Issues in Technology, Learning, and Instructional Design

Alison A. Carr-Chellman is Dean of the College of Education at the University of Idaho.Gordon Rowland is Professor of Communications at Ithaca College.

• Introduction Part 1: The Nature of Design The Relationship of Instructional Design to the Broad Field of Design by Patrick Parrish Response by Harold Nelson Rejoinder by Patrick Parrish Toward Understanding the Nature of Design by Brenda Bannan Response by Andrew S. Gibbons Rejoinder by Brenda Bannan Guerrilla Design: How Can We Accommodate Against-the-Grain Thinking in Our Practice? by Brent Wilson Response by Barbara L. Martin Rejoinder by Brent G. Wilson Design Beyond Content: Extending the Value of Educational Technology; an Examination of the Role or the Anti-Role of Content in Educational Technology by Brad Hokanson Response by Peter Samuelson Wardrip Rejoinder by Brad Hokanson The Systems Approach to Instructional Development by Michael Molenda Response by Thomas Argondizza Rejoinder by Michael Molenda Instructional Design Models and the Expertise Required to Practice True Instructional Design by Robert Maribe Branch Response by Lloyd P. Rieber Rejoinder by Robert Maribe Branch Part 2: Preparing Designers Introduction to Part 2 Developing Design Expertise by Kathleen Fortney Response by Elizabeth Boling Rejoinder by Kathleen Fortney Design Education as a Site for Educating Disciplines by Kennon M. Smith Response by Atsusi Hirumi Rejoinder by Kennon M. Smith Necessary Ingredients for the Education of Designers by Irene Visscher-Voerman Response by Monica Tracey Rejoinder by Irene Visscher-Voerman Teaching the Complex Performance of Instructional Design: Why We Cannot Use the (Existing) Tools of Instructional Design by Elizabeth Boling Response by M. David Merrill Rejoinder by Elizabeth Boling My Hope for the Future of Instructional Technology by M. David Merrill Response by Tonia A. Dousay Rejoinder by M. David Merrill Preparing Instructional Designers by Monica W. Tracey Response by Brad Hokanson Rejoinder by Monica W. Tracey Part 3: ContextIntroduction to Part 3 Education is Completely Broken by Roger C. Schank Response by Kyle Peck Rejoinder by Roger C. Schank Paradigm Change: Its Time Is Now by Charles M. Reigeluth Response by Roger C. Schank Rejoinder by Charles M. Reigeluth The Unbalancing of Corporate Systems: The Neuroscience of Intellect vs. Wisdom by Anthony Marker Response by Rob Foshay Rejoinder by Anthony Marker Women in Educational Technology by Audrey Watters Response by Rose Marra Part 4: TechnologyIntroduction to Part 4 The Learner-Centered Paradigm of Instruction by Charles M. Reigeluth Response by Stephen W. Harmon Rejoinder by Charles M. Reigeluth Learning From and With Media and Technology by Thomas C. Reeves Response by Wilhelmina C. Savenye Rejoinder by Thomas C. Reeves Building Educational Technologies to Scale in Schools by Rob Foshay Response by MJ Bishop Rejoinder by Rob Foshay For the Foreseeable Future, Instructional Technology Devices and Products—No Matter How Well Designed—Will Not Eliminate the Need for Human Teachers by Ward Mitchell Cates and Thomas C. Hammond Response by Sugata Mitra Rejoinder by Ward Mitchell Cates and Thomas C. Hammond What’s Next for E-Learning? By John Savery Response by Clark Quinn Rejoinder by John Savery Any Time, Any Place, Any Pace … by Kathryn Kennedy and Joseph R. Friedhoff Response by Victoria Raish Rejoinder by Kathryn Kennedy and Joseph R. Friedhoff Part 5: Learning ScienceIntroduction to Part 5 Points of Contact: Educational Technology and the Learning Sciences by Andrew S. Gibbons Response by Jason Yip Rejoinder by Andy Gibbons Bring Design to Design-Based Research by Gordon Rowland Response by Heather Toomey Zimmerman Rejoinder by Gordon Rowland Participatory Design by Jason Yip Response by Thomas C. Reeves Rejoinder by Jason Yip Conclusion

Carr-Chellman and Rowland bring together over fifty contemporary scholars in our field to share their perspectives on critical, theoretical, and practitioner issues. The dialogue format is easy to read, rich with research-based references, and likely to be recognized as a new seminal work for the discipline. A must read!—Kay A. Persichitte, Ph.D., Professor, University of WyomingThis book focuses on current important issues in the instructional design and technology field. Carr-Chellman and Rowland have captured a variety of viewpoints from several leading scholars. Reading the book will stimulate thought and dialogue among IDT professionals.—James D. Klein, Walter Dick Distinguished Professor of Instructional Systems, Florida State University