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

IV. Technology and Media

Technology and media has always been central to the field of LIDT. While many in the field have argued that technology can represent any tool, even conceptual ones, this section will discuss the more popular digital technologies. You will read about current research trends in technology integration, and frameworks for understanding what effective technology integration is. There is also a summary of the essential topic of distance education, and an older, but classic, cautionary article about how much of the research into distance education (and any new educational technology) falls into the classic "media comparison" trap that has plagued our field since the classic Clark versus Kozma debates in Educational Technology Research and Development and Review of Educational Research in the 1980s and 1990s (see this summary []). A few of the many current trends are also represented in this section, with articles on open educational resources, gamified learning, data mining, learning analytics, and open badges. While reading these articles, I refer you back to Andrew Gibbons' article in the design section, where he defines the various "centrisms" he has observed in our field. While it is common for many students to begin their careers media-centric, as you develop wisdom and expertise, you should come to see technology and media as a means, instead of an end, to your instructional design goals.


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