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001 978-3-319-00927-8
003 DE-He213
005 20140220082507.0
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008 130907s2014 gw | s |||| 0|eng d
020 _a9783319009278
_9978-3-319-00927-8
024 7 _a10.1007/978-3-319-00927-8
_2doi
050 4 _aLC8-6691
072 7 _aYQT
_2bicssc
072 7 _aEDU039000
_2bisacsh
082 0 4 _a371.33
_223
100 1 _aHokanson, Brad.
_eeditor.
245 1 0 _aDesign in Educational Technology
_h[electronic resource] :
_bDesign Thinking, Design Process, and the Design Studio /
_cedited by Brad Hokanson, Andrew Gibbons.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2014.
300 _aX, 273 p. 27 illus., 6 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aEducational Communications and Technology: Issues and Innovations
505 0 _aIntroduction -- Design, Designers and Reflection-in-Action -- Eight Views of Instructional Design and What They Should Mean to Instructional Designers -- Critical Issues in Studio Pedagogy: Beyond the Mystique and Down to Business -- In Education We All Want to Be Nice: Lessons Learned from a Multidisciplinary Design Studio -- Instructional Design in a Studio Environment: What Happens When Design Meets Hollywood? -- Understanding and Examining Design in Action with Cultural Historical Activity Theory -- Instructional Design Cases: Documenting precedent in instructional design -- The Many Facets of Design and Research in Instructional Design -- Reconceptualizing Instructional Message Design: Toward the Development of a New Guiding Framework -- Development of Design Judgment in Instructional Design: Perspectives from Instructors, Students and Instructional Designers -- Ethics as Design: Rethinking Professional Ethics as Part of the Design Domain -- EDISYS: A Tool for Enhancing Design Inquiry Systems -- Design-Thinking for Engineering Quality Instructional Design Processes Through Leadership Competencies and Modeling -- Design Thinking and Higher Education Administration -- The Half-Known World.
520 _aThis volume, representing the best papers presented at the 2012 AECT Summer Research Symposium, focuses on the conscious adoption of aspects of design thinking, evident in a range of divergent professions (including business, government, and medicine), extended to the field of education.  Design thinking is future oriented, concerned with "the conception and realization of new things," and at its core is focused on "planning, inventing, making, and doing" (Cross, 1997, p.1), all of which are of value to the field of educational technology.     Chapters in the volume focus on design thinking, design process, and the design studio and were solicited from the general membership of the Association of Educational Communications and Technology and then evaluated by a panel of experts and the two symposium co-chairs. Examples and experiences from outside the traditional boundaries of instructional design and educational technology enriched and balanced the discussion. This dynamic and multidisciplinary structure forms the basis and the inspiration for the chapters of this book.  From their own viewpoints, from their own academic venues, fifteen authors express their diverse experience and views of design in a process fashioned to elicit and develop their best ideas and explanations.   This is the ideal book for instructional designers, researchers in educational technology and instructional technology, and anyone interested in finding both new models of designing and new ways to connect theory to the development of a wide range of educational products.
650 0 _aEducation.
650 1 4 _aEducation.
650 2 4 _aEducational Technology.
650 2 4 _aLearning & Instruction.
700 1 _aGibbons, Andrew.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9783319009261
830 0 _aEducational Communications and Technology: Issues and Innovations
856 4 0 _uhttp://dx.doi.org/10.1007/978-3-319-00927-8
912 _aZDB-2-SHU
999 _c92556
_d92556