Design in educational technology : design thinking, design process, and the design studio
- Cham ; Springer, .
- Physical description
- x, 273 pages : illustrations ; 24 cm.
LB1028.3 .D465 2014
- Unknown LB1028.3 .D465 2014
- Includes bibliographical references and index.
- Introduction 1) Design, Designers and Reflection-in-Action 2) Eight Views of Instructional Design and What They Should Mean to Instructional Designers 3) Critical Issues in Studio Pedagogy: Beyond the Mystique and Down to Business 4) In Education We All Want to Be Nice: Lessons Learned from a Multidisciplinary Design Studio 5) Instructional Design in a Studio Environment: What Happens When Design Meets Hollywood? 6) Understanding and Examining Design in Action with Cultural Historical Activity Theory 7) Instructional Design Cases: Documenting precedent in instructional design 8) The Many Facets of Design and Research in Instructional Design 9) Reconceptualizing Instructional Message Design: Toward the Development of a New Guiding Framework 10) Development of Design Judgment in Instructional Design: Perspectives from Instructors, Students and Instructional Designers 11) Ethics as Design: Rethinking Professional Ethics as Part of the Design Domain 12) EDISYS: A Tool for Enhancing Design Inquiry Systems 13) Design-Thinking for Engineering Quality Instructional Design Processes Through Leadership Competencies and Modeling 14) Design Thinking and Higher Education Administration 15) The Half-Known World.
- (source: Nielsen Book Data)
- Publisher's Summary
- This book is the result of a research symposium sponsored by the Association for Educational Communications and Technology [AECT]. The fifteen chapters were developed by leaders in the field and represent the most updated and cutting edge methodology in the areas of instructional design and instructional technology. The broad concepts of design, design thinking, the design process, and the design studio, are identified and they form the framework of the book. This book advocates the conscious adoption of a mindset of design thinking, such as that evident in a range of divergent professions including business, government, and medicine. At its core is a focus on "planning, inventing, making, and doing." (Cross, 1982), all of which are of value to the field of educational technology. Additionally, the book endeavors to develop a deep understanding of the design process in the reader. It is a critical skill, often drawing from other traditional design fields. An examination of the design process as practiced, of new models for design, and of ways to connect theory to the development of educational products are all fully explored with the goal of providing guidance for emerging instructional designers and deepening the practice of more advanced practitioners. Finally, as a large number of leading schools of instructional design have adopted the studio form of education for their professional programs, we include this emerging topic in the book as a practical and focused guide for readers at all levels.
(source: Nielsen Book Data)
- Educational technology.
- Publication date
- Brad Hokanson, Andrew Gibbons, editors.
- Educational communications and technology