Overview
- Provides a diverse exploration of instructional design and learning
- Includes application ready ideas for the field of instructional design
- Examines concepts of diversity and technology
Part of the book series: Educational Communications and Technology: Issues and Innovations (ECTII)
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Table of contents (25 chapters)
Keywords
- interdisciplinary education
- transdisciplinary education
- educational technology
- curriculum design
- interdisciplinary curriculum design
- theory of interdisciplinary education
- instructional design
- interdisciplinary teaching
- Interdisciplinary learning
- interdisciplinary research
- application of interdisciplinary research
About this book
This edited volume provides a multi-faceted look at theories, studies, and design cases that employ formative design in learning across multiple domains. Topics include processes oriented around design thinking, design-based research, and others. Additional chapters provide contextual considerations, such as describing how formative design was used to design learning solutions for STEM learning and food banks, as well as overcoming challenges in emergency remote teaching. In doing so, the book provides an interdisciplinary view that explores how scholars and practitioners engage in formative practices that support a wide array of learners and contexts.
Editors and Affiliations
About the editors
Matthew Schmidt Ph.D. is an Associate Professor at the University of Florida in the Educational Technology program, faculty in the Institute for Advanced Learning Technologies, and director of the Advanced Learning Technologies Studio. His primary research interest includes design and development of innovative educational courseware and computer software with a particular focus on individuals with disabilities and their families/caregivers. His secondary research interests include immersive learning and learning experience design.
Marisa Exter Ph.D. is an Associate Professor of Learning Design and Technology at Purdue University. She has 15 years of experience in software design, development, and project management, and BS and MS in Computer Science, along with a PhD in Instructional Systems Technology. Her research interests focus on formal and non-formal educational experiences professionals who use design processes to create technology (such as Instructional Design, Computing, and Engineering/Technology), with an aim to improving undergraduate education, especially through interdisciplinary programs and learning experiences.
Andrew A. Tawfik Ph.D. is an Associate Professor of Instructional Design & Technology at the University of Memphis, where he also serves as the director for the Instructional Design & Technology Studio. His research interests include inquiry-based learning, case-based reasoning, and computer-supported collaborative learning. Additional interests include learning experience design andhuman-computer interaction.
Yvonne Earnshaw Ph.D. is an Assistant Professor of Instructional Design and Technology in the School of Instructional Technology and Innovation, which is situated within the Bagwell College of Education at Kennesaw State University. She also has over 20 years of practitioner experience in technical writing, instructional design, and user experience. Her research interests are in learning experience design, online teaching and learning, and practitioner preparation.
Bibliographic Information
Book Title: Formative Design in Learning
Book Subtitle: Design Thinking, Growth Mindset and Community
Editors: Brad Hokanson, Matthew Schmidt, Marisa E. Exter, Andrew A. Tawfik, Yvonne Earnshaw
Series Title: Educational Communications and Technology: Issues and Innovations
DOI: https://doi.org/10.1007/978-3-031-41950-8
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Association for Educational Communications & Technology 2023
Hardcover ISBN: 978-3-031-41949-2Published: 28 November 2023
Softcover ISBN: 978-3-031-41952-2Due: 17 December 2023
eBook ISBN: 978-3-031-41950-8Published: 27 November 2023
Series ISSN: 2625-0004
Series E-ISSN: 2625-0012
Edition Number: 1
Number of Pages: VII, 318
Number of Illustrations: 15 b/w illustrations, 40 illustrations in colour
Topics: Education, general, Higher Education, Curriculum Studies, Curriculum Studies