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Instructional-Design Theories and Models, Volume IV: The Learner-Centered Paradigm of Education (Hardback)
  • Instructional-Design Theories and Models, Volume IV: The Learner-Centered Paradigm of Education (Hardback)

Instructional-Design Theories and Models, Volume IV: The Learner-Centered Paradigm of Education (Hardback)

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Hardback 464 Pages / Published: 05/08/2016
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Instructional-Design Theories and Models, Volume IV provides a research-based description of the current state of instructional theory for the learner-centered paradigm of education, as well as a clear indication of how different theories and models interrelate. Significant changes have occurred in learning and instructional theory since the publication of Volume III, including advances in brain-based learning, learning sciences, information technologies, internet-based communication, a concern for customizing the student experience to maximize effectiveness, and scaling instructional environments to maximize efficiency.

In order to complement the themes of Volume I (commonality and complementarity among theories of instruction), Volume II (diversity of theories) and Volume III (building a common knowledge base), the theme of Volume IV is shifting the paradigm of instruction from teacher-centered to learner-centered and integrating design theories of instruction, assessment, and curriculum. Chapters in Volume IV are collected into three primary sections: a comprehensive view of the learner-centered paradigm of education and training, elaborations on parts of that view for a variety of K-12 and higher education settings, and theories that address ways to move toward the learner-centered paradigm within the teacher-centered paradigm.

Instructional-Design Theories and Models, Volume IV is an essential book for anyone interested in exploring more powerful ways of fostering human learning and development and thinking creatively about ways to best meet the needs of learners in all kinds of learning contexts.

Publisher: Taylor & Francis Ltd
ISBN: 9781138012936
Number of pages: 464
Weight: 800 g
Dimensions: 229 x 152 x 30 mm


"What is really new and valuable in this volume emphasizing a learner-centered instructional design perspective is its reflection of a holistic view of the learner as an autonomous agent who is much more than a cognitive processor. Rather, these authors recognize that a learner has emotions, moods, a cultural and social context, habits, and personal and professional interests. Recalling lessons learned from prior research, providing time and informative, constructive feedback to learners, then, is likely to promote understanding and performance. These lessons are carried forward in many of the chapters of this volume, which I highly recommend to instructional designers, educational researchers, and educational practitioners."

--J. Michael Spector, Professor and former Chair of the Department of Learning Technologies at the University of North Texas, USA

"The fourth and latest volume of this enormously helpful series steps dramatically away from conventional patterns of education with a truly learner-centered paradigm emphasizing attainments, tasks, and personalization rather than time, content, and standardization."

--David Perkins, Carl H. Pforzheimer, Jr., Research Professor of Teaching and Learning, Harvard Graduate School of Education, USA

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