The Design of Learning Experience

1. Front Matter

   Pages i-xii

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2. Introduction

   • Brad Hokanson

   Pages 1-3

3. A Panoramic View of the Future of Learning and the Role of Design(ers) in Such Experiences

   • Dennis W. Cheek

   Pages 5-37

4. Designing Instruction Through Cognitive Theory, Problem Solving, and Learning Transfer: An Ethnographic Case Study

   • Karen Kaminski

   Pages 39-47

5. Promoting Learner-Centered Instruction Through the Design of Contextually Relevant Experiences

   • Jill Stefaniak

   Pages 49-62

6. Reconsidering the Design of a Learning Design Studio

   • Simon Hooper, Michael M. Rook, Koun Choi

   Pages 63-76

7. The Multifaceted Endeavor of Online Teaching: The Need for a New Lens

   • Lisa C. Kidder

   Pages 77-91

8. Design Team Collaboration with a Complex Design Problem

   • Monica W. Tracey

   Pages 93-108

9. Designerly Tools, Sketching, and Instructional Designers and the Guarantors of Design

   • Elizabeth Boling, Colin M. Gray

   Pages 109-126

10. Designing a Nonformal Open Online Learning Program That Encourages Participant-to-Content Interaction

    • Shenghua Zha, Andrea H. Adams

    Pages 127-137

11. Design of a Learner-Centered Seminar-/Studio-Based Polytechnic Institute

    • Marisa Exter, Rich Dionne, Christopher Lukasik

    Pages 139-154

12. Repertoire of Precedents: Designers Kindling Fatwood During Reflection-in-Action

    • John Baaki, Monica W. Tracey

    Pages 155-166

13. Mastery Learning Within Accelerated Nursing Learning Environments

    • Amy M. Grincewicz

    Pages 167-180

14. Building a Competency-Based STEM Curriculum in Non-STEM Disciplines: A sySTEMic Approach

    • Robert Kenny, Glenda Gunter

    Pages 181-198

15. Critiquing the Role of the Learner and Context in Aesthetic Learning Experiences

    • Colin M. Gray

    Pages 199-213

16. Designing Authentic Educational Experiences Through Virtual Service Learning

    • Jennifer A. Maddrell

    Pages 215-229

17. The Feminist Instructional Designer: An Autoethnography

    • Katy Campbell

    Pages 231-249

18. The Kiowa Language and Culture Revitalization Program: Designing a Community-based Learning Model for an Endangered Language

    • Angie Calton, Xun Ge, Melody Redbird-Post, Moge Wang

    Pages 251-268

19. Examining Learning Experience in Two Online Courses Using Web Logs and Experience Sampling Method (ESM)

    • Sanghoon Park

    Pages 269-287

20. Back Matter

    Pages 289-292

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This book delves into two divergent, yet parallel themes; first is an examination of how educators can design the experiences of learning, with a focus on the learner and the end results of education; and second, how educators learn to design educational products, processes and experiences. The book seeks to understand how to design how learning occurs, both in the instructional design studio and as learning occurs throughout the world. This will change the area's semantics; at a deeper level, it will change its orientation from instructors and information to learners; and it will change how educators take advantage of new and old technologies. This book is the result of a research symposium sponsored by the Association for Educational Communications and Technology [AECT].  

• active learning
• educational technology
• epistemology
• instructional design
• learning environments
• technology and learning
• learning and instruction

• College of Design, University of Minnesota, St. Paul, USA

  Brad Hokanson

• Athens, USA

  Gregory Clinton

• Wayne State University, Detroit, USA

  Monica W. Tracey

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