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Learning: Design, Engagement and Definition

Interdisciplinarity and learning

  • Book
  • © 2021

Overview

Editors:
  1. Brad Hokanson

    1. College of Design, University of Minnesota, Saint Paul, USA

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  2. Marisa Exter

    1. Learning Design and Technology, Purdue University, West Lafayette, USA

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  3. Amy Grincewicz

    1. Graduate Programs Office, Kent State University, Kent, USA

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  4. Matthew Schmidt

    1. University of Florida, Gainesville, USA

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  5. Andrew A. Tawfik

    1. Instruction Curriculum Leadership, University of Memphis, Memphis, USA

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  • This is a diverse exploration of instructional design and learning
  • Application ready ideas for the field of instructional design
  • Includes special chapter on immersive and participatory installations by contemporary artist Olafur Eliasson.

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Table of contents (25 chapters)

  1. Front Matter

    Pages i-xi
    Download chapter PDF

  2. A Framework for Scholarship on Instructed Learning

    • Michael H. Molenda
    Pages 1-16

  3. Making Decisions About Asynchronous and Synchronous Engagement Strategies: Access and Inclusion

    • Jessica Lantz, Eric Stauffer, Jamie Calcagno-Roach, Andrea Adams, Kristen Shuyler, Aaron Noland et al.
    Pages 17-28

  4. Using Live Interactive Improv to Instill a Participatory, Transactional Learning Culture in the Classroom

    • Robert F. Kenny, Glenda A. Gunter
    Pages 29-40

  5. Instructional Design as a Way of Acting in Relationship with Learners

    • Jason K. McDonald
    Pages 41-55

  6. The Case for Rethinking Multimedia

    • Hal Hinderliter
    Pages 57-68

  7. Designing Master Courses That Promote Significant, Engaged Learning

    • Amy M. Grincewicz, Bethany Simunich
    Pages 69-86

  8. Analogies, Metaphors, Proverbs, and Similes for Learning

    • Dennis Cheek
    Pages 87-97

  9. Learning Experience in an Instructional Design Doctoral Program: A Redesign Case

    • Elizabeth Boling
    Pages 99-105

  10. Current and Evolving Views of Learner Experience from the Field of Learning Design and Technology

    • Matthew Schmidt, Rui Huang
    Pages 107-121

  11. Learning to Learn Lifelong Across Domains and Disciplines: Heutagogy and Movement Toward Triple-Loop Learning

    • Marisa Exter, Iryna Ashby
    Pages 123-135

  12. Social Media for Connected Learning and Engagement in Online Education

    • Angelica Pazurek
    Pages 137-145

  13. Design of Learning Experience to Engage Learning in Instructional Design and Technology Graduate-Level Classes: Digital Game-Based Learning (DGBL) Cases

    • Suzanne Y. Ensmann, Penni Eggers, Brittany Bing, Linlin Li
    Pages 147-166

  14. Incorporating Interest Development, Self-Determination Theory, and Flow into Guided Inquiry Design in STEM Environments

    • Bruce DuBoff
    Pages 167-180

  15. Balancing Competing Goods: Design Challenges Associated with Complex Learning

    • Aatish Neupane, Kira Gedris, Jason K. McDonald, Derek L. Hansen, Jonathon Balzotti
    Pages 181-190

  16. Two Culturally Situated Instructional Design Cases for Beginner English Language Learning in Haiti

    • Anuoluwapo Brahim, Adriana Vianna, Suzanne Ensmann
    Pages 191-205

  17. Analyzing Interdisciplinary Program Design Through the Lens of Complexity Theory

    • Iryna Ashby
    Pages 207-216

  18. Supporting Remote Learning Design at Universities: Lessons from China’s EdTech Response to COVID-19

    • Linli Zhou, Na Li
    Pages 217-222

  19. Mobile Simulation for Effective Classroom Management Skill Training for Preservice Teachers

    • Sanghoon Park, Jeeheon Ryu, Kukhyeon Kim, Chaeyeon Kim
    Pages 223-238

  20. When a Pen Is More than a Pen: Object-Based Learning and the Value of Objects as Concrete Referents

    • Caren S. Oberg
    Pages 239-247
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Keywords

About this book

This book examines the topic of learning design from a human, interactive, and collaborative perspective. A variety of pedagogic and instructional modalities are thoroughly investigated as methodologies for creating functional and effective designs for students. The book is appropriate for all levels of teaching and learning, but special attention is paid to the special requirement of higher education, graduate education and post-graduate classrooms.

Within the research chapters are embedded numerous examples, case studies, and implementation guides. The book is a scholarly yet practical guide to learning design and everyone from educational researchers in all areas of educational technology to instructional designers and instructional technologists will find it useful and inspiring at once.  

Editors and Affiliations

  • College of Design, University of Minnesota, Saint Paul, USA

    Brad Hokanson

  • Learning Design and Technology, Purdue University, West Lafayette, USA

    Marisa Exter

  • Graduate Programs Office, Kent State University, Kent, USA

    Amy Grincewicz

  • University of Florida, Gainesville, USA

    Matthew Schmidt

  • Instruction Curriculum Leadership, University of Memphis, Memphis, USA

    Andrew A. Tawfik

About the editors

Brad Hokanson is a professor in Design at the University of Minnesota. He has a diverse academic record, including degrees in art, architecture, urban design, and received his Ph.D. in Instructional Technology. He teaches in the area of creative problem solving and has published research in the fields of creativity and educational technology. His most recent book on the development of creativity is Developing Creative Thinking in Learners. He also is currently the Mertie Buckman Professor of Design Education. He won his college’s awards for outstanding teaching in 2002 and 2008.

He has recently completed research on the relationship between creativity and achievement in school children, comparing measured creativity with standardized achievement scores. He is now running his fourth massive online course on creativity for the University of Minnesota with an enrollment of over 201,000. Previous courses each enrolled over 52,000 learners. 

He served asPresident of the Association of Educational Communication and Technology in 2017 and won the J. Michael Spector Award for exemplary service to AECT, 2020.



Bibliographic Information

  • Book Title: Learning: Design, Engagement and Definition

  • Book Subtitle: Interdisciplinarity and learning

  • Editors: Brad Hokanson, Marisa Exter, Amy Grincewicz, Matthew Schmidt, Andrew A. Tawfik

  • Series Title: Educational Communications and Technology: Issues and Innovations

  • DOI: https://doi.org/10.1007/978-3-030-85078-4

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Association for Educational Communications and Technology (AECT) 2021

  • Hardcover ISBN: 978-3-030-85077-7Published: 20 December 2021

  • Softcover ISBN: 978-3-030-85080-7Published: 21 December 2022

  • eBook ISBN: 978-3-030-85078-4Published: 01 January 2022

  • Series ISSN: 2625-0004

  • Series E-ISSN: 2625-0012

  • Edition Number: 1

  • Number of Pages: XI, 319

  • Number of Illustrations: 1 b/w illustrations

  • Topics: Education, general, Higher Education

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