Spring 2001

Instructional Design

Bibliography

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Beyer, H., & Holtzblatt, K. (1998). Contextual design: Defining customer-centered systems. San Diego, CA: Academic Press.

Bruce, B. C., & Levin, J. A.  (1997).  Educational technology: Media for inquiry, communication, construction, and expression.  Journal of Educational Computing Research, 17(1), 79-102.  [On-Line].  Available at:  http://www.ed.uiuc.edu/facstaff/chip/taxonomy/

Clark, R.C. (1999). Developing technical training (2nd ed). Washington, D.C.: International Society for Performance Improvement.

Cognition and Technology Group at Vanderbilt.  (1999).  Technology for teaching and learning with understanding:  A Primer.  Boston, MA:  Houghton Mifflin Company.

Dick, W., & Carey, L.  (1996).  The systematic design of instruction (4th ed.).  New York, NY:  HarperCollins Publishers, Inc.

Dills, C. R., & Romiszowski, A. J. (Eds.).  (1997).  Instructional development paradigms.  Englewood Cliffs, NJ:  Educational Technology Publications, Inc.

Duffy, T. M., & Jonasen, D. H. (1992). Constructivism and the technology of instruction: A conversation. Hillsdale, NY: Lawrence Erlbaum Associates, Publishers.

Duffy, T. M., Lowyck, J., & Jonassen, D. H. (Eds.). (1992). Designing environments for constructive learning. New York, NY: Springer-Verlag.

Gagne, R. M. (1985). The conditions of learning and theory of instruction (4th Ed.). NY, NY: Holt, Rinehart and Winston.

Gagne, R. M., Briggs, L. J., & Wager, W. W.  (1992).  Principles of instructional design (4th ed.).  Orlando, FL:  Harcourt, Brace, Jovanovich, Publishers.

Gagne, R. M., & Medsker, K. L. (1996). The conditions of learning: Training applications. Fort Worth, TX: Harcourt Brace College Publishers.

Gustafson, K. L., & Granch, R. M. (1997). Survey of instructional development models (3rd Ed.). Syracus, NY: Clearinghouse on Information & Technology, Syracuse University.

Ertmer, Peggy A., & Newby, Timothy J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-72.

Ertmer, P. A., & Quinn, J.  (1999).  The ID casebook:  Case studies in instructional design.  Upper Saddle River, NY:  Merrill.

Fleming, M., & Levie, W. H. (Eds.). (1993). Instructional message design: Principles from the behavioral and cognitive sciences (2nd Ed.). Englewood Cliffs, NJ: Educational Technology Publications.

Harris, J.  (1998).  Virtual architecture:  Design and directing curriculum-based telecomputing.  Eugene, OR:  International Society for Technology in Education.

Horton, W. K. (2000).. Designing web-based training : How to teach anyone anything anywhere anytime. NY, NY: John Wiley & Sons.

The Impact of Technology.  [On-Line].  Available at:  http://www.mcrel.org/resources/technology/impact.asp

Johnson, D.  (1996).  Evaluating the impact of technology: The less simple answer.  From Now Own,  5(5). .  [On-Line].  Available at:  http://www.fromnowon.org/jan96/reply.html

Jonassen, D. H.  (2000).  Computers as mindtools for school:  Engaging critical thinking (2nd Ed.).  Englewood Cliffs, NY:  Merrill.

Jonassen, D. H., & Land, S. M. (Eds.). (2000). Theoretical Foundations of Learning Evnironments. Mahwah, NJ: Lawrence Erlbaum Associates.

Jonassen D. H., Tessmer, M., & Hannum, W. H.  (1998). Task analysis methods for instructional design. Hillsdale, NJ: Lawrence Erlbaum Associates.

Jonassen, D. H., Peck, K. L., & Wilson, B. G.  (1999).  Learning with technology:  A constructivist perspective.  Upper Saddle River, NJ:  Merrill.

Jones, B. F., Valdez, G., Nowakowski, J., Rasmussen, C. (1996). Plugging In: Choosing and Using EducationalTechnology. Oak Brook, IL: North Central Regional Educational Laboratory. [On-Line.] Available at: http://www.ncrel.org/sdrs/edtalk/toc.htm

Joyce, B., & Weil, M.  (1996).  Models of teaching (5th ed.).  Needham Heights, MA:  Allyn & Bacon. 

Khan, B. H. (Ed.). (1997). Web-based instruction. Englewood Cliffs, NJ: Educational Technology Publications.

