Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, Vol. 2 (Instructional Design Theories & Models) [Hardcover]

Charles M. Reigeluth (Editor)

Book Description

ISBN-10: 0805828591 | ISBN-13: 978-0805828597 | Publication Date: April 1, 1999 | Edition: 1

Instructional theory describes a variety of methods of instruction (different ways of facilitating human learning and development) and when to use--and not use--each of those methods. It is about how to help people learn better.

This volume provides a concise summary of a broad sampling of new methods of instruction currently under development, helps show the interrelationships among these diverse theories, and highlights current issues and trends in instructional design. It is a sequel to Instructional-Design Theories and Models: An Overview of Their Current Status, which provided a "snapshot in time" of the status of instructional theory in the early 1980s. Dramatic changes in the nature of instructional theory have occurred since then, partly in response to advances in knowledge about the human brain and learning theory, partly due to shifts in educational philosophies and beliefs, and partly in response to advances in information technologies. These changes have made new methods of instruction not only possible, but also necessary in order to take advantage of new instructional capabilities offered by the new technologies. These changes are so dramatic that many argue they constitute a new paradigm of instruction, which requires a new paradigm of instructional theory.

In short, there is a clear need for this Volume II of Instructional Design Theories and Models. To attain the broad sampling of methods and theories it presents, and to make this book more useful for practitioners as well as graduate students interested in education and training, this volume contains twice as many chapters, but each half as long as the ones in Volume I, and the descriptions are generally less technical. Several unique features are provided by the editor to help readers understand and compare the theories in this book:

*Chapter 1, which discusses the characteristics of instructional theory and the nature of the new paradigm of instruction, helps the reader identify commonalities across the theories.
*Chapter forewords, which summarize the major elements of the instructional-design theories, are useful for reviewing and comparing theories, as well as for previewing a theory to decide if it is of interest, and for developing a general schema that will make it easier to understand.
*Editor's notes provide additional help in understanding and comparing the theories and the new paradigm of instruction to which they belong.
*Units 2 and 4 have introductory chapters to help readers analyze and understand the theories in those units.

This is an essential book for anyone interested in exploring new approaches to fostering human learning and development and thinking creatively about ways to best meet the needs of learners in all kinds of learning contexts.

Readers are invited to use Dr. Charles Reigeluth's Web site to comment and to view others' comments about the instructional design theories in this book, as well as other theories. Point your browser to: www.indiana.edu/~idtheory

Product Details

• Hardcover: 728 pages
• Publisher: Routledge; 1 edition (April 1, 1999)
• Language: English
• ISBN-10: 0805828591
• ISBN-13: 978-0805828597
• Product Dimensions: 9.4 x 6.4 x 2 inches
• Shipping Weight: 2.9 pounds (View shipping rates and policies)
• Average Customer Review: 5.0 out of 5 stars  See all reviews (5 customer reviews)
• Amazon Best Sellers Rank: #211,655 in Books (See Top 100 in Books)

Customer Reviews

Most Helpful Customer Reviews

36 of 36 people found the following review helpful:

5.0 out of 5 stars A basic for any ID book collection, August 5, 2001

By 

noname (Verona, NJ USA) - See all my reviews

This review is from: Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, Vol. 2 (Instructional Design Theories & Models) (Hardcover)

Reigeluths first volume of Instructional Design Theories and Models was published 16 years ago and quickly became "the bible for the development of many instructional designers in the years that followed" (p. 1). In this second volume, Reigeluth has assembled more than a survey of instructional design and learning theories. He sought to reflect the great diversity and changes in thinking since his first volume in 1983. He reasoned logically that the original book formed a picture of the topic in that time period and now it was time to assemble a new snapshot. Taken together, volumes I and II fully illustrate the roots and development of instructional design theories in the U.S. from the 1970s to today.

Volume two is organized into five units. An introductory unit and a reflective unit surround the three units that form the core of the book. These three units present instructional design theories grouped around cognitive, psychomotor and affective development themes. While the topics are divided, the overarching theme of the book is a systems approach to learning-- everything is related.

The introductory unit offers two papers presenting perspectives on the theories and changes that have occurred since the first volume. Reigeluth (1999) begins the unit by defining the terminology of design and theory. He works to establish the framework within which the reader can "analyze and understand the instructional-design theories presented in this book" (p.5).

Thirty-eight authors present twenty-three papers in the three units that form the core of this book-- the descriptions and reports on the state of learning and instructional design theory. Reigeluth organizes each unit purposefully. He explains the selected content and his thinking about their organization by briefly introducing each unit. Each paper is authored by a recognized authority on that topic: Jonassen on constructivist learning environments; Hanaffin on open learning environments; and Gardner on multiple approaches to learning, for instance. Romiszowski presents the single paper that comprises the second unit, psychomotor development.

The only comment that might be taken as a mild negative suggests that while there are many discussions of changing paradigms, the reader is left without a sense of one direction in which to develop instruction. This is more a reflection of our times than the quality or organization of the text. Thirty years ago there were fewer theories and more consensus than is evident today. Reiguluth has been fair to present the multiple points of view, even when they do not intersect to form one dominant theory by which to gauge the work of instructional design.

The author, Charles M. Reigeluth has been a Professor of Instructional Systems Technology at Indiana University since 1988. According to Reigeluth, his "research interests include redesigning educational systems and designing high quality learning resources" (Reigeluth, 2001, p. 2). An avid writer, his publications include eight books; two have received "Outstanding Book of the Year Awards" from the Association for Educational Communications and Technology (AECT).

17 of 17 people found the following review helpful:

5.0 out of 5 stars The Focus Should Be on Instruction That Works, November 1, 2001

By A Customer

This review is from: Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, Vol. 2 (Instructional Design Theories & Models) (Hardcover)

The number of instructional theories and camps of instructional theorists are growing at a rapid rate. Camps of constructivists face off against camps of reductionists and the debate rages on. Unlike many other scientific communities, educators and instructional theorists seem to spend as much energy tearing down the past as they do in inventing the future.

Charles Reigeluth has taken a very different approach to instructional theory. He has gathered together many of the best minds in instruction and assembled their writings into a second volume of instructional theory and practice. In this volume, he allows the various authors to present twenty-one different instructional theories. As editor, Dr. Reigeluth and others cross-reference these various theories and practices to create a discussion of similarities. Rather than take a position that one camp or another is right or wrong, each is allowed to make a case for the work they are doing. Each is given space to offer examples of process and results. If you are looking for a clear picture of the profession of instruction in 1999, then you need look no further than this volume. You will not find exhaustive descriptions of each theory or complete descriptions of all the associated research. This book is more of a summary of all the important work in the profession with extensive references to the larger body of work.
The message from Reigeluth is clear. Instructional professionals need to spend more energy looking for solutions and less energy on carving out individual positions. The focus should be on results because results ultimately determine what works. This work builds on the original volume of instructional theories published in 1983, and there is an indication from Reigeluth that a third volume is now in the works. This is must reading for anyone who wants to take the pulse of the profession.

1 of 1 people found the following review helpful:

5.0 out of 5 stars Outstanding Instructional Design Resource!, March 18, 2007

By 

Ken D. Thomas (Denver, CO United States) - See all my reviews
(REAL NAME)   

This review is from: Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, Vol. 2 (Instructional Design Theories & Models) (Hardcover)

One of the best collections of articles from some of the top theorists in the business. Well selected, well organized, and an excellent read for the serious student of Instructional Design.