Instructional Design: International Perspectives II

Volume I: Theory, Research, and Models:volume Ii: Solving Instructional Design Problems

Nonfiction, Reference & Language, Education & Teaching, Teaching, Computers & Technology
Cover of the book Instructional Design: International Perspectives II by , Taylor and Francis
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9781136070129
Publisher: Taylor and Francis Publication: December 16, 2013
Imprint: Routledge Language: English
Author:
ISBN: 9781136070129
Publisher: Taylor and Francis
Publication: December 16, 2013
Imprint: Routledge
Language: English

Instructional design theory and practice has evolved over the past 30 years from an initial narrow focus on programmed instruction to a multidimensional field of study integrating psychology, technology, evaluation, measurement, and management. The growth of instructional design (ID) has occurred because of direct needs, problems, and goals from society. Its application in planning instruction first developed in the United States with the Department of Defense during World War II with the purpose of meeting immediate concerns for effective training of larger numbers of military personnel. From the beginning, ID has rapidly expanded into applications in industrial and executive training, vocational training, classroom learning, and professional education. Although ID has its roots in the U.S., applications and theoretical growth is an international activity. However, literature at the international level is still limited to either individual author contributions or collections primarily represented by single countries. As a result, there is no standard reference source that contains the rich variety of theories and applications to form the international foundation for the field.

The goal of this two-volume set is to establish international foundations for ID theory, research, and practice within the framework of the two following objectives:
* to identify and define the theoretical, research, and model foundations for ID, and
* to bridge the gap between ID foundations and application.

Volume I includes chapters on philosophical and theoretical issues on learning theory and ID models. Volume II provides an overview of the state of the art of solving ID problems. The contributors offer contrasting points of view which provide a rare opportunity to see the diversity and complexity in the field. The editorial committee has selected a wide range of internationally known authors to make presentations in the topic areas of the field.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Instructional design theory and practice has evolved over the past 30 years from an initial narrow focus on programmed instruction to a multidimensional field of study integrating psychology, technology, evaluation, measurement, and management. The growth of instructional design (ID) has occurred because of direct needs, problems, and goals from society. Its application in planning instruction first developed in the United States with the Department of Defense during World War II with the purpose of meeting immediate concerns for effective training of larger numbers of military personnel. From the beginning, ID has rapidly expanded into applications in industrial and executive training, vocational training, classroom learning, and professional education. Although ID has its roots in the U.S., applications and theoretical growth is an international activity. However, literature at the international level is still limited to either individual author contributions or collections primarily represented by single countries. As a result, there is no standard reference source that contains the rich variety of theories and applications to form the international foundation for the field.

The goal of this two-volume set is to establish international foundations for ID theory, research, and practice within the framework of the two following objectives:
* to identify and define the theoretical, research, and model foundations for ID, and
* to bridge the gap between ID foundations and application.

Volume I includes chapters on philosophical and theoretical issues on learning theory and ID models. Volume II provides an overview of the state of the art of solving ID problems. The contributors offer contrasting points of view which provide a rare opportunity to see the diversity and complexity in the field. The editorial committee has selected a wide range of internationally known authors to make presentations in the topic areas of the field.

More books from Taylor and Francis

Cover of the book Global Criminal and Sovereign Free Economies and the Demise of the Western Democracies by
Cover of the book Voice Terminal Echo (Routledge Revivals) by
Cover of the book Alternatives to Privatizing Public Education and Curriculum by
Cover of the book Designing the City by
Cover of the book Museum Educator's Handbook by
Cover of the book Transformational Resilience by
Cover of the book Poetry and the Religious Imagination by
Cover of the book The Charismatic Leadership Phenomenon in Radical and Militant Islamism by
Cover of the book Political Leadership, Nascent Statehood and Democracy by
Cover of the book Capitalist Imperialism, Crisis and the State by
Cover of the book Mirror, Sword and Jewel by
Cover of the book Understanding Driving by
Cover of the book Distinguishing Clinical from Upper Level Management in Social Work by
Cover of the book Scum by
Cover of the book The Moving Frontier by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy