Issues in Technology, Learning, and Instructional Design

In Issues in Technology, Learning, and Instructional Design, some of the best-known scholars in those fields produce powerful, original dialogues that clarify current issues, provide context and theoretical grounding, and illuminate a framework for future thought. Position statements are introduced and then responded to, covering a remarkably broad series of topics across educational technology, learning, and instructional design, from tool use to design education to how people learn. Reminiscent of the well-known Clark/Kozma debates of the 1990s, this book is a must-have for professionals in the field and can also be used as a textbook for graduate or advanced undergraduate courses.

Alison A. Carr-Chellman is Dean of the College of Education at the University of Idaho. Gordon Rowland is Professor of Communications at Ithaca College.

Introduction Part 1: The Nature of Design - The Relationship of Instructional Design to the Broad Field of Design by Patrick Parrish - Response by Harold Nelson - Rejoinder by Patrick Parrish - Toward Understanding the Nature of Design by Brenda Bannan - Response by Andrew S. Gibbons - Rejoinder by Brenda Bannan - Guerrilla Design: How Can We Accommodate Against-the-Grain Thinking in Our Practice? by Brent Wilson - Response by Barbara L. Martin - Rejoinder by Brent G. Wilson - Design Beyond Content: Extending the Value of Educational Technology; an Examination of the Role or the Anti-Role of Content in Educational Technology by Brad Hokanson - Response by Peter Samuelson Wardrip - Rejoinder by Brad Hokanson - The Systems Approach to Instructional Development by Michael Molenda - Response by Thomas Argondizza - Rejoinder by Michael Molenda - Instructional Design Models and the Expertise Required to Practice True Instructional Design by Robert Maribe Branch - Response by Lloyd P. Rieber - Rejoinder by Robert Maribe Branch Part 2: Preparing Designers Introduction to Part 2 - Developing Design Expertise by Kathleen Fortney - Response by Elizabeth Boling - Rejoinder by Kathleen Fortney - Design Education as a Site for Educating Disciplines by Kennon M. Smith - Response by Atsusi Hirumi - Rejoinder by Kennon M. Smith - Necessary Ingredients for the Education of Designers by Irene Visscher-Voerman - Response by Monica Tracey - Rejoinder by Irene Visscher-Voerman - Teaching the Complex Performance of Instructional Design: Why We Cannot Use the (Existing) Tools of Instructional Design by Elizabeth Boling - Response by M. David Merrill - Rejoinder by Elizabeth Boling - My Hope for the Future of Instructional Technology by M. David Merrill - Response by Tonia A. Dousay - Rejoinder by M. David Merrill - Preparing Instructional Designers by Monica W. Tracey - Response by Brad Hokanson - Rejoinder by Monica W. Tracey Part 3: Context Introduction to Part 3 - Education is Completely Broken by Roger C. Schank - Response by Kyle Peck - Rejoinder by Roger C. Schank - Paradigm Change: Its Time Is Now by Charles M. Reigeluth - Response by Roger C. Schank - Rejoinder by Charles M. Reigeluth - The Unbalancing of Corporate Systems: The Neuroscience of Intellect vs. Wisdom by Anthony Marker - Response by Rob Foshay - Rejoinder by Anthony Marker - Women in Educational Technology by Audrey Watters - Response by Rose Marra Part 4: Technology Introduction to Part 4 - The Learner-Centered Paradigm of Instruction by Charles M. Reigeluth - Response by Stephen W. Harmon - Rejoinder by Charles M. Reigeluth - Learning From and With Media and Technology by Thomas C. Reeves - Response by Wilhelmina C. Savenye - Rejoinder by Thomas C. Reeves - Building Educational Technologies to Scale in Schools by Rob Foshay - Response by MJ Bishop - Rejoinder by Rob Foshay - For the Foreseeable Future, Instructional Technology Devices and Products-No Matter How Well Designed-Will Not Eliminate the Need for Human Teachers by Ward Mitchell Cates and Thomas C. Hammond - Response by Sugata Mitra - Rejoinder by Ward Mitchell Cates and Thomas C. Hammond - What's Next for E-Learning? By John Savery - Response by Clark Quinn - Rejoinder by John Savery - Any Time, Any Place, Any Pace ... by Kathryn Kennedy and Joseph R. Friedhoff - Response by Victoria Raish - Rejoinder by Kathryn Kennedy and Joseph R. Friedhoff Part 5: Learning Science Introduction to Part 5 - Points of Contact: Educational Technology and the Learning Sciences by Andrew S. Gibbons - Response by Jason Yip - Rejoinder by Andy Gibbons - Bring Design to Design-Based Research by Gordon Rowland - Response by Heather Toomey Zimmerman - Rejoinder by Gordon Rowland - Participatory Design by Jason Yip - Response by Thomas C. Reeves - Rejoinder by Jason Yip Conclusion