About the Book
"Instructional Design Theories and Models" (1993) has become a classic in the education literature and provided a snapshot in time of the status of instructional theories in the early 1980s. Remarkable changes have been occurring in learning theory and instructional theory since then, driven in part by advances in information technologies. Many argue that a whole new paradigm of instructional theories is needed - and indeed is emerging. But it is difficult for education students and professionals alike to identify all the exciting work that is being done and to see how the different lines of work interrelate. In short, there is a need for the second edition of this classic. This volume focuses on the new generation of instructional theories and models. Unlike Volume 1, whose theme was commonality and complementarity among theories of instruction, the theme of Volume 2 is diversity. This includes the role of values and different kinds of learning, and how they influence instructional theory and design.
Table of Contents:
Contents: Part I:About Instructional-Design Theory.C.M. Reigeluth, What Is Instructional-Design Theory and How Is It Changing? G.E. Snelbecker, Some Thoughts About Theories, Perfection, and Instruction. Part II:Fostering Cognitive Development.C.M. Reigeluth, J. Moore, Cognitive Education and the Cognitive Domain. H.E. Gardner, Multiple Approaches to Understanding. D.N. Perkins, C. Unger, Teaching and Learning for Understanding. M. Hannafin, S. Land, K. Oliver, Open Learning Environments: Foundations, Methods, and Models. R.H. Mayer, Designing Instruction for Constructivist Learning. R.C. Schank, T.R. Berman, K.A. Macpherson, Learning by Doing. D. Schwartz, X. Lin, S. Brophy, J.D. Bransford, Toward the Development of Flexibly Adaptive Instructional Designs. D. Jonassen, Designing Constructivist Learning Environments. L.M. Nelson, Collaborative Problem Solving. K. Bielaczyc, A. Collins, Learning Communities in Classrooms: A Reconceptualization of Educational Practice. L. Corno, J. Randi, A Design Theory for Classroom Instruction in Self-Regulated Learning? S. Pogrow, Systematically Using Powerful Learning Environments to Accelerate the Learning of Disadvantaged Students in Grades 4-8. L.N. Landa, Landamatics Instructional-Design Theory for Teaching General Methods of Thinking. S.J. Kovalik, J.R. McGeehan, Integrated Thematic Instruction: From Brain Research to Application. M.D. Merrill, Instructional Transaction Theory (ITT): Instructional Design Based on Knowledge Objects. C.M. Reigeluth, The Elaboration Theory: Guidance for Scope and Sequence Decisions. Part III:Fostering Psychomotor Development.A. Romiszowski, The Development of Physical Skills: Instruction in the Psychomotor Domain. Part IV:Fostering Affective Development.B.L. Martin, C.M. Reigeluth, Affective Education and the Affective Domain: Implications for Instructional-Design Theories and Models. C. Lewis, M. Watson, E. Schaps, Recapturing Education's Full Mission: Educating for Social, Ethical, and Intellectual Development. K. Stone-McCown, A.H. McCormick, Self-Science: Emotional Intelligence for Children. T.F. Kamradt, E.J. Kamradt, Structured Design for Attitudinal Instruction. T. Lickona, Character Education: The Cultivation of Virtue. J. Moore, Adolescent Spiritual Development: Stages and Strategies. Part V:Reflections and Future Research.C.M. Reigeluth, T.W. Frick,Formative Research: A Methodology for Creating and Improving Design Theories.G.E. Snelbecker, Current Progress, Historical Perspective, and Some Tasks for the Future of Instructional Theory.
About the Author :
Charles M. Reigeluth (Indiana University, USA)
Review :
"Overall, the volume fulfills a number of important functions and provides a positive direction for moving ahead with efforts to instantiate learning environments that reflect modern views of learning and social, affective development. It brings together an impressive array of theorists focused on issues of instructional-design for fostering cognitive, physical, and affective areas of education and training."
—Contemporary Psychology
