520
Publication Information
SeriesBYU Instructional Psychology and Technology Department
ISBN978-0-578-85497-7
DOI10.59668/id
LicenseCC BY-NC
Year2021
LanguageEnglish
Printed Version

Design for Learning

Principles, Processes, and Praxis

Abstract

Our purpose in this book is twofold. First, we introduce the basic skill set and knowledge base used by practicing instructional designers. We do this through chapters contributed by experts in the field who have either academic, research-based backgrounds, or practical, on-the-job experience (or both). Our goal is that students in introductory instructional design courses will be able to use this book as a guide for completing a basic instructional design project. We also hope the book is useful as a ready resource for more advanced students or others seeking to develop their instructional design knowledge and skills.

Table of Contents

Our purpose in this book is twofold. First, we introduce the basic skill set and knowledge base used by practicing instructional designers. We do this through chapters contributed by experts in the field who have either academic, research-based backgrounds, or practical, on-the-job experience (or both). Our goal is that students in introductory instructional design courses will be able to use this book as a guide for completing a basic instructional design project. We also hope the book is useful as a ready resource for more advanced students or others seeking to develop their instructional design knowledge and skills.

BYU Open Learning Network

BYU Open Learning Network

CC BY-NC: This work is released under a CC BY-NC license, which means that you are free to do with it as you please as long as you (1) properly attribute it and (2) do not use it for commercial gain.

The publisher BYU Open Learning Network does not have a physical location, but its primary support staff operate out of Provo, UT, USA.

The publisher BYU Open Learning Network makes no copyright claim to any information in this publication and makes no claim as to the veracity of content. All content remains exclusively the intellectual property of its authors. Inquiries regarding use of content should be directed to the authors themselves.

DOI: 10.59668/id

ISBN: 978-0-578-85497-7

URL: https://open.byu.edu/id

& (2021). Design for Learning: Principles, Processes, and Praxis (1st ed.). BYU Open Learning Network. https://dx.doi.org/10.59668/id
Stephen Downes

National Research Council of Canada

This open access book came out last year but I didn't get around to reading it until today. It's part of a series from EdTech Books. The structure of the book (434 page PDF) is captured in the title. The first part focuses on the design practice itself, while the second part underpins that practice in theory. It makes an excellent introductory text, covering a lot of ground, but in limited depth. The book's 36 chapters, each written by different authors, are short (10-15 pages) overviews of their topics. The presentation is often visual, using diagrams and tables, and many chapters have application exercises (in OLDaily, https://www.downes.ca/post/74179).
Jason K. McDonald

Brigham Young University

Dr. Jason K. McDonald is a Professor of Instructional Psychology & Technology at Brigham Young University. He brings twenty-five years of experience in industry and academia, with a career spanning a wide-variety of roles connected to instructional design: face-to-face training; faculty development; corporate eLearning; story development for instructional films; and museum/exhibit design. He gained this experience as a university instructional designer; an executive for a large, international non-profit; a digital product director for a publishing company; and as an independent consultant.

Dr. McDonald's research focuses around advancing instructional design practice and education. In particular, he studies the field's tendency to flatten/redefine educational issues in terms of problems that can be solved through the design of technology products, and how alternative framings of the field's purpose and practices can resist these reductive tendencies.

At BYU, Dr. McDonald has taught courses in instructional design, using stories for learning purposes, project management, learning theory, and design theory. His work can be found at his website: http://jkmcdonald.com/

Richard E. West

Brigham Young University

Dr. Richard E. West is an associate professor of Instructional Psychology and Technology at Brigham Young University. He teaches courses in instructional design, academic writing, qualitative research methods, program/product evaluation, psychology, creativity and innovation, technology integration skills for preservice teachers, and the foundations of the field of learning and instructional design technology.

Dr. West’s research focuses on developing educational institutions that support 21st century learning. This includes teaching interdisciplinary and collaborative creativity and design thinking skills, personalizing learning through open badges, increasing access through open education, and developing social learning communities in online and blended environments. He has published over 90 articles, co-authoring with over 80 different graduate and undergraduate students, and received scholarship awards from the American Educational Research Association, Association for Educational Communications and Technology, and Brigham Young University.

He tweets @richardewest, and his research can be found on http://richardewest.com/

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