- Series: Educational Communications and Technology: Issues and Innovations (Book 1)
- Hardcover: 273 pages
- Publisher: Springer; 2014 edition (September 8, 2013)
- Language: English
- ISBN-10: 3319009265
- ISBN-13: 978-3319009261
- Product Dimensions: 6.1 x 0.7 x 9.2 inches
- Shipping Weight: 1.2 pounds (View shipping rates and policies)
- Average Customer Review: Be the first to review this item
- Amazon Best Sellers Rank: #1,745,589 in Books (See Top 100 in Books)
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Design in Educational Technology: Design Thinking, Design Process, and the Design Studio (Educational Communications and Technology: Issues and Innovations) 2014th Edition
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From the book reviews:
“This is a well thought out and very consistently edited work that adds to the conversation that forms the field of instructional design and educational technology. … As a new designer, you might find opportunities to expand your practice; if experienced, you will find affirmation of much of your past practice and opportunities to explore new ideas for future projects. I am sure this book will add value to your collection of ID / learning technology volumes.” (Diane P. Janes, British Journal of Educational Technology, Vol. 46 (1), 2015)
From the Back Cover
This 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.
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