Educating Learning Technology Designers

What knowledge and skills do designers of learning technologies need? What is the best way to train them to create high-quality educational technologies? Distilling the wisdom of expert instructors and designers, this cutting-edge guide offers a clear, accessible balance of theory and practical examples. This cutting-edge guide: - synthesizes learning, instructional design, and educational technology perspectives on learning-centered technology - highlighting how interdisciplinary work is driving the fields of the learning sciences and technology design and development - offers helpful resources for both faculty and students - including descriptions of a variety of successful courses in learning technology design, examples of student work with commentary by instructors and students, and discussions of "lessons learned" in course development - includes a "To the Student" chapter that speaks in plain language about what is exciting and challenging about creating technology for kids Directed to university instructors working with students on developing educational software projects and to managers leading learning technologies development teams, this book is a valuable resource for guiding and inspiring the next generation of designers of learning technologies.

Chris DiGiano is a software engineer at Google, Inc. and holds an adjoint appointment in the Computer Science Department at the University of Colorado at Boulder. Shelley Goldman is Professor (Teaching) at Stanford University. Michael Chorost is a freelance technology writer and educational consultant.

Selected Contents Contributor Biographies Preface 1. Introduction Shelley Goldman, Chris DiGiano and Michael Chorost 2. What Is Design Knowledge and How Do We Teach It? Christopher Hoadley and Charlie Cox 3. Focusing on Process: Evidence and Ideas to Promote Learning through the Collaborative Design Process Emma Mercier, Shelley Goldman, and Angela Booker 4. Partnering with K-12 Educators in Collaborative Design of Learning Technology Shelley Goldman, Emma Mercier and Angela Booker 5. Authentic Design and Collaboration: Involving University Faculty as Clients in Project-Based Learning Technology Design Courses Jennifer Meta Robinson, Alyssa Wise, and Thomas Duffy 6. Moving from Feedback to Scaffolding - Improving the LTD Student's Experience Suzanne Alejandre and K. Ann Renninger 7. Interdisciplinarity in Learning Technology Design Courses Angela Booker, Shelley Goldman, and Emma Mercier 8. Applying the "Studio Model" to Learning Technology Design Charlie Cox, Steve Harrison, and Christopher Hoadley 9. A Learning Technology Design Course, Deconstructed Chris Quintana 10. Teaching educational design around computer games: Balancing expectations, abilities and outcomes 11. Creating Educational Gamelets Clayton Lewis and Alexander Repenning 12. Playground Games and the Dissemination of Control in Computing and Learning Deborah Tatar, Sirong Lin, and Joon Suk Lee 13. Reflecting on Reflection: Guiding and Capturing Student Projects Online Chris DiGiano, Mike Chorost, and Mark Chung 14. To The Student Michael Chorost and Chris DiGiano 15. Featured Student Projects Gucci Estrella and Chris DiGiano