This book delves into two divergent, yet parallel themes; first is an examination of how educators can design the experiences of learning, with a focus on the learner and the end results of education; and second, how educators learn to design educational products, processes and experiences. The book seeks to understand how to design how learning occurs, both in the instructional design studio and as learning occurs throughout the world. This will change the area's semantics; at a deeper level, it will change its orientation from instructors and information to learners; and it will change how educators take advantage of new and old technologies. This book is the result of a research symposium sponsored by the Association for Educational Communications and Technology [AECT].

Presents a diverse exploration of instructional design and learning environments Provides application-ready ideas for the field of instructional design Examines learning environments, a growing theoretical area in educational technology

Autorentext

Brad Hokanson, RA, PhD is the Director of Educational Futures at the University of Minnesota College of Design, Twin Cities.

Klappentext

This breakthrough volume examines innovative stops on the journey from educational design to learning design, paralleling the shifting focus of education from teachers to learners. As part of the academic quest to understand how learning actually occurs, the book identifies technologies and processes most relevant to learning design so that designers can create products geared toward more meaningful experience. Fascinating case studies illustrate diverse aspects and applications of learning design, from new ideas in pedagogy and collaboration to designing a learning model for preserving the Kiowa language. In these pages, contributors model a future for education that is learner-centered, ubiquitous, and inclusive.

Among the featured topics:

• Promoting learner-centered instruction through the design of contextually relevant experiences.

• The multifaceted endeavor of online teaching: the need for a new lens.

• Mastery learning within accelerated nursing learning environments.
• Using ubiquitous learning techniques to build competency in science, technology, engineering, and math: a sySTEMic approach.
• Designing authentic educational experiences through virtual service learning.

• Instructional design as feminist practice.

The*DesignoftheLearningExperience* will find an interested audience among educators, education researchers, instructional designers, and others keeping up with the evolution that is educational design.

Inhalt
Introduction.- A Panoramic View of the Future of Learning and the Role of Design(ers) in Such Experiences.- A Constructivist Process: Designing an Intervention to Teach Complex Thinking Skills.- Promoting Learner-Centered Instruction Through the Design of Contextually Relevant Experiences.- Reconsidering the Design of a Learning Design Studio.- The Multifacted Endeavor of Online Teaching: The Need for a New Lens.- Critiquing the Role of the Learner and Context in Aesthetic Learning Experiences.- Design Team Collaboration with a Complex Ill-Structured Design Problem.- Design of a Learner-Centered Seminar and Studio Based Polytechnic Institute.- Repertoire of Precedents: Designers KindlingFatwood During Reflection-in-Action.-Mastery Learning Within Accelerated Learning Environments.- Using Ubiquitous Learning Techniques to Build Competency in Science, Technology, Engineering, & Math: A sySTEMic Approach.- Designing Authentic Educational Experiences through Service-Learning.- Instructional Design as Feminist Practice.- The Kiowa Language and Culture Revitalization Program: Designing a Community-based Learning.-Model for an Endangered Language.- Examining Learning Experience in Two Online Courses using Web Logs and Experience Sampling Method (ESM).- Reflections on the 2014 Summer Research Symposium.