The Instructional Design Knowledge Base

The Instructional Design Knowledge Base: Theory, Research and Practice provides ID professionals and students at all levels with a comprehensive exploration of the theories and research that serve as a foundation for current and emerging ID practice. This book offers both current and classic interpretations of theory from a range of disciplines and approaches. It encompasses general systems, communication, learning, early instructional, media, conditions-based, constructivist design and performance-improvement theories. Features include: <ul>
<li>rich representations of the ID literature</li> <li>concise theory summaries</li> <li>specific examples of how theory is applied to practice</li> <li>recommendations for future research </li> <li>a glossary of related terms</li> <li>a comprehensive list of references.</li>
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A perfect resource for instructional design and technology doctoral, masters and educational specialist certificate programs, The Instructional Design Knowledge Base provides students and scholars with a comprehensive background for ID practice and a foundation for future ID thinking.

The Instructional Design Knowledge Base: Theory, Research, and Practice

Computers & Technology

Klein, James D.

Richey, Rita C.

Tracey, Monica W.

Programming

Routledge

Design and Development Research: Methods, Strategies, and Issues

AECT Design &amp; Development Outstanding Book Award for 2008! Design and Development Research thoroughly discusses methods and strategies appropriate for conducting design and development research. Rich with examples and explanations, the book describes actual strategies that researchers have used to conduct two major types of design and development research: 1) product and tool research and 2) model research. Common challenges confronted by researchers in the field when planning and conducting a study are explored and procedural explanations are supported by a wide variety of examples taken from current literature. Samples of actual research tools are also presented. Important features in this volume include: <ul>
<li>concise checklists at the end of each chapter to give a clear summary of the steps involved in the various phases of a project;</li> <li>an examination of the critical types of information and data often gathered in studies, and unique procedures for collecting these data;</li> <li>examples of data collection instruments, as well as the use of technology in data collection; and</li> <li>a discussion of the process of extracting meaning from data and interpreting product and tool and model research findings.</li>
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Design and Development Research is appropriate for both experienced researchers and those preparing to become researchers. It is intended for scholars interested in planning and conducting design and development research, and is intended to stimulate future thinking about methods, strategies, and issues related to the field.

Politics & Social Sciences

Social Sciences

Design and Development Research

Education & Teaching

Schools & Teaching

Book by Seels, Barbara B., Richey, Rita C.

Instructional Technology: The Definition and Domains of the Field

Seels, Barbara B.

Assn for Educational

The Association officially endorses this definition of Instructional Technology which has been developed over three years by the Committee on Definition and Terminology. The Association recognizes that other theoretical frameworks exist and that these are valid, but believes that these are part of the more inclusive theoretical framework of Instructional Technology used in this definition. In making this definition and the document explaining it available, we hope to help other organizations clarify their relationship to the broad field of Instructional Technology. Although the Association offers this definition as its current position, it is committed to a continuous reevaluation of the definition and to revising and publishing it so that it reflects changing concepts and terminology. A document of this magnitude can only be produced as the result of the dedication and effort of the persons who formed the committee and of its chairperson, Barbara Seels and her collaborator, Rita C. Richey. Without their energies, skill, perseverance, and willingness to risk stating their perceptions in this format we could not have offered this document. Whether or not we agree with the statements presented here, they will provide a benchmark and a point of dialogue for further development of a profession which seeks to provide conditions for effective learning.

Instructional Technology: The Definition and Domains of the Field, 1994 Edition

Information Age Publishing

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Books by Richey, Rita C.