Instructional-Design Theories and Models Volume IV

<p><em>Instructional-Design Theories and Models, Volume IV</em> 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.</p><p>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. </p><p>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.</p> <p>List of Figures and Tables</p><p>Preface</p><p>Unit 1: Fundamental Principles of the Learner-Centered Paradigm of Education</p><p>Chapter 1: The Learner-Centered Paradigm of Education</p><p>Charles M. Reigeluth, Rodney D. Myers, Dabae Lee</p><p>Chapter 2: Principles for Competency-Based Education</p><p>Richard A. Voorhees, Alice Bedard-Voorhees</p><p>Chapter 3: Principles for Task-Centered Instruction </p><p>Gregory M. Francom</p><p>Chapter 4: Principles for Personalized Instruction</p><p>William R. Watson, Sunnie Lee Watson</p><p>Chapter 5: A New Paradigm of Curriculum</p><p>Marc Prensky</p><p>Unit 2: More Detailed Designs for the Learner-Centered Paradigm</p><p>Chapter 6: Designing Maker-Based Instruction</p><p>Christian S. McKay, Krista D. Glazewski</p><p>Chapter 7: Designing Collaborative Production of Digital Media</p><p>T.J. Kalaitzidis, Breanne Litts, Erica Rosenfeld Halverson</p><p>Chapter 8: Designing Games for Learning</p><p>Rodney D. Myers, Charles M. Reigeluth</p><p>Chapter 9: Designing Instruction for Self-regulated Learning </p><p>Yeol Huh, Charles M. Reigeluth</p><p>Chapter 10: Designing Instructional Coaching</p><p>David S. Knight, Mike Hock, Jim Knight</p><p>Chapter 11: Designing Technology for the Learner-Centered Paradigm of Education</p><p>Charles M. Reigeluth</p><p>Unit 3: Steps Toward the Learner-Centered Paradigm</p><p>Chapter 12: Designing Instruction for Flipped Classrooms</p><p>Jeremy F. Strayer</p><p>Chapter 13: Gamification Designs for Instruction</p><p>Karl M. Kapp</p><p>Chapter 14: Design Considerations for Mobile Learning</p><p>Thomas Cochrane, Vickel Narayan</p><p>Chapter 15: Designing Just-in-Time Instruction</p><p>Gregor M. Novak, Brian J. Beatty</p><p>Author Index</p><p>Subject Index</p>