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Instructional Design Theories And Models A New Paradigm Of Instructional Theory

Author: Charles M. Reigeluth
Publisher: Psychology Press
ISBN: 0805828591
Size: 58.82 MB
Format: PDF
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Instructional theory describes a variety of methods of instruction (different ways of facilitating human learning and development) and when to use--and not use--each of those methods. It is about how to help people learn better. This volume provides a concise summary of a broad sampling of new methods of instruction currently under development, helps show the interrelationships among these diverse theories, and highlights current issues and trends in instructional design. It is a sequel to Instructional-Design Theories and Models: An Overview of Their Current Status, which provided a "snapshot in time" of the status of instructional theory in the early 1980s. Dramatic changes in the nature of instructional theory have occurred since then, partly in response to advances in knowledge about the human brain and learning theory, partly due to shifts in educational philosophies and beliefs, and partly in response to advances in information technologies. These changes have made new methods of instruction not only possible, but also necessary in order to take advantage of new instructional capabilities offered by the new technologies. These changes are so dramatic that many argue they constitute a new paradigm of instruction, which requires a new paradigm of instructional theory. In short, there is a clear need for this Volume II of Instructional Design Theories and Models. To attain the broad sampling of methods and theories it presents, and to make this book more useful for practitioners as well as graduate students interested in education and training, this volume contains twice as many chapters, but each half as long as the ones in Volume I, and the descriptions are generally less technical. Several unique features are provided by the editor to help readers understand and compare the theories in this book: *Chapter 1, which discusses the characteristics of instructional theory and the nature of the new paradigm of instruction, helps the reader identify commonalities across the theories. *Chapter forewords, which summarize the major elements of the instructional-design theories, are useful for reviewing and comparing theories, as well as for previewing a theory to decide if it is of interest, and for developing a general schema that will make it easier to understand. *Editor's notes provide additional help in understanding and comparing the theories and the new paradigm of instruction to which they belong. *Units 2 and 4 have introductory chapters to help readers analyze and understand the theories in those units. This is an essential book for anyone interested in exploring new approaches to fostering human learning and development and thinking creatively about ways to best meet the needs of learners in all kinds of learning contexts. Readers are invited to use Dr. Charles Reigeluth's Web site to comment and to view others' comments about the instructional design theories in this book, as well as other theories. Point your browser to: www.indiana.edu/~idtheory

Instructional Design Theories And Models

Author: Charles M. Reigeluth
Publisher: Routledge
ISBN: 1135706670
Size: 16.51 MB
Format: PDF, ePub, Mobi
View: 3729
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Instructional theory describes a variety of methods of instruction (different ways of facilitating human learning and development) and when to use--and not use--each of those methods. It is about how to help people learn better. This volume provides a concise summary of a broad sampling of new methods of instruction currently under development, helps show the interrelationships among these diverse theories, and highlights current issues and trends in instructional design. It is a sequel to Instructional-Design Theories and Models: An Overview of Their Current Status, which provided a "snapshot in time" of the status of instructional theory in the early 1980s. Dramatic changes in the nature of instructional theory have occurred since then, partly in response to advances in knowledge about the human brain and learning theory, partly due to shifts in educational philosophies and beliefs, and partly in response to advances in information technologies. These changes have made new methods of instruction not only possible, but also necessary in order to take advantage of new instructional capabilities offered by the new technologies. These changes are so dramatic that many argue they constitute a new paradigm of instruction, which requires a new paradigm of instructional theory. In short, there is a clear need for this Volume II of Instructional Design Theories and Models. To attain the broad sampling of methods and theories it presents, and to make this book more useful for practitioners as well as graduate students interested in education and training, this volume contains twice as many chapters, but each half as long as the ones in Volume I, and the descriptions are generally less technical. Several unique features are provided by the editor to help readers understand and compare the theories in this book: *Chapter 1, which discusses the characteristics of instructional theory and the nature of the new paradigm of instruction, helps the reader identify commonalities across the theories. *Chapter forewords, which summarize the major elements of the instructional-design theories, are useful for reviewing and comparing theories, as well as for previewing a theory to decide if it is of interest, and for developing a general schema that will make it easier to understand. *Editor's notes provide additional help in understanding and comparing the theories and the new paradigm of instruction to which they belong. *Units 2 and 4 have introductory chapters to help readers analyze and understand the theories in those units. This is an essential book for anyone interested in exploring new approaches to fostering human learning and development and thinking creatively about ways to best meet the needs of learners in all kinds of learning contexts. Readers are invited to use Dr. Charles Reigeluth's Web site to comment and to view others' comments about the instructional design theories in this book, as well as other theories. Point your browser to: www.indiana.edu/~idtheory

