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Foundations of Learning and Instructional Design Technology Foundations of Learning and Instructional Design Technology Historical Roots and Current Trends Richard E. West Version: 1.61 Built on: 09/06/2021 09:18am This book is provided freely to you by CC BY: This work is released under a CC BY license, which means that you are free to do with it as you please as long as you properly attribute it. Table of Contents Acknowledgements .................................................................. 7 Introduction ............................................................................... 8 List of Authors ......................................................................... 15 I. Definitions and History ............................................................. 16 1. The Proper Way to Become an Instructional Technologist ............................................................................................. 18 2. What Is This Thing Called Instructional Design? .......... 37 3. History of LIDT .................................................................... 42 4. A Short History of the Learning Sciences ...................... 48 5. LIDT Timeline ...................................................................... 71 6. Programmed Instruction ................................................... 73 7. Edgar Dale and the Cone of Experience ......................... 94 8. Twenty Years of EdTech .................................................. 108 II. Learning and Instruction ....................................................... 131 9. Memory .............................................................................. 133 10. Intelligence ..................................................................... 145 11. Behaviorism, Cognitivism, Constructivism ................ 152 12. Sociocultural Perspectives of Learning ...................... 187 13. Learning Communities .................................................. 216 14. Communities of Innovation .......................................... 234 15. Motivation Theories and Instructional Design .......... 261 16. Motivation Theories on Learning ................................ 287 17. Informal Learning .......................................................... 321 18. Overview of Problem-Based Learning ........................ 342 19. Connectivism .................................................................. 362 20. An Instructional Theory for the Post-Industrial Age ........................................................................................... 378 21. Using the First Principles of Instruction to Make Instruction Effective, Efficient, and Engaging .......... 394 III. Design ...................................................................................... 412 22. Instructional Design Models ........................................ 413 Foundations of Learning and Instructional Design Technology 4 23. Design Thinking and Agile Design .............................. 440 24. What and how do designers design? .......................... 464 25. The Development of Design-Based Research ............ 483 26. A Survey of Educational Change Models .................... 510 27. Performance Technology .............................................. 519 28. Defining and Differentiating the Makerspace ........... 542 29. User Experience Design ................................................ 557 IV. Technology and Media .......................................................... 592 30. United States National Educational Technology Plan ........................................................................................... 593 31. Technology Integration in Schools .............................. 650 32. K-12 Technology Frameworks ...................................... 695 33. What Is Technological Pedagogical Content Knowledge? ........................................................................................... 703 34. The Learner-Centered Paradigm of Education .......... 722 35. Distance Learning .......................................................... 743 36. Old Concerns with New Distance Education Research ........................................................................................... 768 37. Open Educational Resources ........................................ 778 38. The Value of Serious Play ............................................. 792 39. Video Games and the Future of Learning .................. 817 40. Educational Data Mining and Learning Analytics ..... 839 41. Opportunities and Challenges with Digital Open Badges ........................................................................................... 862 V. Becoming an LIDT Professional ............................................ 875 42. The Moral Dimensions of Instructional Design ......... 876 43. Creating an Intentional Web Presence ....................... 888 44. Where Should Educational Technologists Publish Their Research? ........................................................................ 921 45. Rigor, Influence, and Prestige in Academic Publishing ........................................................................................... 942 46. Educational Technology Conferences ......................... 955 47. Networking at Conferences .......................................... 970 48. PIDT, the Important Unconference for Academics ........................................................................................... 977 Foundations of Learning and Instructional Design Technology 5 VI. Preparing for an LIDT Career ............................................... 983 49. What Are the Skills of an Instructional Designer? ........................................................................................... 985 50. Careers in Academia: The Secret Handshake ......... 1009 51. Careers in K-12 Education .......................................... 1027 52. Careers in Museum Learning ..................................... 1044 53. Careers in Consulting .................................................. 1063 Final Reading Assignment ........................................................ 1083 Back Matter ................................................................................ 1085 Author Information ............................................................. 1086 Citation Information ........................................................... 1089 Foundations of Learning and Instructional Design Technology 6 Acknowledgements Producing this textbook would not have been possible on my own. I am deeply grateful to Tanya Gheen, who skillfully served as copyeditor and layout designer, and Karen Arnesen who also served as copyeditor. Their skill in editing, as well as understanding of the field, gave valuable insights that I heeded in making many editorial decisions. Joshua Hveem and Jiahui Zhang also provided valuable assistance with formatting chapters, reproducing visual elements, and adding extra material to enhance the text of each chapter. I am also grateful to my colleague Royce Kimmons for creating edtechbooks.org as the primary platform for hosting this and other OER books. I am also grateful to the authors of the chapters, particularly those who authored new chapters for this book, because without quality content, there could have been no book. Finally, I acknowledge the wonderful contribution of students in the Brigham Young University Instructional Psychology and Technology program who contributed author biographies, graphical elements, and other additions to the book. In particular, credit for the design of the book cover goes to Jon Thomas. Foundations of Learning and Instructional Design Technology 7 Introduction Like most, I had a serendipitous beginning to my career in this field. I knew I loved to teach but did not know what subject. I loved to read and study theory as a literature major but did not want to spend my life writing another literary analysis of Chaucer. I loved to write as a former newspaper reporter and use visual design technologies to lay out newspapers but knew that was not quite right either. What was the answer? Luckily for me, a colleague mentioned instructional design, and I jumped feet first into a field that I knew very little about. I’ve learned over the years that my experience is more common than not, as there is not “a proper way” (see Lloyd Rieber’s Peter Dean lecture, republished in this book) to come into this field. People with a wide rainbow of academic and professional backgrounds come into this field and leave to occupy a similarly wide variety of employment options. For this reason, many have called our field a “meta” field that is integrated into many other disciplines. For what could be more ubiquitous than the need to educate? And where there is education, there must be designers to create it. Because we work in a meta-discipline, editing a book on the “foundations” of the field is very difficult. No matter how many chapters are included, inevitably there will be important topics left out. For this reason, curious readers are recommended to seek out any of the other excellent foundation textbooks available, including the following: Trends and Issues in Instructional Design and Technology Foundations of Learning and Instructional Design Technology 8 [https://edtechbooks.org/-Rfx] (Reiser and Dempsey) Foundations of Educational Technology [https://edtechbooks.org/-pX] (Spector) The Instructional Design Knowledge Base [https://edtechbooks.org/-Eam] (Richey, Klein, and Tracey) I repeat, this book will not cover everything a student in the field
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