Keirns, J. L.  (1999).  Designs for self-instruction:  Principles, processes, and issues in developing self-directed learning.  Needham Heights, MA:  Allyn & Bacon.

Kommers, P. A. M.,  Grabinger, S., & Dunlap, J. C. (Eds).  (1996).  Hypermedia learning environments:  Instructional design and integration.  Mahwah, NJ:  Lawrence Erlbaum Associates, Publishers.

Kommers, P. A. M., Jonassen, D. H., & Mayes, J. T. (1992).  Cognitive tools for learning.  Berlin, Germany: Springer-Verlag.

Lajoie, S. P., & Derry, S. J. (Eds.). (1993). Computers as cognitive tools. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.

Lajoie, S. P. (Ed.). (2000). Computers as cognitive tools, volumn two: No more walls. Theory change, paradigm shifts, and their influence on the use of computers for instructional purposes. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

Logan, R. K. (1995). The fifth language: Learning a living in the computer age. Toronto, Canada: Stoddart Publishing Co. Limited.

Marzano, R. J., & Pickering, D. J.  (1997).  Dimensions of learning: Teacher’s manual (2nd).  Alexndria, VA: Association for Supervision and Curriculum Development and Mid-continent Regional Educational Laboratory.

Means, B., & Olson, K. (September, 1995). Technology’s role in education reform: Findings from a national study of innovating schools. Menlo Park, CA: SRI. [On-Line.] Available at:
http://www.ed.gov/pubs/EdReformStudies/TechReforms/title.html.

Morrison, G. R.; Ross, S. M.; & Kemp, J. E. (2001). Designing effective instruction (3rd Ed). NY, NY: John Wiley & Sons.

National educational technology standards (NETS). (1999).  [On-Line.] Available at: http://cnets.iste.org/

Perkins, D., Schwartz, J., West, M., & Wiske, M. (Eds). (1995). Software goes to school: Teaching for understanding with new technologies. New York, NY: Oxford University Press.

Petraglie, J. (1998). Reality by design: The rhetoric and technology of authenticity in education. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

Phillips, D. C. (Ed.). (2000). Constructivism in education: Opinions and second opinions on convtroversial issues. Ninety-ninth Yearbook of the National Society for hte Study of Education, Part I. Chicago, IL: The University of Chicago Press.

Reigeluth, C. M.  (1999).  Instructional-design theories and models:  A new paradigm of instructional theory (Vol. II).  Mahwah, NY:  Lawrence Erlbaum Associates, Publishers.

Ryder, M., & Wilson, B.  (1996, February).  Affordances and constraints of the internet for learning and instruction.  Paper presented at the national convention of the Association for Educational Communications Technology, Indianapolis, Indiana. [On-Line].  Available at: http://www.cudenver.edu/~mryder/aect_96.html

Schank, R. C., & Cleary, C. (1995). Engines for education. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. [On-Line.] Available at: http://www.ils.nwu.edu:80/~e_for_e/

Seels, B., & Glasagow, Z.  (1990).  Exercises in instructional design.  Columbus, OH:  Merrill Publishing Company.

Seels, B. B. (Ed.).  (1995).  Instructional design fundamentals: A reconsideration.  Englewood Cliffs, NJ: Educational Technology Publications.

Shambaugh, R. N., & Magliaro, S. G. (1997).  Mastering the possibilities:  A process approach to instructional design.  Boston, MA:  Allyn and Bacon.

Smith, F. (1998). The book of learning and forgetting. NY: Teachers College Press.

Smith, P. L., & Ragan, T. J.  (1999).  Instructional design (2nd ed.).  Upper Saddle, NJ: Merrill.

U.S. Congress, Office of Educational Technology.  (1996, June). Getting America's students ready for the 21st century: Meeting the technology literacy challenge. [On-Line.] Available at: http://www.ed.gov/Technology/Plan/

U.S. Congress, Office of Educational Technology. (1996). Technological literacy: A national priority. Washington, D.C.: U.S. Department of Education. [On-Line.] Available at:
http://www.ed.gov/Technology/Plan/NatTechPlan/priority.html

Wilson, B. G. (Ed.). (1996). Constructivist learning environments: Case studies in instructional design. Englewood Cliffs, NJ: Educational Technology Publications.

 

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Copyright 2000 by the Regents of the University of Minnesota. The University of Minnesota is an equal opportunity educator and employer. This information is subject to change without notice. This page was last modified on February 15, 2001 6:03 PM. For questions or comments, contact Judith Lambrecht, course instructor.

 

 


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