1st Edition

The Instructional Design Knowledge Base Theory, Research, and Practice

    240 Pages
    by Routledge

    240 Pages
    by Routledge

    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.

    Chapter I: An Overview of the Theoretical Structure of Instructional Design

      1. Definition and Scope of Instructional Design (ID)
        1. ID Definitions
        2. The Relationship of ID to the Field of Instructional Technology

      2. The Historical Evolution of Instructional Design
        1. Intellectual History
        2. Practitioner History

      3. An Exploration of Disciplinary Knowledge Bases
        1. The Components of a Knowledge Base
        2. Research and Theory
        3. Theory and Models
        4. The Role of a Knowledge Base

      4. The Nature of the ID Knowledge Base
        1. Theoretical Foundations from Other Disciplines
          1. General Systems Theory
          2. Psychological Theory
          3. Learner-Centered Theory
          4. Communication Theory
          5. Early Instructional Theories and Models

        2. Theory Unique to Instructional Design
          1. Theories and Models of Mediated Instruction
          2. Conditions-Based ID Theory
          3. Practice-Based ID Theory

      5. A General Model of the Instructional Design Knowledge Base

     

    Part Two: Theoretical Foundations from Other Disciplines

    Chapter II: General Systems Theory

      1. Overview of General Systems Theory
        1. Definitions and Types of Systems
        2. The Environment of a System
        3. The Structure of a System

      2. The Evolution of Systems Thinking in Instructional Technology
        1. Educational Engineering
        2. Scientific Management of Education
        3. Early Proponents of Systems Applications in Education
          1. W.W. Charters
          2. Leonard Silvern

      3. Traditional Applications of General Systems Theory to ID
        1. The Systems Approach
        2. Procedural Macro-Design Models & their Relationship to General Systems Theory

      4. Current Applications and Trends of Systemic Thinking
        1. Enhanced ISD Models
          1. The New Dick, Carey & Carey Model
          2. van Merrienboer’s Model
          3. Context-Specific Models

        2. School Restructuring
        3. Systems Thinking in Human Resource Development
        4. Quality Movement
        5. Performance Re-Engineering

      5. The Philosophical Orientation of Systems Theory
        1. Modernism
        2. Pragmatism
        3. Objectivist

      6. Recommendations for Systems-Related ID Research
      7. Summary of General Systems Theory and its Role in the ID Knowledge Base

    Chapter III: Communication Theory

      1. Nature of Human Communication
        1. Social and Behavioral Communication Systems
        2. Channels of Communication
        3. Message Transmission

      2. Message Form and Structure
        1. Types of Messages
        2. Information Load

      3. Perception and Attention
        1. Perception of Linguistic and Non-linguistic Messages
        2. Neurological Implications for Perception and Attention

      4. Organizational Communication
        1. Role of Culture
        2. Communication Style

      5. Traditional Applications of Communication Theory to ID: Message Design
      6. Current Applications and Trends of Communication Theory to ID
        1. Screen Design
        2. Globalized Design
        3. Online Communication

      7. The Philosophical Orientation of Communication Theory
        1. Empiricism
        2. Socio-Cultural Philosophies

      8. Recommendations for Communications-Related ID Research
      9. Summary of Communication Theory and its Role in the ID Knowledge Base

     

    Chapter IV: Classic Psychological Theory

      1. Learning Theory
        1. Definition of Learning
        2. Behavioral Learning Theory
          1. Thorndike (Instrumental Conditioning & Connectionism)
          2. Pavlov (Classical Conditioning)
          3. Skinner (Operant Conditioning)
          4. Hull

        3. Cognitive Learning Theory
          1. Tolman
          2. Gestalt Psychology
          3. New Information Processing Theory & the Influence of Neuro-physiological Theory

      2. Motivation Theory
        1. Interest
        2. Persistence & Drive

      3. Theories of the Organization
        1. Incentives
        2. Organizational Change
        3. Diffusion of Innovation

      4. Traditional Applications of Psychological Theory to ID
        1. Behavioral Design Strategies
        2. Cognitive Design Strategies
        3. Problem-Based Learning
        4. Enterprise Schema

