Cover
Acknowledgements
Introduction
List of Authors
Author Index
I. Definitions and History
1. The Proper Way to Become an Instructional Technologist
2. What Is This Thing Called Instructional Design?
3. History of LIDT
4. A Short History of the Learning Sciences
5. LIDT Timeline
6. Programmed Instruction
7. Edgar Dale and the Cone of Experience
8. Twenty Years of EdTech
II. Learning and Instruction
9. Memory
10. Intelligence
11. Behaviorism, Cognitivism, Constructivism
12. Sociocultural Perspectives of Learning
13. Learning Communities
14. Communities of Innovation
15. Motivation Theories and Instructional Design
16. Motivation Theories on Learning
17. Informal Learning
18. Overview of Problem-Based Learning
19. Connectivism
20. An Instructional Theory for the Post-Industrial Age
21. Using the First Principles of Instruction to Make Instruction Effective, Efficient, and Engaging
III. Design
22. Instructional Design Models
23. Design Thinking and Agile Design
24. What and how do designers design?
25. The Development of Design-Based Research
26. A Survey of Educational Change Models
27. Performance Technology
28. Defining and Differentiating the Makerspace
29. User Experience Design
IV. Technology and Media
30. United States National Educational Technology Plan
31. Technology Integration in Schools
32. K-12 Technology Frameworks
33. What Is Technological Pedagogical Content Knowledge?
34. The Learner-Centered Paradigm of Education
35. Distance Learning
36. Old Concerns with New Distance Education Research
37. Open Educational Resources
38. The Value of Serious Play
39. Video Games and the Future of Learning
40. Educational Data Mining and Learning Analytics
41. Opportunities and Challenges with Digital Open Badges
V. Becoming an LIDT Professional
42. The Moral Dimensions of Instructional Design
43. Creating an Intentional Web Presence
44. Where Should Educational Technologists Publish Their Research?
45. Rigor, Influence, and Prestige in Academic Publishing
46. Educational Technology Conferences
47. Networking at Conferences
48. PIDT, the Important Unconference for Academics
VI. Preparing for an LIDT Career
49. What Are the Skills of an Instructional Designer?
50. Careers in Academia: The Secret Handshake
51. Careers in K-12 Education
52. Careers in Museum Learning
53. Careers in Consulting
Final Reading Assignment
Index of Topics

V. Becoming an LIDT Professional

Becoming an LIDT professional is more than knowing some theory, and having some design or technical skills. You must learn how to network with other professionals, engage with professional organizations, and perhaps (hopefully!) contribute your growing insights back to the research and design literature through publication. These chapters will seek to guide you on this journey, as well as in establishing a moral foundation for your work as an LIDT professional.

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