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Conversational Forms of Instruction and Message Layer Design

  • Book
  • © 2021

Overview

Authors:
  1. Andrew S. Gibbons

    1. Brigham Young University, Provo, USA

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    You can also search for this author in PubMed   Google Scholar

  2. Elizabeth Boling

    1. IST, Indiana University, Bloomington, USA

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    You can also search for this author in PubMed   Google Scholar

  • Presents an architectural theory of instructional design
  • Describes how design decisions are made and prioritized

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Table of contents (6 chapters)

  1. Front Matter

    Pages i-xi
    Download chapter PDF

  2. Instruction as a Conversation: The Imperative for Message Layer Design

    • Andrew S. Gibbons, Elizabeth Boling
    Pages 1-15

  3. Conversation Theory and the Message Construct

    • Andrew S. Gibbons, Elizabeth Boling
    Pages 17-31

  4. Message Structure, Educational Psychology, and Instructional Technology

    • Andrew S. Gibbons, Elizabeth Boling
    Pages 33-46

  5. Intelligent Tutoring Systems and the Inevitability of the Message Construct

    • Andrew S. Gibbons, Elizabeth Boling
    Pages 47-61

  6. Message Design, the Learning Sciences, and Social Learning Theory

    • Andrew S. Gibbons, Elizabeth Boling
    Pages 63-68

  7. Results and Conclusion

    • Andrew S. Gibbons, Elizabeth Boling
    Pages 69-84
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Keywords

About this book

This book examines the theoretical basis of one of the functional layers—the message layer—of an architectural theory of instructional design. The architectural theory (Gibbons, 2003; Gibbons & Rogers, 2009; Gibbons, 2014) identifies seven functions carried out during instruction that correspond with designable strata, or layers. 


The architectural theory proposes that for each layer there exists a specialized body of design languages, constructs, questions, tools, practices, processes, a professional community, and most especially, bodies of design theory. It also proposes that design knowledge from other design fields, many of which approach design from the same functional perspective, can be appropriated for the further development of knowledge within the instructional technology field. 


A robust literature from disparate fields supplies relevant theory for message layer design. This book builds the case for validationof the message layer by bringing together work from instructional theory, conversation theory, research in the  learning sciences, intelligent tutoring system research, and K-12 education. Within this literature, the authors demonstrate the existence of the message as a structural abstraction: an independently designable entity. They trace the development of the message construct historically, showing that it has remained remarkably stable over time, independent of changing psychological, educational, and technological conventions. 



Authors and Affiliations

  • Brigham Young University, Provo, USA

    Andrew S. Gibbons

  • IST, Indiana University, Bloomington, USA

    Elizabeth Boling

About the authors

Dr. Andrew S. Gibbons conducts research on the architecture of instructional designs. His book, An Architectural Approach to Instructional Design (Routledge, 2014), expresses a theory of instructional design layers, design languages, and modularity to aid the creation of more conversational, innovative, and interactive forms of instruction. Gibbons has also published a content domain theory of Model-Centered Instruction. His goal is to explore the use of layers, languages, and modularity as tools for creating instructional systems that are adaptive, generative, and scalable.

Elizabeth Boling is professor of instructional systems technology in the School of Education at Indiana University. Prior experience includes 10 years in design practice, five with Apple Computer, Inc. She has served as department chair, associate dean for graduate studies, and interim executive associate dean for the School of Education, Indiana University. Her research interests includevisual design for information and instruction, and design theory, pedagogy and practice. She is past editor-in-chief of TechTrends, founding editor and current editor-in-chief of International Journal of Designs for Learning, lead editor the Routledge title Studio Teaching in Higher Education: Selected Design Cases and a co-editor of the forthcoming Handbook of Research in Educational Communications and Technology, 5thEdition.


Bibliographic Information

  • Book Title: Conversational Forms of Instruction and Message Layer Design

  • Authors: Andrew S. Gibbons, Elizabeth Boling

  • Series Title: SpringerBriefs in Educational Communications and Technology

  • DOI: https://doi.org/10.1007/978-3-030-84220-8

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

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

  • Softcover ISBN: 978-3-030-84219-2Published: 01 October 2021

  • eBook ISBN: 978-3-030-84220-8Published: 30 September 2021

  • Series ISSN: 2196-498X

  • Series E-ISSN: 2196-4998

  • Edition Number: 1

  • Number of Pages: XI, 84

  • Number of Illustrations: 4 b/w illustrations, 2 illustrations in colour

  • Topics: Education, general, Educational Psychology, Pedagogic Psychology

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