Description: Instructional-Design Theories and Models, Volume IV by Charles M. Reigeluth, Brian J. Beatty, Rodney D. Myers Instructional-Design Theories and Models, Volume IV provides a research-based description of the current state of instructional theory for the learner-centered paradigm of education, as well as a clear indication of how different theories and models interrelate. FORMAT Hardcover LANGUAGE English CONDITION Brand New Publisher Description Instructional-Design Theories and Models, Volume IV provides a research-based description of the current state of instructional theory for the learner-centered paradigm of education, as well as a clear indication of how different theories and models interrelate. Significant changes have occurred in learning and instructional theory since the publication of Volume III, including advances in brain-based learning, learning sciences, information technologies, internet-based communication, a concern for customizing the student experience to maximize effectiveness, and scaling instructional environments to maximize efficiency.In order to complement the themes of Volume I (commonality and complementarity among theories of instruction), Volume II (diversity of theories) and Volume III (building a common knowledge base), the theme of Volume IV is shifting the paradigm of instruction from teacher-centered to learner-centered and integrating design theories of instruction, assessment, and curriculum. Chapters in Volume IV are collected into three primary sections: a comprehensive view of the learner-centered paradigm of education and training, elaborations on parts of that view for a variety of K-12 and higher education settings, and theories that address ways to move toward the learner-centered paradigm within the teacher-centered paradigm. Instructional-Design Theories and Models, Volume IV is an essential book for anyone interested in exploring more powerful ways of fostering human learning and development and thinking creatively about ways to best meet the needs of learners in all kinds of learning contexts. Author Biography Charles M. Reigeluth is a speaker/consultant for paradigm change in education and Professor Emeritus in the Instructional Systems Technology Department at Indiana University, USA.Brian J. Beatty is Associate Vice President for Academic Affairs Operations and former Chair and Associate Professor in the Instructional Technologies Department at San Francisco State University, USA.Rodney D. Myers is an independent scholar and consultant who teaches courses in instructional design and technology and is Adjunct Lecturer in the Instructional Systems Technology Department at Indiana University, USA. Table of Contents List of Figures and TablesPrefaceUnit 1: Fundamental Principles of the Learner-Centered Paradigm of EducationChapter 1: The Learner-Centered Paradigm of EducationCharles M. Reigeluth, Rodney D. Myers, Dabae LeeChapter 2: Principles for Competency-Based EducationRichard A. Voorhees, Alice Bedard-VoorheesChapter 3: Principles for Task-Centered Instruction Gregory M. FrancomChapter 4: Principles for Personalized InstructionWilliam R. Watson, Sunnie Lee WatsonChapter 5: A New Paradigm of CurriculumMarc PrenskyUnit 2: More Detailed Designs for the Learner-Centered ParadigmChapter 6: Designing Maker-Based InstructionChristian S. McKay, Krista D. GlazewskiChapter 7: Designing Collaborative Production of Digital MediaT.J. Kalaitzidis, Breanne Litts, Erica Rosenfeld HalversonChapter 8: Designing Games for LearningRodney D. Myers, Charles M. ReigeluthChapter 9: Designing Instruction for Self-regulated Learning Yeol Huh, Charles M. ReigeluthChapter 10: Designing Instructional CoachingDavid S. Knight, Mike Hock, Jim KnightChapter 11: Designing Technology for the Learner-Centered Paradigm of EducationCharles M. ReigeluthUnit 3: Steps Toward the Learner-Centered ParadigmChapter 12: Designing Instruction for Flipped ClassroomsJeremy F. StrayerChapter 13: Gamification Designs for InstructionKarl M. KappChapter 14: Design Considerations for Mobile LearningThomas Cochrane, Vickel NarayanChapter 15: Designing Just-in-Time InstructionGregor M. Novak, Brian J. BeattyAuthor IndexSubject Index Review "What is really new and valuable in this volume emphasizing a learner-centered instructional design perspective is its reflection of a holistic view of the learner as an autonomous agent who is much more than a cognitive processor. Rather, these authors recognize that a learner has emotions, moods, a cultural and social context, habits, and personal and professional interests. Recalling lessons learned from prior research, providing time and informative, constructive feedback to learners, then, is likely to promote understanding and performance. These lessons are carried forward in many of the chapters of this volume, which I highly recommend to instructional designers, educational researchers, and educational practitioners."--J. Michael Spector, Professor and former Chair of the Department of Learning Technologies at the University of North Texas, USA"The fourth and latest volume of this enormously helpful series steps dramatically away from conventional patterns of education with a truly learner-centered paradigm emphasizing attainments, tasks, and personalization rather than time, content, and standardization."--David Perkins, Carl H. Pforzheimer, Jr., Research Professor of Teaching and Learning, Harvard Graduate School of Education, USA Review Quote "What is really new and valuable in this volume emphasizing a learner-centered instructional design perspective is its reflection of a holistic view of the learner as an autonomous agent who is much more than a cognitive processor. Rather, these authors recognize that a learner has emotions, moods, a cultural and social context, habits, and personal and professional interests. Recalling lessons learned from prior research, providing time and informative, constructive feedback to learners, then, is likely to promote understanding and performance. These lessons are carried forward in many of the chapters of this volume, which I highly recommend to instructional designers, educational researchers, and educational practitioners." --J. Michael Spector, Professor and former Chair of the Department of Learning Technologies at the University of North Texas, USA Details ISBN1138012939 Publisher Taylor & Francis Ltd ISBN-10 1138012939 ISBN-13 9781138012936 Format Hardcover Imprint Routledge Place of Publication London Country of Publication United Kingdom Edited by Rodney D. Myers DEWEY 371.3 Year 2016 Author Rodney D. Myers Short Title INSTRUCTIONAL-DESIGN THEORIES Language English Media Book Subtitle The Learner-Centered Paradigm of Education Pages 464 Affiliation San Francisco State University, USA Illustrations 33 Tables, black and white; 43 Illustrations, black and white Publication Date 2016-08-05 AU Release Date 2016-08-05 NZ Release Date 2016-08-05 UK Release Date 2016-08-05 Audience Professional & Vocational We've got this At The Nile, if you're looking for it, we've got it. With fast shipping, low prices, friendly service and well over a million items - you're bound to find what you want, at a price you'll love! TheNile_Item_ID:139890342;
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ISBN-13: 9781138012936
Book Title: Instructional-Design Theories and Models, Volume IV
Number of Pages: 464 Pages
Publication Name: Instructional-Design Theories and Models, Volume IV: the Learner-Centered Paradigm of Education
Language: English
Publisher: Taylor & Francis Ltd
Item Height: 229 mm
Subject: Teaching
Publication Year: 2016
Type: Textbook
Item Weight: 771 g
Subject Area: Educational Technology
Author: Charles M. Reigeluth, Brian J. Beatty, Rodney D. Myers
Item Width: 152 mm
Format: Hardcover
