Digital Reading Room 2.0 -- MDDE : Trends and Issues in Instructional Design

MDDE Trends and Issues in Instructional Design Report a Broken Link

Unit 1 Readings

Reiser, R. A. (2018). What field did you say you were in? Defining and naming our field. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (4th ed., pp. 1-7). Pearson.

Reiser, R. A. (2018). A history of instructional design and technology. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (4th ed., pp. 8-22). Pearson.

Branch, R. M. (2018). Characteristics of foundational instructional design models. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (4th ed., pp. 23-30). Pearson.

Januszewski, A., & Molenda, M. (2007). Definition. In Educational technology: A definition with commentary (pp. 2-14). Lawrence Erlbaum Associates.

Unit 2 Readings

Driscoll, M. P. (2012). Psychological foundations of instructional design. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design (3rd ed., pp. 35- 44). Boston, MA: Pearson Education, Inc.

Hoadley, C. & van Haneghan, J.P. (2012). The learning sciences: Where they came from and what it means for instructional designers. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design (3rd ed., pp. 53 - 63). Boston, MA: Pearson Education, Inc.

Smaldino, S.E., Donaldson, J.A., & Herring, M.(2012). Professional ethics: rules applied to practice. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design (3rd ed., pp. 342 - 347). Boston, MA: Pearson Education, Inc.

The Daily Practice of Instructional Design

Davidson-Shivers, G. V., & Rasmussen, K. L. (2007). Competencies for instructional design and technology professionals. In R. A. Reiser and J. V. Dempsey (Eds.) Trends and issues in instructional design and technology (2nd ed., pp. 271-286). Upper Saddle Lake, NJ: Pearson Education, Inc.

Gibbons, A. S. (2003). What and how do designers design: A theory of design structure. TechTrends, 47(5), 22-27.

International Board of Standards for Training Performance and Instruction (2000). Instructional designer competencies. International Board of Standards for Training, Performance and Instructions (ibstpi).

Kenny, R. F., Zhang Z., Schwier, R. A., & Campbell, K. (2005). A review of what instructional designers do: Questions answered and questions not asked. Canadian Journal of Learning and Technology, 31(1), 9 - 26.

Tennyson, R. D. (2001). Defining core competencies of an instructional technologist. Computers in Human Behavior, 17(4), 355 - 361.

Welliver, P. A. (2001) (Ed.). A code of professional ethics: A guide to professional conduct in the field of educational communications and technology. Association for Educational Communications and Technology.

Center for Applied Special Technology (CAST). (2020). About Universal Design for Learning.

Center for Applied Special Technology (CAST). (2020). The UDL Guidelines.

Center for Applied Special Technology (CAST). (2020). UDL in Higher Education.

Unit 3 Readings

Designing for Direct Instruction

Clark, R. C., & Mayer, R. E. (2012). Using rich media wisely. In R. A. Reiser & J. V. Dempsey (Eds.) Trends and Issues in Instructional Design and Technology (3rd ed., pp. 309-320). Upper Saddle Lake, NJ: Pearson Education, Inc.

Merrill, M. D. (2007). First principles of instruction: A synthesis. In R. A. Reiser and J. V. Dempsey (Eds.) Trends and Issues in Instructional Design and Technology (2nd ed., pp. 62 - 71). Upper Saddle Lake, NJ: Pearson Education, Inc. (pdf)

Tessmer, M., & Wedman, J. F. (1990). A layers-of-necessity instructional development model. Educational Technology: Research and Development, 38(2), 77-85. (pdf)

van Merriënboer, J. J. G. (2007). Alternative models of instructional design: Design approaches and complex learning. In R. A. Reiser and J. V. Dempsey (Eds.) Trends and Issues in Instructional Design and Technology (2nd ed, pp. 72-81). Upper Saddle Lake, NJ: Pearson Education, Inc. (pdf)

van Merriënboer, J. J. G., Clark, R. E., & de Croock, M. B. M. (2002). Blueprints for complex learning: The 4C/ID-Mel. Educational Technology, Research and Development, 50(2), 39 - 64. (pdf)

Constructivist Models of Design

Wilson, B.G. (2012). Constructivism in practical and historical context. In R. A. Reiser and J. V. Dempsey (Eds.) Trends and Issues in Instructional Design and Technology (3rd ed., pp. 45 - 52). Boston, MA: Pearson Education, Inc.

