Instructional-design theories and models 2 A new paradigm of instructional theory
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| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Mahwah, N.J. [u.a.]
Erlbaum [u.a.]
1999
Hillsdale, NJ Erlbaum 1999 |
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| 245 | 1 | 0 | |a Instructional-design theories and models |n 2 |p A new paradigm of instructional theory |c ed. by Charles M. Reigeluth |
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Datensatz im Suchindex
| _version_ | 1819622976083984384 |
|---|---|
| adam_text | Contents
UNIT
1 1
ABOUT INSTRUCTIONAL-DESIGN THEORY
1.
What Is Instructional-Design Theory and How Is It
5
Changing?
Charles M. Reigeluth
2.
Some Thoughts About Theories, Perfection, and
37
Instruction
Glenn E. Snelbecker
UNIT
2 49
FOSTERING COGNITIVE DEVELOPMENT
3.
Cognitive Education and the Cognitive Domain
51
Charles M. Reigeluth
&
Julie Moore
4.
Multiple Approaches to Understanding
69
Howard Gardner
5.
Teaching and Learning for Understanding
91
David
N.
Perkins
&
Chris
Unger
6.
Open Learning Environments: Foundations, Methods,
115
and Models
Michael Hannafin, Susan Land,
&
Kevin Oliver
vi
CONTENTS
7.
Designing Instruction for Constructivist Learning
141
Richard H. Mayer
8.
Learning by Doing
161
Roger C. Schank,
Tamara
R. Berman,
&
Kimberli A. Macpherson
9.
Toward the Development of Flexibly Adaptive
183
Instructional Designs
Daniel Schwartz, Xiaodong Lin, Sean Brophy,
&
John D. Bransford
10.
Designing Constructivist Learning Environments
215
David
Jonassen
11.
Collaborative Problem Solving
241
Laurie Miller Nelson
12.
Learning Communities in Classrooms:
269
A Reconceptualization of Educational Practice
Katerine
Bielaczyc
&
Allan Collins
13.
A Design Theory for Classroom Instruction
293
in Self-Regulated Learning?
Lyn
Corno
&
Judi
Randi
14.
Systematically Using Powerful Learning Environments
319
to Accelerate the Learning of Disadvantaged Students
in Grades
4-8
Stanley Pogrow
15.
Landamatics Instructional-Design Theory for Teaching
341
General Methods of Thinking
Lev
N.
Landa
16.
Integrated Thematic Instruction: From Brain Research
371
to Application
Susan Jafferies
Kovalik
with Jane Rasp McGeehan
CONTENTS
vii
17.
Instructional Transaction Theory (ITT): Instructional
397
Design Based on Knowledge Objects
M. David Merrill
18.
The Elaboration Theory: Guidance for Scope and
425
Sequence Decisions
Charles M. Reigeluth
UNIT3
455
FOSTERING PSYCHOMOTOR DEVELOPMENT
19.
The Development of Physical Skills: Instruction in the
457
Psychomotor Domain
Alexander Romiszowski
UNIT
4 483
FOSTERING AFFECTIVE DEVELOPMENT
20.
Affective Education and the Affective Domain:
485
Implications for Instructional-Design Theories and Models
Barbara L. Martin
&
Charles M. Reigeluth
21.
Recapturing Education s Full Mission: Educating for
571
Social, Ethical, and Intellectual Development
Catherine Lewis, Marilyn Watson,
&
Eric Schaps
22.
Self-Science: Emotional Intelligence for Children
537
Karen Stone-McCown
&
Ann Haulaway McCormlck
23.
Structured Design for
Attítudinal
Instruction
563
Thomas F. Karnmdt
&
Elizabeth J. Kamradt
24.
Character Education: The Cultivation of Virtue
597
Thomas Lickona
25.
Adolescent
Spiritual Development: Stages and Strategies
613
Joseph Moore
vili
CONTENTS
UNIT
5 631
REFLECTIONS AND FUTURE RESEARCH
26.
Formative Research: A Methodology for Creating
633
and Improving Design Theories
Charles M. Reigeluth
&
Theodore W. Frick
27.
Current Progress, Historical Perspective, and Some
653
Tasks for the Future of Instructional Theory
Glenn E. Snelbecker
Postscript
675
Author Index
677
Subject Index
687
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 cur-
rent issues and trends in instructional design. It is a sequel to Volume I of Instructional-Design Theories
and Models, 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 I! 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
and graduate students interested in education and training, this volume contains twice as many chapters,
but each are half as long as those 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 I, 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 theory 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
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| title | Instructional-design theories and models |
| title_auth | Instructional-design theories and models |
| title_exact_search | Instructional-design theories and models |
| title_full | Instructional-design theories and models 2 A new paradigm of instructional theory ed. by Charles M. Reigeluth |
| title_fullStr | Instructional-design theories and models 2 A new paradigm of instructional theory ed. by Charles M. Reigeluth |
| title_full_unstemmed | Instructional-design theories and models 2 A new paradigm of instructional theory ed. by Charles M. Reigeluth |
| title_short | Instructional-design theories and models |
| title_sort | instructional design theories and models a new paradigm of instructional theory |
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