Table Of ContentTHE SCIENCES OF LEARNING AND
INSTRUCTIONAL DESIGN
There are two distinct professional communities that share an interest in
using innovative approaches and emerging technologies to design and
implement effective support for learning. This edited collection addresses the
growing divide between the learning sciences community and the
instructional design and technology community, bringing leading scholars
from both fields together in one volume in an attempt to find productive
middle ground. Chapters discuss the implications of not bridging this divide,
propose possible resolutions, and go on to lay a foundation for continued
discourse in this important area.
Lin Lin is Associate Professor of Learning Technologies at the University of
North Texas, USA.
J. Michael Spector is Professor and former Chair of Learning Technologies
at the University of North Texas, USA.
THE SCIENCES OF LEARNING
AND INSTRUCTIONAL DESIGN
Constructive Articulation Between
Communities
Edited by Lin Lin and J. Michael Spector
BUTUH LENGKAP HUB
[email protected]
First published 2018
by Routledge
711 Third Avenue, New York, NY 10017
and by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2018 Taylor & Francis
The right of Lin Lin and J. Michael Spector to be identified as the authors of
the editorial material, and of the authors for their individual chapters, has
been asserted in accordance with sections 77 and 78 of the Copyright,
Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or
utilized in any form or by any electronic, mechanical, or other means, now
known or hereafter invented, including photocopying and recording, or in any
information storage or retrieval system, without permission in writing from
the publishers.
Trademark notice: Product or corporate names may be trademarks or
registered trademarks, and are used only for identification and explanation
without intent to infringe.
Library of Congress Cataloging-in-Publication Data
Names: Spector, J. Michael, editor. | Lin, Lin (Professor of learning
technologies), editor.
Title: The sciences of learning and instructional design : constructive
articulation between communities / edited by J. Michael Spector and Lin Lin.
Description: New York, NY : Routledge, 2017. | Includes bibliographical
references.
Identifiers: LCCN 2016057295 (print) | LCCN 2017022002 (ebook) | ISBN
9781315684444 (e-book) | ISBN 9781138924314 (hbk) | ISBN
9781138924321 (pbk) | ISBN 9781315684444 (ebk)Subjects: LCSH:
Instructional systems—Design. | Educational technology. | Computer-assisted
instruction. | Communication in education.
Classification: LCC LB1028.38 (ebook) | LCC LB1028.38 .C659 2017
(print) | DDC 371.33—dc23
LC record available at https://lccn.loc.gov/2016057295
ISBN: 978-1-138-92431-4 (hbk)
ISBN: 978-1-138-92432-1 (pbk)
ISBN: 978-1-315-68444-4 (ebk)
Typeset in Bembo
by diacriTech, Chennai
CONTENTS
1 Historical Introduction
J. Michael Spector and Lin Lin
2 The Sciences of Learning
Pablo N. Pirnay-Dummer and Norbert M. Seel
3 Finding a Middle Ground: Wars Never Settle Anything
Paul A. Kirschner and Kristine Lund
4 Comparing the Goals and Methodologies of Learning Scientists and
Educational Technology Researchers
Thomas C. Reeves and Eunjung Grace Oh
5 Learning Sciences and Instructional Design: Big Challenges and Multi-
field, Multidisciplinary Solutions
Wellesley R. Foshay and Jeremy Roschelle
6 Implications: Cherishing the Middle Ground
Jan Elen
7 Reconsidering Design and Evaluation
Andrew S. Gibbons and David D. Williams
8 Learning Science Applications for Research in Medicine
Susanne P. Lajoie
9 An Asian Perspective on the Divide
Allan H. K. Yuen
10 The Collaboration Imperative
Ellen B. Meier
11 Synthetic Environments for Skills Training and Practice
Robert Hubal and Thomas Parsons
12 Instructional Design and Learning Design
Nancy Law
13 Learning Analytics Design
Dirk Ifenthaler
14 Continuing the Discourse
Lin Lin and J. Michael Spector
List of Contributors
Index
1
HISTORICAL INTRODUCTION
J. Michael Spector and Lin Lin
epistemic access 27
essentialism 40
evaluations: alignments of 218–9; analyzing 88–104; descriptions of 91–2; emphasis on 91;
escalation of 90; factors in 90, 96, 100–2, 101f; as formal practice 88–9; instructional
design and 88–104; of learning objectives 159–70; stagnation of 92; superficiality of
91–2; symmetry of 89–90; in synthetic environments 165–70; theory development in
91; for unifying theories 89; see also assessments
false dichotomies 40–1, 40t
“far transfer” concept 71–3, 213
frame creation 96–8
functionalism 13
gain-practice-demonstrate framework 155–6, 155f
goals: of education 43–5; of instructional design 1–7; for learning environments 65,
154–62; of learning sciences 1–7; of learning scientists 52–3; multiplicity of 27; of
researchers 52–3
hands-on skills 153, 156–7, 173
high-stakes testing 73, 93, 138; see also testing
Human Performance Improvement (HPI) 64–5, 72, 99
hypothesis testing 52, 57–60, 214; see also testing
idealism 40
inductive testing 21, 27; see also testing
informatics 17, 45, 221
information and communication technology (ICT): access to 73–4; in education policies
120–4, 120t; role of 73–4, 119–20, 123–8, 148, 217; stakeholder experiences in 120,
217; see also educational technology
Innovating Instruction model 142–6, 143t
inquiry-based learning 134; see also learning
instructional design (ID): analyzing 88–104; assessment of 72–3, 218–9; challenges of
64–77; as cybernetic activity 94, 99; definitions of 92–100; domain knowledge and
69–73, 110–2, 116, 214; editors and 85–6; evaluations and 88–104; goals of 1–7;
implications of 79–87, 80f, 95–9; journals about 2–4, 85–6; knowledge structures for
71–2; learning analytics design and 202–8; learning design and 186–99; learning
sciences and 64–77, 212–24; learning trajectories for 71–2; as logical exercise 95–9;
mental models for 71–2; middle ground of 79–87, 80f, 214–5; new literature on 92;
optimizing 202–3; as process 92–3; researchers and 55, 84–7, 102, 222–4; scalability of
73–6, 217; teachers and 82–6
instructional design and technology (IDT): analytics on 202–8; Asian perspective on
119–28; background on 1–6; challenges for 4–7, 189–90; collaboration challenges 4–7;
differences and 214–5; evaluation of 88–104; fields of 40, 45, 51–2, 59–60, 82–3,