      5. Current Applications and Trends of Psychological Theory to ID
        1. Organizational Culture and Performance Improvement
        2. Cognitive Task Analysis
        3. Contextual Analysis
        4. Persistence in Online Learning

      6. The Philosophical Orientation of Psychological Theory
        1. Empiricism
        2. Objectivist
        3. Moderism

      7. Recommendations for Psychology-Related ID Research
      8. Summary of Psychological Theory and its Role in the ID Knowledge Base

     

    Chapter V: Learner-Centered Theory

      1. The Nature of Learner-Centered Theory
      2. Constructivisim
        1. Overview of the General Principles
        2. Philosophical Orientation
        3. A Comparison of Constructivist and Cognitive Orientations

      3. Gardner’s Theory of Multiple Intelligence
        1. Overview of Gardner’s Theory of Knowledge Acquisition
        2. The Nine Intelligences
        3. The Role of Imagination

      4. Activity Theory
        1. Learning as a Social and Contextualized Process
        2. Zone of Proximal Development
        3. Learning as Mediated Activity

      5. Current Applications and Trends of Learner-Centered Theory to ID
        1. Situated Learning And Cognitive Apprenticeships
        2. Collaborative Learning
        3. Discovery Learning
        4. Interactive Online Learning
        5. Learning with Technology

      6. The Philosophical Orientation of Learner-Centered Theory
        1. Artistic
        2. Social Constructivism

      7. Recommendations for Learner-Centered ID Research
      8. Summary of Learner-Centered Theory and its Role in the ID Knowledge Base

    Chapter VI: Early Instructional Theory and Models

      1. The Nature of Instructional Theory
      2. Curriculum Theory
        1. Classification of Instructional Content
        2. Sequencing of Instructional Activities
          1. Bruner’s Spiraling Curriculum
          2. Aususbel’s Subsumptive Sequencing

        3. Joyce & Weil’s Models of Teaching

      3. Time-Focused Models of Instruction
        1. Carroll’s Model of School Learning
        2. Bloom’s Model
        3. Key Variables in Time-Focused Models
          1. Academic Learning Time
          2. Teacher Time (Harnischfeger and Wiley)
          3. Learner Attitudes (Bloom; Cooley and Leinhardt)

      4. Learner-Focused Models of Instruction and Learning
        1. Piaget
        2. Adult Learning
          1. Life-Span Development Theories
          2. Knowles’s Theory of Andagogy
          3. Fluid and Crystallized Intelligence

        3. Aptitude-Treatment Interaction

      5. Current Applications and Trends of Instructional Theory to ID
        1. Adult Learner Emphases in Training
        2. Facilitating Online Learning
        3. School Accountability Models

      6. The Philosophical Orientation of Instructional Theory
        1. Empiricism
        2. Pragmatism

      7. Recommendations for ID Research Related to Curriculum and Instruction
      8. Summary of Instructional Theory and its Role in the ID Knowledge Base

     

    Part Three: Theory Unique to Instructional Design

    Chapter VII: Theories and Models of Mediated Instruction

      1. The Role of Reality and Concrete Experience in Concept Formation
        1. Visualizing the Curriculum: Hoban, Hoban & Zisman
        2. Dale and the Cone of Experience
        3. Learning by Doing

      2. Theories & Models of Visual Learning
        1. Visual Images and Information Transmission
        2. Gestalt Principles and Visual Learning (Arnheim)
        3. Tufte’s Principles of Information Display

      3. Traditional Applications to ID: Media Selection
      4. Current Trends in Mediated Instructional Design
        1. Distance Learning
        2. Instructional Strategy Applications of New Technologies
          1. Multi-Media Design
          2. Simulation Design
          3. Virtual Reality
          4. Online Learning
          5. Electronic Performance Support Systems for Learning

      5. Foundational Theory Roots of Theories and Models of Mediated Instruction
        1. Communication Theory
        2. Motivation Theory

      6. The Philosophical Orientation of Theories and Models of Mediated Instruction
        1. Empiricism
        2. Pragmatism

