have contributed to this volume. This volume is a valuable resource for graduate students, scholars, and researchers in the fields of instructional design and educational technology, as well as for those who wish to develop expertise in training in industrial, military, public and academic organizations.

Sponsored by the Association of Educational Communications and Technology (AECT), the second edition of this ground-breaking handbook updates and expands its review of the research, theory, issues, and methodology that constitute the field of educational communications and technology. Organized into seven sections, it profiles and integrates the following elements of this rapidly changing field: theoretical foundations, hard technologies, soft technologies, instructional design, instructional strategies, instructional message design, and research methodologies. All chapters have been updated, some extensively. New chapters include those on programmed instruction, everyday cognition and situated learning, ecological psychology, Internet-based learning, library media centers, foreign language labs, microworlds, automated instructional design, cognitive apprenticeship, case-based learning aids, and conversational analysis. All articles are organized around a numerical cross-referencing system that permits the construction of front-end databases, hypertexts, and summaries. This handbook is intended for graduate students, professors, instructional designers, and researchers in educational communication and technology.

This book addresses the design of instructional and evaluation systems and the use and promise of using media and technology within such systems. The premise is that the study of psychology provides the scientific underpinnings of successful design that improves learning.

This handbook provides overviews and summaries of the research and practice of distance education in the United States. The last three to five years have seen an explosion of interest in and discussion about distance education, driven by the potential applications of interactive computer-based technology. Despite the impact of this new technology, this book is not about technology, but about the consequences of the separation of learners and teachers, one of which is the need to use technology. The volume provides a broad review of the research, complemented by commentaries based on practical experience. It addresses such questions as how distance education is best practiced at the level of the teacher, as well as the administrator, and it examines the public policy implications of shifting a greater proportion of educational resources to this method. Finally, it looks at how the expansion of distance education affects educational research and theory.

This volume grew out of a symposium on discourse, tools, and instructional design at Vanderbilt University in 1995 that brought together a small international group to grapple with issues of communicating, symbolizing, modeling, and mathematizing, particularly as these issues relate to learning in the classroom. The participants invited to develop chapters for this book--all internationally recognized scholars in their respective fields--were selected to represent a wide range of theoretical perspectives including mathematics education, cognitive science, sociocultural theory, and discourse theory. The work is distinguished by the caliber of the contributors, the significance of the topics addressed in the current era of reform in mathematics education, and the diversity of perspectives taken to a common set of themes and issues. The book is intended for those who are seeking to expand their understanding of the complexity of learning in order to enhance the learning experiences students have in schools, primarily researchers, instructional designers, and graduate students in mathematics education, as well as those in other fields including science education, instructional design in general, discourse theory, and semiotics.

A Guide for Developing Problem Solvers Problem solving is a key skill that we all use every day to solve simple and complex problems. However, little education or training challenges learners to solve problems and almost none engages learners in the types of problem solving encountered in everyday and professional situations. Learning to Solve Problems is a much-needed book that describes models for designing interactive learning environments to support how to learn and solve different kinds of problems. Using a research-based approach, author David H. Jonassen-a recognized expert in the field-shows how to design instruction to support three kinds of problems: story problems, troubleshooting, and case and policy analysis problems. Filled with models and job aids, this book describes different approaches for representing problems to learners and includes information about technology-based tools that can help learners mentally represent problems for themselves. Jonassen also explores methods for associating different solutions to problems and discusses various processes for reflecting on the problem-solving process. Learning to Solve Problems also includes three methods for assessing problem-solving skills: performance assessment, component skills, and argumentation. Praise for LEARNING TO SOLVE PROBLEMS'People can learn to be better problem solvers. This is the exciting premise underlying David Jonassen's highly readable book, Learning to Solve Problems. If you are interested in helping people become better problem solvers, then this book is for you. In Learning to Solve Problems, you will find an up-to-date and reader-friendly book on teaching problem solving, written by a world-renowned expert in instructional design.'-Richard E. Mayer, professor of psychology, University of California, Santa Barbara; and author, Multimedia Learning and Learning and Instruction'This book is a major milestone in the quest for understanding how to teach problem solving. By focusing on the challenge of learning and instruction for each of the types of problem solving, together with a firm start on strategies for the assessment of problem solving, Jonassen makes this book valuable and unique.'-Rob Foshay, author, Writing Training Materials That Work