Instructional Design: International Perspectives, Volume 2: Solving Instructional Design Problems

Instructional design theory and practice has evolved over the past 30 years from an initial narrow focus on programmed instruction to a multidimensional field of study integrating psychology, technology, evaluation, measurement, and management. The growth of instructional design (ID) has occurred because of direct needs, problems, and goals from society. Its application in planning instruction first developed in the United States with the Department of Defense during World War II with the purpose of meeting immediate concerns for effective training of larger numbers of military personnel. From the beginning, ID has rapidly expanded into applications in industrial and executive training, vocational training, classroom learning, and professional education. Although ID has its roots in the U.S., applications and theoretical growth is an international activity. However, literature at the international level is still limited to either individual author contributions or collections primarily represented by single countries. As a result, there is no standard reference source that contains the rich variety of theories and applications to form the international foundation for the field. The goal of this two-volume set is to establish international foundations for ID theory, research, and practice within the framework of the two following objectives: to identify and define the theoretical, research, and model foundations for ID, and to bridge the gap between ID foundations and application. Volume 1 includes chapters on philosophical and theoretical issues on learning theory and ID models. Volume 2 provides an overview of the state of the art of solving ID problems. The contributors offer contrasting points of view which provide a rare opportunity to see the diversity and complexity in the field. The editorial committee has selected a wide range of internationally known authors to make presentations in the topic areas of the field.

Instructional design theory and practice has evolved over the past 30 years from an initial narrow focus on programmed instruction to a multidimensional field of study integrating psychology, technology, evaluation, measurement, and management. The growth of instructional design (ID) has occurred because of direct needs, problems, and goals from society. Its application in planning instruction first developed in the United States with the Department of Defense during World War II with the purpose of meeting immediate concerns for effective training of larger numbers of military personnel. From the beginning, ID has rapidly expanded into applications in industrial and executive training, vocational training, classroom learning, and professional education. Although ID has its roots in the U.S., applications and theoretical growth is an international activity. However, literature at the international level is still limited to either individual author contributions or collections primarily represented by single countries. As a result, there is no standard reference source that contains the rich variety of theories and applications to form the international foundation for the field.

The goal of this two-volume set is to establish international foundations for ID theory, research, and practice within the framework of the two following objectives:

• to identify and define the theoretical, research, and model foundations for ID, and

• to bridge the gap between ID foundations and application.

Volume I includes chapters on philosophical and theoretical issues on learning theory and ID models. Volume II provides an overview of the state of the art of solving ID problems. The contributors offer contrasting points of view which provide a rare opportunity to see the diversity and complexity in the field. The editorial committee has selected a wide range of internationally known authors to make presentations in the topic areas of the field.

Contents Contributors Preface General Introduction • Norbert M. Seel and Sanne Dijkstra PART I: PLANNING AND DECISION MAKING 1 Planning and Decision Making: Introduction and Overview • Robert D. Tennyson 2 Plans, Procedures, and Theories to Solve Instructional Design Problems • Sanne Dijkstra and Jeroen J G. van Merriënboer 3 Strategic Planning, Schooling, and the Curriculum for Tomorrow • Roger Kaufman and Jerry Herman 4 Automating Instructional Design • J. Michael Spector and Daniel J. Muraida 5 Instructional Design Environments: Methods and Tools for the Design of Complex Instructional Systems • Peter Goodyear 6 A Technology-Based Authoring System for Assessment • Harold F. O’Neil, Jr. and Eva L. Baker PART II: EDUCATIONAL TECHNOLOGY AND MEDIA 7 Educational Technology and Media • Sanne Dijkstra 8 Instructional Delivery Systems and Multimedia Environments • Gunter Dorr and Norbert M. Seel 9 The Use of Telecommunication in Education • Alexander Romiszowski 10 Tutoring for Transfer of Technical Competence • Sherrie P. Gott, Alan Lesgold, and Ronald S. Kane 11 Educational Use of Multimedia Databases in Networked Learning Environments • Italo De Diana, Pløn Verhagen, and Elske Heeren PART Ill: DOMAIN APPLICATIONS 12 Domain Applications • Norbert M. Seel 13 Instructional Design for Schooling: Developmental Issues • Andrei I. Podolskij 14 Training for Human Resources Development in Industrial and Professional Organizations • Jules M. Pieters 15 Instructional Design in Higher Education • Cees Terlouw 16 Instructional Design for Distance Learning • Jacqueline Bourdeau and Anthony Bates Author Index Subject Index Instructional design (ID) integrates psychology, technology, evaluation, measurement and management. This volume seeks to establish international foundations for ID theory, research and practice. It provides an overview of the state of solving ID problems. v. 1. Theory, research, and models / edited by Robert D. Tennyson ... [et al.] v. 2. Solving instructional design problems / edited by Sanne Dijkstra ... [et al.].