Design for Learning: Principles, Processes, and Praxis
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Jason K. McDonald, Brigham Young University
Richard E. West, Brigham Young University
Copyright Year: 2021
Publisher: EdTech Books
Language: English
Formats Available
Conditions of Use
Attribution-NonCommercial
CC BY-NC
Table of Contents
- Introduction
- Part I. Instructional Design Practice
- Understanding
1. Becoming a Learning Designer
2. Designing for Diverse Learners
3. Conducting Research for Design
4. Determining Environmental and Contextual Needs
5. Conducting a Learner Analysis
- Understanding
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- Exploring
6. Problem Framing
7. Task and Content Analysis
8. Documenting Instructional Design Decisions
- Exploring
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- Creating
9. Generating Ideas
10. Instructional Strategies
11. Instructional Design Prototyping Strategies
- Creating
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- Evaluating
12. Design Critique
13. The Role of Design Judgment and Reflection in Instructional Design
14. Instructional Design Evaluation
15. Continuous Improvement of Instructional Materials
- Evaluating
- Part II. Instructional Design Knowledge
- Sources of Design Knowledge
16. Learning Theories
17. The Role of Theory in Instructional Design
18. Making Good Design Judgments via the Instructional Theory Framework
19. The Nature and Use of Precedent in Designing
20. Standards and Competencies for Instructional Design and Technology Professionals
- Sources of Design Knowledge
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- Instructional Design Processes
21. Design Thinking
22. Robert Gagné and the Systematic Design of Instruction
23. Designing Instruction for Complex Learning
24. Curriculum Design Processes
25. Agile Design Processes and Project Management
- Instructional Design Processes
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- Designing Instructional Activities
26. Designing Technology-Enhanced Learning Experiences
27. Designing Instructional Text
28. Audio and Video Production for Instructional Design Professionals
29. Using Visual and Graphic Elements While Designing Instructional Activities
30. Simulations and Games
31. Designing Informal Learning Environments
32. The Design of Holistic Learning Environments
33. Measuring Student Learning
- Designing Instructional Activities
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- Design Relationships
34. Working With Stakeholders and Clients
35. Leading Project Teams
36. Implementation and Instructional Design
- Design Relationships
Ancillary Material
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
Authors
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.