keywords:

Annotation:

instructional design, technology,
e-Learning

Depending upon your interests and experiences, you may or may not have foundational understanding of Instructional Design and Adult Learning Theory. In an effort to get all lab members to speak in the same language, this induction has been designed to introduce you to the IDEAL lab, its members, and its focus areas.

Click here to download the induction tutorial.

keywords:

Annotation:

instructional design, technology,
e-Learning

This list represents a "Top Ten" reading list of books and articles in the field of instructional design and technology. The list also includes a number of other readings and was updated in December 2005.

Click here to download the Top Ten Reading List.

keywords:

Annotation:

instructional design, technology,
e-Learning

This bibliography represents a more complete listing of additional readings covering a variety of topics, including online environments and distance learning, classroom environments, communities of practice, and tools and emerging technologies. This document was updated in January 2006.

Click here to download the IDEAL Lab Bibliography.

keywords:

Annotation:

instructional design, technology,
e-Learning

Michael Allen suggests a structure for the components necessary for the design of effect e-Learning environments. Additionally, he provides insights into the reasons why computer delivered instruction has not lived up to initial expectations.

The article ends with a call for action, encouraging instructional designers to concentrate on developing new methods for delivering engaging, meaningful, and memorable learning interactions.

Allen, M. W. (2003, November-December). I had no idea: How to build creative e-learning experiences. Educational Technology, 43 (6), 15-20.

keywords:

Author's Abstract:

instructional design, curriculum development

Over the years, instructional design and curriculum development have emerged as distinct fields with separate bodies of literature. Instructional designers who refer to curriculum work tend to enforce its difference from their own endeavors through four binary oppositions: Training/Education, Systematic/Random, How/What, and Technology-based/Traditional.

I will examine and, ultimately, deconstruct these oppositions, showing that they are inadequate determiners of difference, and suggesting that it is time to open channels of communication between the fields.

Rose, E. (2003, October). Instructional design and curriculum development: Deconstructing the difference. Paper presented at the meeting of the Association for Educational Communications and Technology, Anaheim CA.

keywords:

Author's Abstract:

instructional-design theory, training, education, learner-centered

The purpose of this chapter is to provide some ideas that will help you analyze and understand the instructional-design theories presented in this book. First, we will explore what an instructional-design theory is. This will include a discussion of the role that values play in instructional-design theories and a discussion of what an instructional-design theory is not.

In the second half of the chapter, we will explore the need for a new paradigm of instructional-design theory. In particular, we will look at the need for a paradigm of training and education in which the learner is at the top of the organizational chart rather than the bottom. Then we will look at the implications that such a paradigm has for instructional-design theory, including the extent to which some of the design decisions should perhaps be made by the learners while they are learning.

Reigeluth, C. M. What is instructional-design theory and how is it changing? In C. M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (Vol. 2, pp. 5-29). Hillsdale, NJ: Lawrence Erlbaum Associates.

keywords:

Author's Abstract:

instructional design, cognitive load, scaffolding, just-in-time information presentation

Complex learning aims at the integration of knowledge, skills, and attitudes; the coordination of qualitatively different constituent skills; and the transfer of what is learned to daily life or work settings. Recent instructional theories stress authentic learning tasks as the driving force for learning; but due to the complexity of those tasks, learning may be hampered by the limited processing capacity of the human mind.

In this article, we present a framework for scaffolding practice and just-in-time information presentation, aiming to control cognitive load effectively. We briefly describe a design model for complex learning consistent with cognitive lead theory. Theoretical and practical implication of the presented framework are discussed.

van Merrienboer, J. J. G., Kirschner, P. A., & Kester, L. (2003). Taking the load off a learner's mind: Instructional design for complex learning. Educational Psychologist, 38(1), 5-13.