Routledge Curriculum, Plans, and Processes in Instructional Design: International Perspectives

Curriculum, Plans, and Processes in Instructional Design: International Perspectives presents perspectives on the relationship between curriculum research and instructional design, as well as new developments in the use of information and communication technology. In their introductory chapter, the editors provide an overview of the volume and introduce the discussions found in three sections: *The chapters in Part I (Theoretical Foundations and Innovations) describe and discuss new theoretical and innovative approaches to instructional design that integrate curriculum development with information and communication technologies. *Part II (Curriculum Development, Instructional Design, and Information Technology) focuses on curriculum development and its impact on models of instructional design. *Part III (Information and Communication Technology and Instructional Design) addresses the challenge of advancing information and communication technologies for instructional planning and curriculum development. Prominent researchers and practitioners from instructional design, as well as the learning sciences--from both the U.S. and around the world--have contributed to this volume. This volume is a valuable resource for graduate students, scholars, and researchers in the fields of instructional design and educational technology, as well as for those who wish to develop expertise in training in industrial, military, public and academic organizations. About the Author Norbert M. Seel is chair and professor for research on learning and instructional design, as well as the head of the Department of Educational Sciences at the Albert-Ludwigs-University at Freiburg, Germany. His research interests include model-based learning and thinking, inductive reasoning and complex problem solving, the investigation of exploratory learning within technology-enhanced environments, and processes of decision making in instructional design. Seel has published 16 books, among them the textbook, Psychology of Learning (2nd ed.), as well as numerous refereed journal articles and book chapters in the area of cognitive psychology, research on learning, and instruction. He is one of the editors of the two volumes Instructional Design: International Perspectives and is the European editor of the journal Technology, Instruction, Cognition, and Learning. Sanne Dijkstra is emeritus professor of instructional technology in the Faculty of the Behavioral Sciences at the University of Twente, The Netherlands. He has been assistant and associate professor of experimental and educational psychology at the Free University of Amsterdam. In 1982 Dijkstra became full professor of education at the University of Twente--the assignment encompassed the responsibility for the research and teaching of instructional design theories and models, as well as the training of teachers of chemistry, mathematics, and physics. His areas of interest include the psychology of cognition and cognitive processes, and industrial and educational psychology. Much of his research publications are on instructional design and the effectiveness and efficiency of the models used. He has a strong interest in the acquisition of knowledge and skills by solving problems.