Learning Theory and Instructional Design
Definitions of Instructional Design
Adapted from "Training and Instructional Design", Applied Research Laboratory, Penn State Univ. A multitude of ways to view Instructional Design and its relation to instructional technology, instuctional strategies, and instructional theory. There are embedded links that help to explain various aspects such as "constructivist" and "cognitive" theories, and instructional strategies. The links are organized and very thorough, as well as useful to instructional designers.
The Dick and Carey Design Model uses a systems approach for designing instruction. One of the best known models, its approach to designing instruction is similar to that of software engineering. The design model describes all the phases of an iterative process that starts by identifying instructional goals and ends with summative evaluation. This model is applicable across a range of context areas (e.g., K-12 to business to government) and users (novice to expert).
The Institute for Learning Technologies (Teachers College, Columbia University)
"The Institute is engaged in a number of large-scale research projects intended to develop, test, and implement effective pedagogical approaches to the use of new information technology in education."
Theory Into Practice (TIP) database -- TIP is a tool intended to make learning and instructional theory more accessible to educators. The database contains brief summarizes of 50 major theories of learning and instruction. These theories can also be accessed by learning domains and concepts.
Notes on the concept of "reflection"
Very thorough exploration of all aspects of "reflection" by psychology professor at Univ. of Glasgow. There is an outline with links that deal with aspects of reflection regarding learning, learners, education, and teaching. The stance taken is that there are three issues involved:
Prolegomena to a theory of instructional design - Duchastel
Article in Journal of Interactive Media in Education: An attempt to lay out requirements for a full theory of instructional design. Such a theory would show characteristics of fullness: comprehensiveness (its coverage of all domains), abstractness (encompassing all processes), utility (wide applicability), validity (grounded in psychology).