Contents

  1. Introduction

  2. Acknowledgments

  3. I. Definitions and History

    1. 1. The Proper Way to Become an Instructional Technologist

    2. 2. What Is This Thing Called Instructional Design?

    3. 3. History of LIDT

    4. 4. A Short History of the Learning Sciences

    5. 5. LIDT Timeline

    6. 6. Programmed Instruction

    7. 7. Edgar Dale and the Cone of Experience

    8. 8. Twenty Years of Edtech

  4. II. Learning and Instruction

    1. 9. Memory

    2. 10. Intelligence

    3. 11. Behaviorism, Cognitivism, Constructivism

    4. 12. Sociocultural Perspectives of Learning

    5. 13. Learning Communities

    6. 14. Communities of Innovation

    7. 15. Motivation Theories and Instructional Design

    8. 16. Motivation Theories on Learning

    9. 17. Informal Learning

    10. 18. Overview of Problem-Based Learning

    11. 19. Connectivism

    12. 20. An Instructional Theory for the Post-Industrial Age

    13. 21. Using the First Principles of Instruction to Make Instruction Effective, Efficient, and Engaging

  5. III. Design

    1. 22. Instructional Design Models

    2. 23. Design Thinking and Agile Design

    3. 24. What and how do designers design?

    4. 25. The Development of Design-Based Research

    5. 26. Interviews with Design-Based Researchers (Videos)

    6. 27. A Survey of Educational Change Models

    7. 28. Performance Technology

    8. 29. Defining and Differentiating the Makerspace

    9. 30. User Experience Design

  6. IV. Technology and Media

    1. 31. United States National Educational Technology Plan

    2. 32. Technology Integration in Schools

    3. 33. K-12 Technology Frameworks

    4. 34. What Is Technological Pedagogical Content Knowledge?

    5. 35. The Learner-Centered Paradigm of Education

    6. 36. Distance Learning

    7. 37. Old Concerns with New Distance Education Research

    8. 38. Open Educational Resources

    9. 39. The Value of Serious Play

    10. 40. Video Games and the Future of Learning

    11. 41. Educational Data Mining and Learning Analytics

    12. 42. Opportunities and Challenges with Digital Open Badges

  7. V. Becoming an LIDT Professional

    1. 43. The Moral Dimensions of Instructional Design

    2. 44. Creating an Intentional Web Presence

    3. 45. Where Should Educational Technologists Publish Their Research?

    4. 46. Rigor, Influence, and Prestige in Academic Publishing

    5. 47. Educational Technology Conferences

    6. 48. Networking at Conferences

    7. 49. PIDT, the Important Unconference for Academics

  8. VI. Preparing for an LIDT Career

    1. 50. What Are the Skills of an Instructional Designer?

    2. 51. Careers in Academia

    3. 52. Careers in K-12 Education

    4. 53. Careers in Museum Learning

    5. 54. Careers in Consulting

  9. Reading Assignment