I’ve never been satisfied with the textbooks available to teach instructional design. So after a couple of years at BYU, I decided to create something I could be happy with. Along with my colleague Rick West, we solicited chapters from both academic and industry experts on a variety of topics, and edited them together into a collection I’m quite proud of. The book is open access, published through EdTech Books. It’s available to read online or download for free. It can also be purchased for the cost of printing. I hope you’ll check it out.
Design for Learning : Principles, Processes, and Praxis (online)
Purchase a copy from Amazon
Instructional Design for Business and Non-Profits Syllabus – Fall 2018
Textbooks I Use/Have Used
Design for Learning: Principles, Processes, and Praxis, edited by Jason K. McDonald and Richard E. West
Design For How People Learn, by Julie Dirksen
This course is an undergraduate version of my graduate introduction to instructional design. For topics and other materials please see what I’ve posted there: course materials for Introduction to Instructional Design.
Principles of Learning Syllabus – Spring 2018
- Barab, S. A., & Dodge, T. (2007). Strategies for Designing Embedded Curriculum. In J. M. Spector, M. D. Merrill, J. J. G. Van Merriënboer, & M. P. Driscoll (Eds.), Handbook of Research on Educational Communications and Technology(3rd ed., pp. 97–110). New York: Routledge.
- Dickey, M. D. (2006). Game Design Narrative for Learning: Appropriating the Adventure Game Design Narrative Devices and Techniques for the Design of Interactive Learning Environments. Educational Technology Research and Development, 54(3), 245–263.
- Gadamer, H.-G. (2001). Education is Self-Education. Journal of Philosophy of Education, 35(4), 529–538.
- Jonassen, D. H. (1991). Objectivism versus Constructivism: Do We Need a New Philosophical Paradigm? Educational Technology, Research and Development, 39(3), 5–14.
- McDonald, J. K., Yanchar, S. C., & Osguthorpe, R. T. (2005). Learning from Programmed Instruction: Examining Implications for Modern Instructional Technology. Educational Technology Research and Development, 53(2), 84–98.
- Phillips, D. C. (1995). The Good, the Bad, and the Ugly: The Many Faces of Constructivism. Educational Researcher, 24(7), 5–12.
- Schank, R. C., & Berman, T. R. (2002). The Pervasive Role of Stories in Knowledge and Action. In M. C. Green, J. J. Strange, & T. C. Brock (Eds.), Narrative Impact: Social and Cognitive Foundations(pp. 287–313). Mahwah, NJ: Erlbaum.
- Sfard, A. (1998). On Two Metaphors for Learning and the Dangers of Choosing Just One. Educational Researcher, 27(2), 4–13.
- Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. Internaional Journal of Instructional Technology & Distance Learning, 2(1).
- Skinner, B. F. (1963). Operant Behavior. American Psychologist, 18, 503–515.
- Thomas, G. (1997). What’s the Use of Theory? Harvard Educational Review, 67(1), 75–104.
- Yanchar, S. C., & South, J. B. (2008). Struggling with Theory? A Qualitative Investigation of Conceptual Tool Use in Instructional Design.
- Yanchar, S. C., Spackman, J. S., & Faulconer, J. E. (2013). Learning as embodied familiarization. Journal of Theoretical and Philosophical Psychology, 33(4), 216–232.
IPT 664 Advanced Instructional Design – Fall 2017
Textbooks I Use/Have Used
The ID Casebook: Case Studies in Instructional Design, by Peggy A. Ertmer, James A. Quinn, Krista D. Glazewski
This is a practicum course, so we do not cover topics in a traditional sense. Each class session focused on mentoring to help students be more successful in their assigned project (for a local client).
Design Theory Syllabus – Spring 2017
Textbooks I Use/Have Used
The Design Way: Intentional Change in an Unpredictable World (2nd ed.), by Harold G. Nelson and Erik Stolterman
The Shape of Things: A Philosophy of Design, by Vilém Flusser
- Banathy, B. H. (1996). Designing social systems in a changing world. New York, NY: Spring Science+Business Media. (Chapter 2, pp. 11-47)
- Bayazit, N. (2004). Investigating design: A review of forty years of design research. Design Issues, 20(1), 16-29.
- Belland, J. C. (1991). Developing connoisseurship in educational technology. In D. Hlynka & J. C. Belland (Eds.), Paradigms regained: The uses of illuminative, semiotic and post-modern criticism as modes of inquiry in educational technology (pp. 23-35). Englewood Cliffs, NJ: Educational Technology Publications.
- Brown, T. (2008). Design thinking. Harvard Business Review, 86(6), 84-92.
- Cross, N. (1982). Designerly ways of knowing. Design Studies, 3(4), 221-227.
- Cross, N. (2001). Designerly ways of knowing: Design discipline versus design science. Design Issues, 17(3), 49-55.
- Dunne, J. (1993). Back to the rough ground: ‘Phronesis’ and ‘techne’ in modern philosophy and in Aristotle. Notre Dame, IN: University of Notre Dame Press. (Epilogue, pp. 357-382)
- Dunne, J. (1999). Professional judgment and the predicaments of practice. Eurpoean Journal of Marketing, 33(7/8), 707-720.
- Institute of Design at Stanford (n.d.). An introduction to design thinking: Process guide. Retrieved from https://dschool-old.stanford.edu/sandbox/groups/designresources/wiki/36873/attachments/74b3d/ModeGuideBOOTCAMP2010L.pdf.
- Kimbell, L. (2011). Rethinking design thinking: Part I. Design and Culture, 3(3), 285-306. doi:10.2752/175470811X13071166525216
- Krippendorff, K. (2006). The semantic turn: A new foundation for design. Boca Raton, FL: CRC Press. (Chapter 2, pp. 39-75)
- Lawson, B., & Dorst, K. (2009). Design expertise. Burlington, MA: Elsevier Ltd. (Chapter 3, pp. 81-112)
- Norman, D. A., & Verganti, R. (2014). Incremental and radical innovation: Design research vs. Technology and meaning change. Design Issues, 30(1), 78-96.
- Owen, C. L. (2005). Design thinking. What it is. Why it is different. Where it has new value. Paper presented at the the International Conference on Design Research and Education for the Future.
- Parrish, P. (2012). What does a connoisseur connaît? Lessons for appreciating learning experiences. In S. B. Fee & B. R. Belland (Eds.), The role of criticism in understanding problem solving: Honoring the work of John C. Belland (pp. 43-53). New York: Springer.
- Protzen, J.-P., & Harris, D. J. (2010). The universe of design: Horst Rittel’s theories of design and planning. New York, NY: Routledge. (Chapters 1.10 – 1.11, pp. 107-134)
- Schön, D. A. (1987). The reflective practitioner: How professionals think in action. Basic Books, Inc. (Chapter 3, pp. 76-104)
- Simon, H. A. (1996). The sciences of the artificial (3rd ed.). Cambridge, MA: MIT Press. (Chapter 5, pp. 111-138)
- Stolterman, E. (2016). Some thoughts about the problematic term “design thinking.” Retrieved from http://transground.blogspot.com/2016/12/composing-some-blogposts-in-small-ebook.html.
- Verganti, R. (2008). Design, meanings, and radical innovation: A metamodel and a research agenda. Journal of Product Innovation Management, 25(5), 436-456. doi:10.1111/j.1540-5885.2008.00313.x
- Wilson, B. G. (2013). A practice-centered approach to instructional design. In J. M. Spector, B. B. Lockee, S. E. Smaldino, & M. Herring (Eds.), Learning, problem solving, and mind tools: Essays in honor of David H. Jonassen (pp. 35-54). New York, NY: Routledge.