Alison A. Carr-Chellman

A comprehensive, updated survey of the instructional design and technology field, this edition adds new chapters on artificial intelligence, alternative ID models, social-emotional learning, ROI, micro-credentials, designing for e-learning, hybrid learning, ethics, diversity, and accessibility. The book orients students, researchers, and practitioners to core purposes, theories, models, and emerging environments shaping IDT, offering guidance on skills and knowledge essential for current and future practice.

An edited collection using a dialogue format in which leading scholars present and respond to position statements across educational technology, learning, and instructional design. Topics include the nature of design, designer preparation, paradigm change, learning with media, scalability, and the learner-centered paradigm. The conversations clarify current issues, provide theoretical grounding, and frame directions for future inquiry and practice.

A practical model (ID4T) that adapts instructional design for K–12 teachers. The second edition adds material on gaming, cybercharters, online and flipped classrooms, and standards alignment. Each chapter offers framing questions, common pitfalls, rules of thumb, and examples to help teachers shift toward student-centered, constructivist, and user-design–informed approaches while applying research-based design heuristics in everyday classroom practice.

Introduces the ID4T model to guide K–12 teachers through a streamlined, classroom-friendly instructional design process. Emphasizes preparing, motivating, and supporting teachers’ sustained use of ID principles, with accessible examples and guidance that bridge behaviorist to constructivist/user-design approaches and demonstrate how design can positively shape everyday instructional moments.

This foundational volume aims to begin building a shared knowledge base for instruction across diverse theories and models. Organized around frameworks for understanding instructional theory, approaches to instruction, outcomes of instruction, and tools to continue knowledge building, the book synthesizes universal and situational principles and situates instructional theory within broader paradigm changes toward learner-centered education.

Articulates the User-Design framework—authentic empowerment of front-line learners as co-designers of their learning systems. Differentiating user-design from stakeholder involvement and user-centered design, the book draws on HCI, systems theory, change processes, and learning theory to present methods and strategies for facilitating user design, addressing conflict and leadership, and linking user-design to systemic change and instructional systems design.

A critical, international compendium examining promises versus realities of e-learning across regions including Asia, Europe, North America, Oceania, and Africa. Through country and regional case studies, contributors interrogate access, participation, policy, development, and the social–political contexts of online education, offering a balanced assessment of who benefits from e-learning initiatives and how to address the needs of the disenfranchised.