Acknowledgements

List of Authors

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

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

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

998. Interviews with Design-Based Researchers (Videos)

K-12 Blended Teaching Competencies

Preface and About This Book

Appendix B: Research

Index of Topics

This content is provided to you freely by BYU Open Learning Network.

Access it online or download it at https://open.byu.edu/lidtfoundations/topical_index.