Sciences of Learning and Instructional Design

Lin Lin is Associate Professor of Learning Technologies at the University of North Texas, USA.J. Michael Spector is Professor and former Chair of Learning Technologies at the University of North Texas, USA.

• Chapter 1: Historical IntroductionJ. Michael Spector and Lin Lin Chapter 2: The Sciences of LearningPablo N. Pirnay-Dummer and Norbert M. SeelChapter 3: Finding a Middle Ground: Wars Never Settle AnythingPaul A. Kirschner and Kristine LundChapter 4: Comparing the Goals and Methodologies of Learning Scientists and Educational Technology ResearchersThomas C. Reeves and Eunjung Grace OhChapter 5: Learning Sciences and Instructional Design: Big Challenges, Multi-field, Multidisciplinary SolutionsWellesley R. Foshay and Jeremy RoschelleChapter 6: Implications: Cherishing the Middle GroundJan ElenChapter 7: Reconsidering Design and EvaluationAndrew S. Gibbons and David D. WilliamsChapter 8: Learning Science Applications for Research in MedicineSusanne P. LajoieChapter 9: An Asian Perspective on the Divide Allan H.K. YuenChapter 10: The Collaboration ImperativeEllen B. MeierChapter 11: Synthetic Environmnts for Skills Training and PracticeRobert Hubal and Thomas ParsonsChapter 12: Instructional Design and Learning DesignNancy LawChapter 13: Learning Analytics DesignDirk IfenthalerChapter 14: Continuing the DiscourseLin Lin and J. Michael Spector

"Hats off to Drs. Lin and Spector for this wonderful contribution to the ongoing dialogues around two complimentary fields: Learning Sciences and Instructional Design & Technology. This edited text offers significant glimpses into what could be a future of true collaboration, and the framing by Drs. Lin and Spector addresses the fundamental issues around why these two fields haven’t collaborated earlier and how we can overcome those challenges in the future. Well done!"—Alison A. Carr-Chellman, Dean, College of Education and Professor, Curriculum & Instruction, University of Idaho, USA"Lin and Spector have admirably accomplished their goal of bridging the gap between the communities of the learning sciences, and instructional design and technology. The authors in this volume represent the leading lights in both communities as well as the "middle ground," tackling the tensions inherent to the various perspectives in deeply intellectual and highly practical discussions. The chapters are at once accessible for novices and thought-provoking for experts. It is essential reading for those devoted to improving human learning."—Wilhelmina C. Savenye, Professor of Educational Technology, Division of Educational Leadership and Innovation, Arizona State University, USA