Design for learning : [electronic resource] principles, processes, and praxis / Jason K. McDonald & Richard E. West.

Introduction -- Part I. Instructional Design Practice -- Understanding. 1. Becoming a Learning Designer -- 2. Designing for Diverse Learners -- 3. Conducting Research for Design -- 4. Determining Environmental and Contextual Needs -- 5. Conducting a Learner Analysis - Exploring -- 6. Problem Framing -- 7. Task and Content Analysis -- 8. Documenting Instructional Design Decisions - Creating -- 9. Generating Ideas -- 10. Instructional Strategies -- 11. Instructional Design Prototyping Strategies -Evaluating -- 12. Design Critique -- 13. The Role of Design Judgment and Reflection in Instructional Design -- 14. Instructional Design Evaluation -- 15. Continuous Improvement of Instructional Materials. Part II. Instructional Design Knowledge -- Sources of Design Knowledge -- 16. Learning Theories -- 17. The Role of Theory in Instructional Design -- 18. Making Good Design Judgments via the Instructional Theory Framework -- 19. The Nature and Use of Precedent in Designing -- 20. Standards and Competencies for Instructional Design and Technology Professionals -- Instructional Design Processes -- 21. Design Thinking -- 22. Robert Gagné and the Systematic Design of Instruction -- 23. Designing Instruction for Complex Learning -- 24. Curriculum Design Processes -- 25. Agile Design Processes and Project Management -- Designing Instructional Activities -- 26. Designing Technology-Enhanced Learning Experiences -- 27. Designing Instructional Text -- 28. Audio and Video Production for Instructional Design Professionals -- 29. Using Visual and Graphic Elements While Designing Instructional Activities -- 30. Simulations and Games31. Designing Informal Learning Environments -- 32. The Design of Holistic Learning Environments -- 33. Measuring Student Learning -- Design Relationships -- 34. Working With Stakeholders and Clients -- 35. Leading Project Teams -- 36. Implementation and Instructional Design.

Our purpose in this book is twofold. First, we introduce the basic skill set and knowledge base used by practicing instructional designers. We do this through chapters contributed by experts in the field who have either academic, research-based backgrounds, or practical, on-the-job experience (or both). Our goal is that students in introductory instructional design courses will be able to use this book as a guide for completing a basic instructional design project. We also hope the book is useful as a ready resource for more advanced students or others seeking to develop their instructional design knowledge and skills.