Jonassen, D.H. (2012). Designing for problem-solving. In R. A. Reiser and J. V. Dempsey (Eds.) Trends and Issues in Instructional Design and Technology (3rd ed., pp. 64 - 76). Boston, MA: Pearson Education, Inc.

Cennamo, K. (2009). Design as knowledge construction: Constructing knowledge of design. In J.W. Willis (Ed.), Constructivist instructional design (C-ID): Foundations, models and examples (pp. 357-378). Charlotte, NC: Information Age Publishing, Inc. (pdf)

Cronjé, J. (2006). Paradigms regained: Toward integrating objectivism and constructivism in instructional design and the learning sciences. Educational Technology, Research and Development, 54(4), 387–416.

Jonassen, D.H., & Kim, B. (2010). Arguing to learn and learning to argue: Design justifications and guidelines. Educational Technology, Research and Development, 58(4), 439–457.

Karagiorgi, Y., & Symeou, L. (2005). Translating constructivism into instructional design: Potential and limitations. Educational Technology & Society, 8(1), 17-27.

Lebow, D. (1993). Constructivist values for instructional systems design: Five principles toward a new mindset. Educational Technology, Research and Development, 41(3), 4–16. (pdf)

Parrish, P.E. (2009). Aesthetic principles for instructional design. Educational Technology, Research and Development, 57(4), 511–528. (pdf)

Tam, M. (2000). Constructivism, instructional design and technology: Implications for transforming distance learning. Educational Technology & Society 3(2), 50-60.

Willis, J.W. (2009). Basic principles of a recursive, reflective instructional design model: R2D2. In J.W. Willis (Ed.), Constructivist instructional design (C-ID): Foundations, models and examples (pp. 283-312). Charlotte, NC: Information Age Publishing, Inc.

Willis, J.W. (2009). A general set of procedures for constructivist instructional design: R2D2. In J.W. Willis (Ed.), Constructivist instructional design (C-ID): Foundations, models and examples (pp. 313-355). Charlotte, NC: Information Age Publishing, Inc.

Motivation in Instructional Design

Keller, J. M. & Deimann, M. (2012). Motivation, volition and performance. In R. A. Reiser and J. V. Dempsey (Eds.) Trends and Issues in Instructional Design and Technology (3rd ed., pp. 84 - 95). Boston, MA: Pearson Education, Inc.

Unit 4 Readings

Council for Exceptional Children (2005). Universal design for learning: A guide for teachers and educational professionals. Arlington, VA: Pearson Education.

Lewis, J. P. & Sullivan, S. M. (2012). Diversity and accessibility. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design (3rd ed.), pp. 348 - 357. Boston, MA: Pearson Education, Inc.

Burgstahler, S. (2002). Universal design of distance learning. Information Technology and Disabilities, 8(1). Information Technology and Disabilities (ITD) E-Journal .

Burgstahler, S. (2007). Universal design of instruction: Definition, principles and examples. Disabilities, Opportunities, Internetworking, and Technology (DO-IT), University of Washington.

Moisey, S. (2004). Students with disabilities in distance education: Characteristics, course enrollment and completion, and support services. International Journal of E-Learning & Distance Education, 19(1), 73-91.

Scott, S., Mcguire, J.M. & Shaw, S.F. (2003). Universal design for instruction: A new paradigm for adult instruction in postsecondary education. Remedial and Special Education, 24(6), 369-379.

Unit 5 Readings

Instructional Design for Emerging Technologies

Dempsey, J.V. & van Eck, R.N. (2012). E-learning and instructional design. In R. A. Reiser and J. V. Dempsey (Eds.) Trends and Issues in Instructional Design and Technology (3rd ed., pp. 281 - 289). Boston, MA: Pearson Education, Inc.

