http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
Constructivist instructional design (C-ID)
1 online resource (xi, 515 pages) : illustrations
This book is about emerging models of design that are just beginning to be used by ID types. They are based on constructivist and chaos (non-linear systems or "soft systems") theory.This book provides constructivist instructional design (C-ID) theorists with an opportunity to present an extended version of their design model. After an introductory chapter on the history of instructional design models, and a chapter on the guiding principles of C-ID, the creators of six different C-ID models introduce and explain their models. A final chapter compares the models, discusses the future of C-ID models, and discusses the ways constructivist designers and scholars can interact with, and work with, instructional technologists who use different paradigms.
Preface -- Section I. The many foundations and faces of instructional design -- Chapter 1. Three trends in instructional design / Jerry Willis -- Chapter 2. Instructional design: Is it time to exchange skinner's teaching machine for Dewey's toolbox / Karin Wiburg -- Chapter 3. Constructivism, instructional design, and technology: Implications for transforming distance learning / Maureen Tam -- Chapter 4. Foundations of instructional design: What's worth talking about and what is not / Jerry Willis -- Chapter 5. Constructivism in instructional design theory / Frank Dinter -- Chapter 6. Considering the philosophies of wittgenstein, Dewey, and rorty as potential foundations for c-id / Jerry Willis -- Section II. The family resemblances of c-id -- Chapter 7. Emergent design and learning environments: Building on indigenous knowledge / D. Cavallo -- Chapter 8. Fast prototyping as a communication catalyst for e-learning design / Luca Botturi, Benedetto Lepori, and Stefano Tardini -- Chapter 9. Conducting research on practice / Virginia Richardson -- Chapter 10. The use of participatory design in the implementation of internet-based collaborative learning activities in k-12 classrooms / Marcos Silva and Alain Breuleux -- Chapter 11. Agency of the instructional designer: Moral coherence and transformative social practice / Katy Campbell, Richard Schwier, and Richard Kenny -- Chapter 12. Constructivist underpinnings in donald schön's theory of reflective practice: Echoes of nelson goodman / Elizabeth Anne Kinsella -- Section III. R2d2 and other c-id models -- Chapter 13. Basic principles of a recursive, reflective instructional design model: R2d2 / Jerry Willis -- Chapter 14. A general set of procedures for c-id: R2d2 / Jerry Willis -- Chapter 15. Design as knowledge construction: Constructing knowledge of design / Katherine Cennamo -- Chapter 16. From three-phase to proactive learning design: Creating effective online teaching and learning environments / Rod Sims -- Chapter 17. Design-based research and technology-enhanced learning environments / Feng Wang and Michael Hannafin -- Chapter 18. Appreciative instructional design (aid): A new model / Karen E. Norum -- Section IV. C-id in practice: Examples from the field -- Chapter 19. Constructivist instructional design: Creating a multimedia package for teaching critical qualitative research / Brandie Cólon, Kay Ann Taylor, and Jerry Willis -- Chapter 20. A cervical cancer cd-rom intervention for college-age women: Lessons learned from development and formative evaluation / Alexandra Evans, Elizabeth Drane, Karl Harris, and Tara Campbell-Ray -- Chapter 21. From pedagogy to technagogy in social work education: A constructivist approach to instructional design in an online, competency-based child welfare practice course / Gerard Bellefeuille, Robert R. Martin, and Martin Paul Buck -- About the authors.
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Qualitative research methods in education and educational technology