      7. Recommendations for ID Research Related to Mediated Instruction
      8. Summary of Theories of Mediated Instruction and their Role in the ID Knowledge Base

     

    Chapter VIII: Conditions-Based ID Theory and Models

      1. An Overview of the Principles of Conditions-Based Theory
        1. Categorization of Learning Outcomes
        2. Relationships Among Learning Outcomes
        3. Sequencing of Instruction
        4. Selecting Instructional Strategies

      2. Classic Conditions-Based Theories and Models
        1. Gagne’s Contributions: Cumulative Learning Theory, The Events of Instruction, and The Conditions of Learning
        2. Merrill’s Component Transaction Theory
        3. Keller’s ARCS Model of Motivation Design
        4. Reigeluth’s Elaboration Theory

      3. Current Trends in Conditions-Based ID
        1. van Merrienboer’s 4Component ID Model
        2. Tenneyson’s ID4
        3. Merrill’s 5-Star Instruction

      4. Foundational Theory Roots of Conditions-Based Theory and Models
        1. General Systems Theory
        2. Learning Theory
        3. Instructional Theory

      5. The Philosophical Orientation of Conditions-Based Theory
        1. Empiricism
        2. Pragmatism
        3. Objectivist

      6. Recommendations for Conditions-Related ID Research
      7. Summary of Conditions-Based Theories and their Role in the ID Knowledge Base

     

    Chapter IX: Practice-Based ID Theory and Models

      1. The Nature of Practice-Based Theory
      2. The Performance Improvement Orientation
        1. Theoretical Bases
          1. Economic Theory
          2. Psychological Theory
          3. Systems Theory

        2. Performance Improvement Models
          1. Human Performance Technology Model
          2. Organizational Development Model

      3. Theory Rooted in Analyses of Designer Performance and Processes
        1. Foundations in Design and Development Research
          1. Product and Tool Research
          2. Model Research

        2. Designer Expertise
          1. Novice-Expert Distinctions
          2. Competencies of Expert Designers

      4. Current Trends in Practice-Based ID
        1. Cycle Time Reduction Techniques
          1. Rapid Prototyping
          2. Learning Objects

        2. Performance Enhancement Techniques
          1. Just-in-Time Training
          2. Job Performance Aids

        3. Technology-Based Design Tools
          1. Expert Design Systems
          2. Electronic Performance Support Systems

        4. Layers of Necessity Approach

      5. Foundational Theory Roots of Practice-Based ID Theory and Models
        1. Learning Theory
        2. Organizational Theory
        3. General Systems Theory

      6. The Philosophical Orientation of Practice-Based ID Theory and Models
        1. Empiricism
        2. Pragmatism

      7. Recommendations for Practice-Related ID Research
      8. Summary of Practice-Based Theories and their Role in the ID Knowledge Base

     

    Part Four: Synthesis of ID Knowledge Base

    Chapter X: A Taxonomy of the ID Knowledge Base

      1. The Taxonomy as a Conceptual Framework
      2. A Summary of the Elements of the ID Knowledge Base
        1. Learner Characteristics and Learning Processes
        2. Learning and Performance Contexts
        3. Content Structure and Sequence
        4. Instructional Strategies
        5. Media and Delivery Systems
        6. Designers and Design Processes

      3. The ID Taxonomy: A Conceptual Model of Instructional Design
      4. Summary and Conclusions

    Biography

    Rita C. Richey is Professor Emeritus of Instructional Technology at Wayne State University.

    James D. Klein is Professor of Educational Technology at Arizona State University.

    Monica W. Tracey is an Associate Professor of Instructional Technology at Wayne State University.

    Winner of the 2012 Brown Outstanding Book Award

    "This volume offers a comprehensive review and summary of the various theories that have informed instructional design over the years….The book is well written and organized, and it may well become a classic reference work….The up-to-date treatments of foundation theories and the discussion of their interrelationships and impact on instructional design are not to be found in any other single volume, which makes this an important resource for instructional design researchers and practitioners."—Educational Technology