N. M. Seel, T. Lehmann, P. Blumschein, O. A. Podolskiy (2017): Instructional Design for Learning: Theoretical Foundations

摘要

Over the past century, educational psychologists and researchers have posited many theories to explain how individuals learn, i.e. how they acquire, organize and deploy knowledge and skills. Seel (2012) I would like to claim that research on instructional design (ID) has become a full-fledged area of inquiry within the field of education and educational studies. With the recent boom of the learning sciences, research foci in the field of ID have recently shifted to place greater emphasis on the design of learning environments that would better facilitate the processes of learning and assist the learners' construction and comprehension of meaning. Since the beginning of the 20th century, factors such as different needs of learning and the development of technology have resulted in a proliferation of ID theories which endeavor to provide reasonable answers to questions of 'what to teach' and 'how to teach it'. Variant and diversified theories and models represent essentially different "worlds" (of knowledge, learning and work) (Van Merrienboer et al. 2002), and they may considered as different answers to above questions mentioned. Faced with this multiplicity of ID theories, educators and teaching specialists, especially those of whom are novices in instructional design, are likely to find themselves in great need of a comprehensive textbook which may assist them in gaining better knowledge of command of the planning and management of learning activities, eventually serving effective instruction.