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.
Table of Contents
List of Figures and Tables
Unit 1: Fundamental Principles of the Learner-Centered Paradigm of Education
Chapter 1: The Learner-Centered Paradigm of Education
Charles M. Reigeluth, Rodney D. Myers, Dabae Lee
Chapter 2: Principles for Competency-Based Education
Richard A. Voorhees, Alice Bedard-Voorhees
Chapter 3: Principles for Task-Centered Instruction
Gregory M. Francom
Chapter 4: Principles for Personalized Instruction
William R. Watson, Sunnie Lee Watson
Chapter 5: A New Paradigm of Curriculum
Unit 2: More Detailed Designs for the Learner-Centered Paradigm
Chapter 6: Designing Maker-Based Instruction
Christian S. McKay, Krista D. Glazewski
Chapter 7: Designing Collaborative Production of Digital Media
T.J. Kalaitzidis, Breanne Litts, Erica Rosenfeld Halverson
Chapter 8: Designing Games for Learning
Rodney D. Myers, Charles M. Reigeluth
Chapter 9: Designing Instruction for Self-regulated Learning
Yeol Huh, Charles M. Reigeluth
Chapter 10: Designing Instructional Coaching
David S. Knight, Mike Hock, Jim Knight
Chapter 11: Designing Technology for the Learner-Centered Paradigm of Education
Charles M. Reigeluth
Unit 3: Steps Toward the Learner-Centered Paradigm
Chapter 12: Designing Instruction for Flipped Classrooms
Jeremy F. Strayer
Chapter 13: Gamification Designs for Instruction
Karl M. Kapp
Chapter 14: Design Considerations for Mobile Learning
Thomas Cochrane, Vickel Narayan
Chapter 15: Designing Just-in-Time Instruction
Gregor M. Novak, Brian J. Beatty
Charles M. Reigeluth is a speaker/consultant for paradigm change in education and Professor Emeritus in the Instructional Systems Technology Department at Indiana University, USA.
Brian J. Beatty is Associate Vice President for Academic Affairs Operations and former Chair and Associate Professor in the Instructional Technologies Department at San Francisco State University, USA.
Rodney D. Myers is an independent scholar and consultant who teaches courses in instructional design and technology and is Adjunct Lecturer in the Instructional Systems Technology Department at Indiana University, USA.
"What is really new and valuable in this volume emphasizing a learner-centered instructional design perspective is its reflection of a holistic view of the learner as an autonomous agent who is much more than a cognitive processor. Rather, these authors recognize that a learner has emotions, moods, a cultural and social context, habits, and personal and professional interests. Recalling lessons learned from prior research, providing time and informative, constructive feedback to learners, then, is likely to promote understanding and performance. These lessons are carried forward in many of the chapters of this volume, which I highly recommend to instructional designers, educational researchers, and educational practitioners."
--J. Michael Spector, Professor and former Chair of the Department of Learning Technologies at the University of North Texas, USA
"The fourth and latest volume of this enormously helpful series steps dramatically away from conventional patterns of education with a truly learner-centered paradigm emphasizing attainments, tasks, and personalization rather than time, content, and standardization."
--David Perkins, Carl H. Pforzheimer, Jr., Research Professor of Teaching and Learning, Harvard Graduate School of Education, USA