Issues in Technology Learning and Instructional Design

<p>In<i> Issues in Technology, Learning, and Instructional Design,</i> some of the best-known scholars in those fields produce powerful, original dialogues that clarify current issues, provide context and theoretical grounding, and illuminate a framework for future thought. Position statements are introduced and then responded to, covering a remarkably broad series of topics across educational technology, learning, and instructional design, from tool use to design education to how people learn. Reminiscent of the well-known Clark/Kozma debates of the 1990s, this book is a must-have for professionals in the field and can also be used as a textbook for graduate or advanced undergraduate courses. </p> <p>Introduction </p><p>Part 1: The Nature of Design</p><ul> <p> </p> <li>The Relationship of Instructional Design to the Broad Field of Design by Patrick Parrish </li> <ul> <p> </p> <li>Response by Harold Nelson</li> </ul> </ul><ul> <ul> <p> </p> <li>Rejoinder by Patrick Parrish </li> </ul> </ul><ul> <p> </p> <li>Toward Understanding the Nature of Design by Brenda Bannan </li> </ul><ul> <ul> <p> </p> <li>Response by Andrew S. Gibbons</li> </ul> </ul><ul> <ul> <p> </p> <li>Rejoinder by Brenda Bannan </li> </ul> </ul><ul> <p> </p> <li>Guerrilla Design: How Can We Accommodate Against-the-Grain Thinking in Our Practice? by Brent Wilson </li> </ul><ul> <ul> <p> </p> <li>Response by Barbara L. Martin </li> </ul> </ul><ul> <ul> <p> </p> <li>Rejoinder by Brent G. Wilson</li> </ul> </ul><ul> <p> </p> <li>Design Beyond Content: Extending the Value of Educational Technology; an Examination of the Role or the Anti-Role of Content in Educational Technology by Brad Hokanson </li> </ul><ul> <ul> <p> </p> <li>Response by Peter Samuelson Wardrip </li> </ul> </ul><ul> <ul> <p> </p> <li>Rejoinder by Brad Hokanson</li> </ul> </ul><ul> <p> </p> <li>The Systems Approach to Instructional Development by Michael Molenda</li> </ul><ul> <ul> <p> </p> <li>Response by Thomas Argondizza </li> </ul> </ul><ul> <ul> <p> </p> <li>Rejoinder by Michael Molenda</li> </ul> </ul><ul> <p> </p> <li>Instructional Design Models and the Expertise Required to Practice True Instructional Design by Robert Maribe Branch </li> </ul><ul> <ul> <p> </p> <li>Response by Lloyd P. Rieber</li> </ul> </ul><ul> <ul> <p> </p> <li>Rejoinder by Robert Maribe Branch </li> </ul> </ul><p>Part 2: Preparing Designers </p><p>Introduction to Part 2 </p><ul> <p> </p> <li>Developing Design Expertise by Kathleen Fortney</li> </ul><ul> <ul> <p> </p> <li>Response by Elizabeth Boling</li> </ul> </ul><ul> <ul> <p> </p> <li>Rejoinder by Kathleen Fortney </li> </ul> </ul><ul> <p> </p> <li>Design Education as a Site for Educating Disciplines by Kennon M. Smith </li> </ul><ul> <ul> <p> </p> <li>Response by Atsusi Hirumi </li> </ul> </ul><ul> <ul> <p> </p> <li>Rejoinder by Kennon M. Smith</li> </ul> </ul><ul> <p> </p> <li>Necessary Ingredients for the Education of Designers by Irene Visscher-Voerman </li> </ul><ul> <ul> <p> </p> <li>Response by Monica Tracey</li> </ul> </ul><ul> <ul> <p> </p> <li>Rejoinder by Irene Visscher-Voerman</li> </ul> </ul><ul> <p> </p> <li>Teaching the Complex Performance of Instructional Design: Why We Cannot Use the (Existing) Tools of Instructional Design by Elizabeth Boling</li> </ul><ul> <ul> <p> </p> <li>Response by M. David Merrill </li> </ul> </ul><ul> <ul> <p> </p> <li>Rejoinder by Elizabeth Boling </li> </ul> </ul><ul> <p> </p> <li>My Hope for the Future of Instructional Technology by M. David Merrill </li> </ul><ul> <ul> <p> </p> <li>Response by Tonia A. Dousay </li> </ul> </ul><ul> <ul> <p> </p> <li>Rejoinder by M. David Merrill </li> </ul> </ul><ul> <p> </p> <li>Preparing Instructional Designers by Monica W. Tracey </li> </ul><ul> <ul> <p> </p> <li>Response by Brad Hokanson </li> </ul> </ul><ul> <ul> <p> </p> <li>Rejoinder by Monica W. Tracey </li> </ul> </ul><p>Part 3: Context</p><p>Introduction to Part 3 </p><ul> <p> </p> <li>Education is Completely Broken by Roger C. Schank </li> </ul><ul> <ul> <p> </p> <li>Response by Kyle Peck </li> </ul> </ul><ul> <ul> <p> </p> <li>Rejoinder by Roger C. Schank </li> </ul> </ul><ul> <p> </p> <li>Paradigm Change: Its Time Is Now by Charles M. Reigeluth </li> </ul><ul> <ul> <p> </p> <li>Response by Roger C. Schank </li> </ul> </ul><ul> <ul> <p> </p> <li>Rejoinder by Charles M. Reigeluth</li> </ul> </ul><ul> <p> </p> <li>The Unbalancing of Corporate Systems: The Neuroscience of Intellect vs. Wisdom by Anthony Marker </li> </ul><ul> <ul> <p> </p> <li>Response by Rob Foshay </li> </ul> </ul><ul> <ul> <p> </p> <li>Rejoinder by Anthony Marker</li> </ul> </ul><ul> <p> </p> <li>Women in Educational Technology by Audrey Watters</li> </ul><ul> <ul> <p> </p> <li>Response by Rose Marra</li> </ul> </ul><p>Part 4: Technology</p><p>Introduction to Part 4</p><ul> <p> </p> <li>The Learner-Centered Paradigm of Instruction by Charles M. Reigeluth</li> </ul><ul> <ul> <p> </p> <li>Response by Stephen W. Harmon </li> </ul> </ul><ul> <ul> <p> </p> <li>Rejoinder by Charles M. Reigeluth </li> </ul> </ul><ul> <p> </p> <li>Learning From and With Media and Technology by Thomas C. Reeves</li> </ul><ul> <ul> <p> </p> <li>Response by Wilhelmina C. Savenye </li> </ul> </ul><ul> <ul> <p> </p> <li>Rejoinder by Thomas C. Reeves </li> </ul> </ul><ul> <p> </p> <li>Building Educational Technologies to Scale in Schools by Rob Foshay </li> </ul><ul> <ul> <p> </p> <li>Response by MJ Bishop </li> </ul> </ul><ul> <ul> <p> </p> <li>Rejoinder by Rob Foshay </li> </ul> </ul><ul> <p> </p> <li>For the Foreseeable Future, Instructional Technology Devices and Products—No Matter How Well Designed—Will Not Eliminate the Need for Human Teachers by Ward Mitchell Cates and Thomas C. Hammond </li> </ul><ul> <ul> <p> </p> <li>Response by Sugata Mitra</li> </ul> </ul><ul> <ul> <p> </p> <li>Rejoinder by Ward Mitchell Cates and Thomas C. Hammond </li> </ul> </ul><ul> <p> </p> <li>What’s Next for E-Learning? By John Savery </li> </ul><ul> <ul> <p> </p> <li>Response by Clark Quinn</li> </ul> </ul><ul> <ul> <p> </p> <li>Rejoinder by John Savery</li> </ul> </ul><ul> <p> </p> <li>Any Time, Any Place, Any Pace … by Kathryn Kennedy and Joseph R. Friedhoff</li> </ul><ul> <ul> <p> </p> <li>Response by Victoria Raish </li> </ul> </ul><ul> <ul> <p> </p> <li>Rejoinder by Kathryn Kennedy and Joseph R. Friedhoff</li> </ul> </ul><p>Part 5: Learning Science</p><p>Introduction to Part 5</p><ul> <p> </p> <li>Points of Contact: Educational Technology and the Learning Sciences by Andrew S. Gibbons </li> </ul><ul> <ul> <p> </p> <li>Response by Jason Yip</li> </ul> </ul><ul> <ul> <p> </p> <li>Rejoinder by Andy Gibbons </li> </ul> </ul><ul> <p> </p> <li>Bring Design to Design-Based Research by Gordon Rowland </li> </ul><ul> <ul> <p> </p> <li>Response by Heather Toomey Zimmerman </li> </ul> </ul><ul> <ul> <p> </p> <li>Rejoinder by Gordon Rowland </li> </ul> </ul><ul> <p> </p> <li>Participatory Design by Jason Yip</li> </ul><ul> <ul> <p> </p> <li>Response by Thomas C. Reeves</li> </ul> </ul><ul> <ul> <p> </p> <li>Rejoinder by Jason Yip </li> </ul> </ul><p>Conclusion </p>