Instructional-Design Theories and Models:
Volume III, Building a Common Knowledge Base
Edited by Charles M. Reigeluth & Alison A Carr-Chellman
2009
About this Book
The primary audience for this volume, like that of the previous two volumes, is instructional theorists, researchers, and graduate students. An additional audience is instructional designers, teachers, and trainers who are interested in guidance about how to design instruction of high quality.
In order to complement the themes of Volume I (commonality and complementarity among theories of instruction) and Volume II (diversity of theories), Volume III focuses on building a common knowledge base. Volume II revealed that many instructional theorists seemed to be working in relative isolation from each other, building their own view of instruction with little regard to building on what knowledge already exists and what terminology is already being used for constructs they also describe. Therefore, the purpose of Volume III is to take some early steps in building a common knowledge base about instruction with a common use of terms.
Chapters in Volume IV are organized in four units:
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Frameworks for understanding instructional theory,
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Theories for using different approaches to instruction,
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Theories for achieving different outcomes of instruction, and
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Tools for building a common knowledge base.
This volume 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.
Parts of the Book
Unit 1 Foreword: Frameworks for Understanding Instructional Theory
Chapter 1. Understanding Instructional Theory, Charles M. Reigeluth & Alison A. Carr-Chellman
Chapter 2. Understanding Instruction, Charles M. Reigeluth & John B. Keller
Chapter 3. First Principles of Instruction, M. David Merrill Editors' Foreword
Chapter 4. Situational Principles of Instruction, Charles M. Reigeluth & Alison A. Carr-Chellman
Unit 2 Foreword: Theories for Different Approaches to Instruction
Chapter 5. Direct Approach to Instruction, William G. Huitt, David M. Monetti, & John H. Hummel Editors' Foreword
Chapter 6. Discussion Approach to Instruction, Joyce Taylor Gibson Editors' Foreword
Chapter 7. Experiential Approach to Instruction, Lee Lindsey & Nancy Berger Editors' Foreword
Chapter 8. Problem-Based Approach to Instruction, John R. Savery Editors' Foreword
Chapter 9. Simulation Approach to Instruction, Andrew S. Gibbons, Mark McConkie, Kay Kyeongju Set, & David A. Wiley Editors' Foreword
Unit 3 Foreword: Theories for Different Outcomes of Instruction
Chapter 10. Fostering Skill Development Outcomes, Alex Romiszowski Editors' Foreword
Chapter 11. Fostering Understanding Outcomes, Martha Stone Wiske & Brian J. Beatty Editors' Foreword
Chapter 12. Fostering Affective Development Outcomes: Emotional Intelligence, Barbara A. Bichelmeyer, James Marken, Tamara Harris, Melanie
Misanchuk, & Emily Hixon Editors' Foreword
Chapter 13. Fostering Integrated Learning Outcomes across Domains, Brian J. Beatty Editors' Foreword
Unit 4 Foreword: Tools for Building a Common Knowledge Base
Chapter 14. The Architecture of Instructional Theory, Andrew S. Gibbons & P. Clint Rogers Editors' Foreword
Chapter 15. Domain Theory for Instruction: Mapping Attainments to Enable Learner-Centered Education, C. Victor Bunderson, David A. Wiley, and
Reo H. McBride Editors' Foreword
Chapter 16. Learning Objects and Instructional Theory, David A. Wiley Editors' Foreword
Chapter 17. Theory Building, Charles M. Reigeluth & Yunjo An
Chapter 18. Instructional Theory for Education in the Information Age, Charles M. Reigeluth
This book has been translated to Japanese.