Instructional Design Theories And Models Volume Iii

Author: Charles M. Reigeluth
Publisher: Routledge
ISBN: 1135211078
Size: 34.62 MB
Format: PDF, ePub, Mobi
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Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base is perhaps best described by its new subtitle. Whereas Volume II sought to comprehensively review the proliferating theories and models of instruction of the 1980’s and 1990’s, Volume III takes on an even more daunting task: starting to build a common knowledge base that underlies and supports the vast array of instructional theories, models and strategies that constitute the field of Instructional Design. Unit I describes the need for a common knowledge base, offers some universal principles of instruction, and addresses the need for variation and detailed guidance when implementing the universal principles. Unit II describes how the universal principles apply to some major approaches to instruction such as direct instruction or problem-based instruction. Unit III describes how to apply the universal principles to some major types of learning such as understandings and skills. Unit IV provides a deeper understanding of instructional theory using the structural layers of a house as its metaphor and discusses instructional theory in the broader context of paradigm change in education.

Instructional Design Theories And Models Volume Iv

Author: Charles M. Reigeluth
Publisher: Routledge
ISBN: 1317747658
Size: 71.23 MB
Format: PDF, Kindle
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Instructional-Design Theories and Models, Volume IV provides a research-based description of the current state of instructional theory for the learner-centered paradigm of education, as well as a clear indication of how different theories and models interrelate. Significant changes have occurred in learning and instructional theory since the publication of Volume III, including advances in brain-based learning, learning sciences, information technologies, internet-based communication, a concern for customizing the student experience to maximize effectiveness, and scaling instructional environments to maximize efficiency. In order to complement the themes of Volume I (commonality and complementarity among theories of instruction), Volume II (diversity of theories) and Volume III (building a common knowledge base), the theme of Volume IV is shifting the paradigm of instruction from teacher-centered to learner-centered and integrating design theories of instruction, assessment, and curriculum. Chapters in Volume IV are collected into three primary sections: a comprehensive view of the learner-centered paradigm of education and training, elaborations on parts of that view for a variety of K-12 and higher education settings, and theories that address ways to move toward the learner-centered paradigm within the teacher-centered paradigm. Instructional-Design Theories and Models, Volume IV is an essential book for anyone interested in exploring more powerful ways of fostering human learning and development and thinking creatively about ways to best meet the needs of learners in all kinds of learning contexts.

Instructional Design Theories And Models

Author: Charles M. Reigeluth
Publisher: Routledge
ISBN: 1136778276
Size: 26.65 MB
Format: PDF, Kindle
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Instructional Design Theories and Models is a thorough yet concise overview of eight of the most comprehensive and best-known attempts to integrate knowledge about effective and appealing instruction. Chapters were written by the original theorists to provide a more accurate and behind-the-scenes look at the theories' development. Instructional Design Theories and Models will provide educators, researchers, and students with: * easy access to a broad range of integrated prescriptions for improving the quality of instruction * chapters facilitating analysis, understanding, and evaluation of the theories * editors' notes, chapter forewords, and a commentary chapter that identify similarities and differences among the instructional theories * introductory chapters that provide guidance for developing a common knowledge base of integrated prescriptions

