Conditions of Use
Design for Learning: Principles, Processes and Praxis is a comprehensive view of instructional design intended to both facilitate an introductory level of knowledge and to review the current practices of design for practitioners. These dual... read more
Design for Learning: Principles, Processes and Praxis is a comprehensive view of instructional design intended to both facilitate an introductory level of knowledge and to review the current practices of design for practitioners. These dual intentions result in an expansive review of knowledge and practices contained with a mammoth thirty-six chapter text. The authors/editors stated goals for utilizers of this text are to help complete a basic design project and to help create effective and engaging learning environments by exploring the current design thinking. While those dual purposes can and do lead to a great deal of information included within this text, each chapter stands on its own and it would be entirely possible to create a smaller set of readings customized to individual purposes from within this resource. The index and table of contents are helpful in organizing smaller groups of readings.
This text appears to be accurate, error-free, and unbiased.
Because this text is intended for beginning learners in the field or as a review of current practices, it does focus on content that both remains relevant and is timeless research inherent to the field, as well as more up-to-date practices and implementation of said research. The very focused chapters make it possible to update information on an on-going basis whilst continuing access to the literature reviews that wouldn’t change. These updates would be straightforward and easy to implement by simply updating the affected chapters.
The clarity of the text did vary between chapters but overall the text was very well-written. Although some chapters contained more technical information than others, jargon was avoided and the information was adequately explained for the beginning level readers comprising the stated audience for the text. Many examples and case studies were provided to illuminate the ideas presented
All of the chapters in this text are well-organized and follow a similar format. They include figures, tables, case studies, examples, and videos when appropriate to illustrate the ideas in the text. These additions to the text are quite helpful and useful. However, some of the chapters also contain reflective exercises to aid the reader in summarizing or applying the information and some chapters do not. This is unfortunate as those exercises are quite helpful for beginners to the field. Several chapters are also reprints, by permission, of work originally printed elsewhere, and these chapters are often formatted differently than others in the text. An instructor may need to carefully filter these chapters to ensure students follow the flow of information. Similarly, there are stylistic differences between chapters, expected in an edited work, but something an instructor might need to account for to students. One example of this is the included videos, some are embedded within the text while some are presented as a set of links within a table. As an instructor, noting this and including explicit instructions for your students as to whether and when to watch the videos might be important for a successful class experience.
This text lends itself to subdivision into smaller reading sections, in fact, with thirty-six chapters, it might be necessary. The text is grouped in sections with several chapters included in each section and a brief introduction at the beginning of each section. The section organization is well-thought out and described for the reader, however, the chapters contained within could benefit from reorganizing and better links between them. Information varied quite a bit across chapters, from general to highly specific, and it will take time as an instructor to sort through which chapters provide the best fit for class purposes. Conversely, some information is repeated several times across different chapters as well.
The topics in the text are presented in a clear, logical fashion. The sections are helpful in organizing the chapters into themes to support the overall goals of the text.
The text is easily navigable. Display features and items such as videos work as integrated into the text. Each chapter is available as an audio file as well, in an excellent example of universal design.
The text contains no grammatical errors.
This text includes chapters by a diverse set of authors and while the representation of a variety of races, genders, backgrounds in examples and videos also varies by chapter, across the entire text there is a diverse representation.
Table of Contents
- Part I. Instructional Design Practice
- Understanding1. Becoming a Learning Designer2. Designing for Diverse Learners3. Conducting Research for Design4. Determining Environmental and Contextual Needs5. Conducting a Learner Analysis
- Exploring6. Problem Framing7. Task and Content Analysis8. Documenting Instructional Design Decisions
- Creating9. Generating Ideas10. Instructional Strategies11. Instructional Design Prototyping Strategies
- Evaluating12. Design Critique13. The Role of Design Judgment and Reflection in Instructional Design14. Instructional Design Evaluation15. Continuous Improvement of Instructional Materials
- Part II. Instructional Design Knowledge
- Sources of Design Knowledge16. Learning Theories17. The Role of Theory in Instructional Design18. Making Good Design Judgments via the Instructional Theory Framework19. The Nature and Use of Precedent in Designing20. Standards and Competencies for Instructional Design and Technology Professionals
- Instructional Design Processes21. Design Thinking22. Robert Gagné and the Systematic Design of Instruction23. Designing Instruction for Complex Learning24. Curriculum Design Processes25. Agile Design Processes and Project Management
- Designing Instructional Activities26. Designing Technology-Enhanced Learning Experiences27. Designing Instructional Text28. Audio and Video Production for Instructional Design Professionals29. Using Visual and Graphic Elements While Designing Instructional Activities30. Simulations and Games31. Designing Informal Learning Environments32. The Design of Holistic Learning Environments33. Measuring Student Learning
- Design Relationships34. Working With Stakeholders and Clients35. Leading Project Teams36. Implementation and Instructional Design
About the Book
Our purpose in this book is twofold. First, we introduce the basic skill set and knowledge base used by practicing instructional designers. We do this through chapters contributed by experts in the field who have either academic, research-based backgrounds, or practical, on-the-job experience (or both). Our goal is that students in introductory instructional design courses will be able to use this book as a guide for completing a basic instructional design project. We also hope the book is useful as a ready resource for more advanced students or others seeking to develop their instructional design knowledge and skills.
About the Contributors
Dr. Jason K. McDonald is an Associate Professor of Instructional Psychology & Technology at Brigham Young University and the program coordinator of the university’s Design Thinking minor. He brings twenty years of experience in industry and academia, with a career spanning a wide-variety of roles connected to instructional design: face-to-face training; faculty development; corporate eLearning; story development for instructional films; and museum/exhibit design. He gained this experience as a university instructional designer; an executive for a large, international non-profit; a digital product director for a publishing company; and as an independent consultant.
Dr. McDonald's research focuses around advancing design practice and design education. He studies design as an expression of certain types of relationships with others and with the world, how designers experience rich and authentic ways of being human, the contingent and changeable nature of design, and design as a human accomplishment (meaning how design is not a natural process but is created by designers and so is open to continually being recreated by designers).
At BYU, Dr. McDonald has taught courses in instructional design, media and culture change, project management, learning psychology, and design theory.
Dr. Richard E. West is an associate professor of Instructional Psychology and Technology at Brigham Young University. He teaches courses in instructional design, academic writing, qualitative research methods, program/product evaluation, psychology, creativity and innovation, technology integration skills for preservice teachers, and the foundations of the field of learning and instructional design technology.
Dr. West’s research focuses on developing educational institutions that support 21st century learning. This includes teaching interdisciplinary and collaborative creativity and design thinking skills, personalizing learning through open badges, increasing access through open education, and developing social learning communities in online and blended environments. He has published over 90 articles, co-authoring with over 80 different graduate and undergraduate students, and received scholarship awards from the American Educational Research Association, Association for Educational Communications and Technology, and Brigham Young University.