Description
There are two distinct professional communities that share an interest in using innovative approaches and emerging technologies to design and implement effective support for learning. This edited collection addresses the growing divide between the learning sciences community and the instructional design and technology community, bringing leading scholars from both fields together in one volume in an attempt to find productive middle ground. Chapters discuss the implications of not bridging this divide, propose possible resolutions, and go on to lay a foundation for continued discourse in this important area.
Table of Contents
Chapter 1: Historical Introduction
J. Michael Spector and Lin Lin
Chapter 2: The Sciences of Learning
Pablo N. Pirnay-Dummer and Norbert M. Seel
Chapter 3: Finding a Middle Ground: Wars Never Settle Anything
Paul A. Kirschner and Kristine Lund
Chapter 4: Comparing the Goals and Methodologies of Learning Scientists and Educational Technology Researchers
Thomas C. Reeves and Eunjung Grace Oh
Chapter 5: Learning Sciences and Instructional Design: Big Challenges, Multi-field, Multidisciplinary Solutions
Wellesley R. Foshay and Jeremy Roschelle
Chapter 6: Implications: Cherishing the Middle Ground
Jan Elen
Chapter 7: Reconsidering Design and Evaluation
Andrew S. Gibbons and David D. Williams
Chapter 8: Learning Science Applications for Research in Medicine
Susanne P. Lajoie
Chapter 9: An Asian Perspective on the Divide
Allan H.K. Yuen
Chapter 10: The Collaboration Imperative
Ellen B. Meier
Chapter 11: Synthetic Environmnts for Skills Training and Practice
Robert Hubal and Thomas Parsons
Chapter 12: Instructional Design and Learning Design
Nancy Law
Chapter 13: Learning Analytics Design
Dirk Ifenthaler
Chapter 14: Continuing the Discourse
Lin Lin and J. Michael Spector