The Instructional Design Knowledge Base

Author: Rita C. Richey
Publisher: Routledge
ISBN: 1136895418
Size: 10.10 MB
Format: PDF, Mobi
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The Instructional Design Knowledge Base: Theory, Research and Practice provides ID professionals and students at all levels with a comprehensive exploration of the theories and research that serve as a foundation for current and emerging ID practice. This book offers both current and classic interpretations of theory from a range of disciplines and approaches. It encompasses general systems, communication, learning, early instructional, media, conditions-based, constructivist design and performance-improvement theories. Features include: rich representations of the ID literature concise theory summaries specific examples of how theory is applied to practice recommendations for future research a glossary of related terms a comprehensive list of references. A perfect resource for instructional design and technology doctoral, masters and educational specialist certificate programs, The Instructional Design Knowledge Base provides students and scholars with a comprehensive background for ID practice and a foundation for future ID thinking.

Instructional Theories In Action

Author: Charles M. Reigeluth
Publisher: Routledge
ISBN:
Size: 51.15 MB
Format: PDF, ePub
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Companion volume to the award-winning best seller Instructional Design Theories and Models, this book serves as a concrete introduction to instructional design for curriculum developers, teachers and teacher trainers, and students. Eight major theorists translate their works and theories into sets of instructional prescriptions; corresponding model lessons provide step-by-step illustrations of these theories. Instructional Theories in Action features: *overviews of the most important prescriptions and corresponding sample lesson plans written by the original theorists; *practical, concrete approaches to presenting the major strategies and principles; *model lessons focusing on the same objectives to facilitate comparisons of the theories; *numbered comments that identify which instructional prescription is being implemented at each point of the sample lessons; *chapter introductions, footnotes, and student study questions, and *clear identification and cross referencing of commonalities that are often masked by varying terminology.

Instructional And Cognitive Impacts Of Web Based Education

Author: Abbey, Beverly
Publisher: IGI Global
ISBN: 9781930708617
Size: 47.82 MB
Format: PDF, ePub, Mobi
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Educators are increasingly using web sites in place of traditional content media and instructional approaches such as texts and lectures. This new teaching philosophy has led to a myriad of questions concerning instructional design principles, learners' cognitive strategies, human-Internet interaction factors and instructional characteristics of Web media that transverse political, geographic, and national boundaries. Instructional and Cognitive Impacts of Web-Based Education is a compendium of materials by noted researchers and practitioners that addresses national and international issues and implications of Web-based instruction and learning, offering suggestions and guidelines for analyzing and evaluating Web sites from cognitive and instructional design perspectives.

Instructional Design Theories And Models Volume Iv

Author: Charles M. Reigeluth
Publisher: Routledge
ISBN: 1317747658
Size: 22.66 MB
Format: PDF, Mobi
View: 4015
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Instructional-Design Theories and Models, Volume IV provides a research-based description of the current state of instructional theory for the learner-centered paradigm of education, as well as a clear indication of how different theories and models interrelate. Significant changes have occurred in learning and instructional theory since the publication of Volume III, including advances in brain-based learning, learning sciences, information technologies, internet-based communication, a concern for customizing the student experience to maximize effectiveness, and scaling instructional environments to maximize efficiency. In order to complement the themes of Volume I (commonality and complementarity among theories of instruction), Volume II (diversity of theories) and Volume III (building a common knowledge base), the theme of Volume IV is shifting the paradigm of instruction from teacher-centered to learner-centered and integrating design theories of instruction, assessment, and curriculum. Chapters in Volume IV are collected into three primary sections: a comprehensive view of the learner-centered paradigm of education and training, elaborations on parts of that view for a variety of K-12 and higher education settings, and theories that address ways to move toward the learner-centered paradigm within the teacher-centered paradigm. Instructional-Design Theories and Models, Volume IV is an essential book for anyone interested in exploring more powerful ways of fostering human learning and development and thinking creatively about ways to best meet the needs of learners in all kinds of learning contexts.