CoverAcknowledgementsIntroductionList of AuthorsAuthor IndexI. Definitions and History1. The Proper Way to Become an Instructional Technologist2. What Is This Thing Called Instructional Design?3. History of LIDT4. A Short History of the Learning Sciences5. LIDT Timeline6. Programmed Instruction7. Edgar Dale and the Cone of Experience8. Twenty Years of EdTechII. Learning and Instruction9. Memory10. Intelligence11. Behaviorism, Cognitivism, Constructivism12. Sociocultural Perspectives of Learning13. Learning Communities14. Communities of Innovation15. Motivation Theories and Instructional Design16. Motivation Theories on Learning17. Informal Learning18. Overview of Problem-Based Learning19. Connectivism20. An Instructional Theory for the Post-Industrial Age21. Using the First Principles of Instruction to Make Instruction Effective, Efficient, and EngagingIII. Design22. Instructional Design Models23. Design Thinking and Agile Design24. What and how do designers design?25. The Development of Design-Based Research26. A Survey of Educational Change Models27. Performance Technology28. Defining and Differentiating the Makerspace29. User Experience DesignIV. Technology and Media30. United States National Educational Technology Plan31. Technology Integration in Schools32. K-12 Technology Frameworks33. What Is Technological Pedagogical Content Knowledge?34. The Learner-Centered Paradigm of Education35. Distance Learning36. Old Concerns with New Distance Education Research37. Open Educational Resources38. The Value of Serious Play39. Video Games and the Future of Learning40. Educational Data Mining and Learning Analytics41. Opportunities and Challenges with Digital Open BadgesV. Becoming an LIDT Professional42. The Moral Dimensions of Instructional Design43. Creating an Intentional Web Presence44. Where Should Educational Technologists Publish Their Research?45. Rigor, Influence, and Prestige in Academic Publishing46. Educational Technology Conferences47. Networking at Conferences48. PIDT, the Important Unconference for AcademicsVI. Preparing for an LIDT Career49. What Are the Skills of an Instructional Designer?50. Careers in Academia: The Secret Handshake51. Careers in K-12 Education52. Careers in Museum Learning53. Careers in ConsultingFinal Reading AssignmentIndex of Topics

I. Definitions and History

The ritual is a common one, every fall semester. Students knock on my door, introduce themselves as interested in studying Learning and Instructional Design Technology for a graduate degree, ask how they can prepare themselves. Should they study psychology for their undergraduate degree? Education? Sociology? Media and technology? Research methods? Design of some sort?

The answer would be, of course, yes! But this does not mean one must know everything to be successful in LIDT. Rather, this means that there are many successful and "proper" paths into our field. Lloyd Rieber explains this very well in his Peter Dean Lecture essay that is the first chapter of this section and book. I find that this essay often puts students at ease, explaining that whatever their path might have been, they belong in the field.

This section also includes several chapters on the history of the LIDT field. Because the field of LIDT could be defined broadly, any aspect of the history of education and learning could be considered a history of this field. However, there is generally consensus that the field of LIDT began in earnest with the development of digital technologies, programmed instruction, and systemic thinking, and then grew to include newer developments such as the learning sciences and evolving perspectives on teaching and learning. These points of view are reflected in these chapters, but students are encouraged to think about the history of the field more broadly as well. What perspectives are not included in these historical chapters that should be? What other theories, ideas, and voices helped to form a foundation for how we look at the field of LIDT?


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