Instructional Design for Learning

This textbook on Instructional Design for Learning is a must for all education and teaching students and specialists. It provides a comprehensive overview about the theoretical foundations of the various models of Instructional Design and Technology from its very beginning to the most recent approaches. It elaborates Instructional Design (ID) as a science of educational planning. The book expands on this general understanding of ID and presents an up-to-date perspective on the theories and models for the creation of detailed and precise blueprints for effective instruction. It integrates different theoretical aspects and practical approaches, such as conceptual ID models, technology-based ID, and research-based ID. In doing so, this book takes a multi-perspective view on the questions that are central for professional ID: How to analyze the relevant characteristics of the learner and the environment? How to create precise goals and adequate instruments of assessment? How to design classroom and technology-supported learning environments? How to ensure effective teaching and learning by employing formative and summative evaluation? Furthermore, this book presents empirical findings on the processes that enable effective instructional designing. Finally, this book demonstrates two different fields of application by addressing ID for teaching and learning at secondary schools and colleges, as well as for higher education.

This textbook on Instructional Design for Learning is a must for all education and teaching students and specialists. It provides a comprehensive overview about the theoretical foundations of the various models of Instructional Design and Technology from its very beginning to the most recent approaches. It elaborates Instructional Design (ID) as a science of educational planning. The book expands on this general understanding of ID and presents an up-to-date perspective on the theories and models for the creation of detailed and precise blueprints for effective instruction. It integrates different theoretical aspects and practical approaches, such as conceptual ID models, technology-based ID, and research-based ID. In doing so, this book takes a multi-perspective view on the questions that are central for professional ID: How to analyze the relevant characteristics of the learner and the environment? How to create precise goals and adequate instruments of assessment? How to design classroom and technology-supported learning environments? How to ensure effective teaching and learning by employing formative and summative evaluation? Furthermore, this book presents empirical findings on the processes that enable effective instructional designing. Finally, this book demonstrates two different fields of application by addressing ID for teaching and learning at secondary schools and colleges, as well as for higher education.

Introduction and Objectives; What Is Instructional Design?; Introduction; Learning and Teaching: The Central Concepts of Instructional Design; Instructional Design: A Science of Educational Planning; The Practice of Instructional Design; Introduction; “The Early Bird Catches the Worm”; Components of Instructional Planning; Instructional Design as Complex Problem Solving; Design and Creativity: The Art of Teaching?; Models of Instructional Design; Introduction; Theories or Models?; Conceptual Models of Instructional Design; Technology-Based Approaches of Instructional Design; Research-Based Instructional Design; Introduction; Heuristics of Research-Based Instructional Design; Constructivist/Constructionist Approaches of Instructional Design; Inquiry-Oriented Instruction and User-Centered Design; User-Centered Instructional Design and Development; Fields of Application: Higher Education and Schooling; Introduction; Instructional Design for Higher Education; Instructional Design for Schooling; References.