Anderson, T. (2012). Networks, Web 2.0 and the connected learner. In R. A. Reiser and J. V. Dempsey (Eds.) Trends and Issues in Instructional Design and Technology (3rd ed., pp. 299 - 308). Boston, MA: Pearson Education, Inc.

Shute, V.J., Rieber, L.P. & van Eck, R.N. (2012). Games...and...learning. In R. A. Reiser and J. V. Dempsey (Eds.) Trends and Issues in Instructional Design and Technology (3rd ed., pp. 321 - 332). Boston, MA: Pearson Education, Inc.

Dempsey, J.V., Reese, R. & Weston, S. (2012). Designing in virtual worlds. In R. A. Reiser and J. V. Dempsey (Eds.) Trends and Issues in Instructional Design and Technology (3rd ed., pp. 333 - 341). Boston, MA: Pearson Education, Inc.

Instructional Design in Varying Contexts (Optional)

Note: These are short chapters, so the reading should not be too onerous. However, you can consider them optional readings and read only those which are of interest. They are listed as examples by which to consider in what contexts instructional designers could effectively act as change agents and to act as cases for the debate.

Stolovitch, H. D. (2012). The development and evolution of human performance Improvement. In R. A. Reiser and J. V. Dempsey (Eds.) Trends and Issues in Instructional Design and Technology (3rd ed., pp. 135 - 146). Boston, MA: Pearson Education, Inc.

Tracey, M.W. & Morrison, G. R. (2012). Instructional design in business and industry. In R. A. Reiser and J. V. Dempsey (Eds.) Trends and Issues in Instructional Design and Technology (3rd ed., pp. 178-186).Boston, MA: Pearson Education, Inc.

Bratton-Jefferey, M. F., & Jeffery, A. B. (2012). Instructional design opportunities in military education and training environments. In R. A. Reiser and J. V. Dempsey (Eds.) Trends and Issues in Instructional Design and Technology (3rd ed., pp. 187-196).Boston, MA: Pearson Education, Inc.

Locatis, C. (2012). Performance, instruction and technology in health care education. In R. A. Reiser and J. V. Dempsey (Eds.) Trends and Issues in Instructional Design and Technology (3rd ed., pp. 197-207).Boston, MA: Pearson Education, Inc.

Lowther, D.L. & Ross, S.M. (2012). Instructional designers and P-12 technology integration. In R. A. Reiser and J. V. Dempsey (Eds.) Trends and Issues in Instructional Design and Technology (3rd ed., pp. 208 - 217).Boston, MA: Pearson Education, Inc.

Litchfield, B. C., Albion, P., McDonald, J. & Nemoto, J. (2012). Five university roles for designers from three nations. In R. A. Reiser and J. V. Dempsey (Eds.) Trends and Issues in Instructional Design and Technology (3rd ed., pp. 218 - 228).Boston, MA: Pearson Education, Inc.

The Future Practice of instructional Design

Reigeluth, C.M. (2012). Instructional Theory and technology for a postindustrial world. In R. A. Reiser and J. V. Dempsey (Eds.) Trends and Issues in Instructional Design and Technology (3rd ed., pp. 75 - 83). Boston, MA: Pearson Education, Inc.

Boling, E. & Smith, K.M. (2012). The changing nature of design. In R. A. Reiser and J. V. Dempsey (Eds.) Trends and Issues in Instructional Design and Technology (3rd ed., pp. 358 - 366). Boston, MA: Pearson Education, Inc.

Clark, R.E. & Hannafin, M.J. (2012). Debate about the benefits of different levels of instructional guidance. In R. A. Reiser and J. V. Dempsey (Eds.) Trends and Issues in Instructional Design and Technology (3rd ed., pp. 367 - 382). Boston, MA: Pearson Education, Inc.

Campbell, K., Schwier, R. A., & Kenny, R. F. (2005). Agency of the instructional designer: Moral coherence and transformative social practice. Australasian Journal of Educational Technology, 21(2), 242-262.

Schwier, R. A., Campbell, K., & Kenny, R. F. (2006). Instructional designers' perceptions of their agency Tales of change and community. In M. J. Keppell, Instructional design: Case studies in communities of practice. Idea Group.