Instructional-design Theories and Models: A New Paradigm of Instructional Theory, Volume II [Hardcover]

Charles Reigeluth has taken a very different approach to instructional theory. He has gathered together many of the best minds in instruction and assembled their writings into a second volume of instructional theory and practice. In this volume, he allows the various authors to present twenty-one different instructional theories. As editor, Dr. Reigeluth and others cross-reference these various theories and practices to create a discussion of similarities. Rather than take a position that one camp or another is right or wrong, each is allowed to make a case for the work they are doing. Each is given space to offer examples of process and results. If you are looking for a clear picture of the profession of instruction in 1999, then you need look no further than this volume. You will not find exhaustive descriptions of each theory or complete descriptions of all the associated research. This book is more of a summary of all the important work in the profession with extensive references to the larger body of work.
The message from Reigeluth is clear. Instructional professionals need to spend more energy looking for solutions and less energy on carving out individual positions. The focus should be on results because results ultimately determine what works. This work builds on the original volume of instructional theories published in 1983, and there is an indication from Reigeluth that a third volume is now in the works. This is must reading for anyone who wants to take the pulse of the profession.

Charles Reigeluth has taken a very different approach to instructional theory. He has gathered together many of the best minds in instruction and assembled their writings into a second volume of instructional theory and practice. In this volume, he allows the various authors to present twenty-one different instructional theories. As editor, Dr. Reigeluth and others cross-reference these various theories and practices to create a discussion of similarities. Rather than take a position that one camp or another is right or wrong, each is allowed to make a case for the work they are doing. Each is given space to offer examples of process and results. If you are looking for a clear picture of the profession of instruction in 1999, then you need look no further than this volume. You will not find exhaustive descriptions of each theory or complete descriptions of all the associated research. This book is more of a summary of all the important work in the profession with extensive references to the larger body of work.
The message from Reigeluth is clear. Instructional professionals need to spend more energy looking for solutions and less energy on carving out individual positions. The focus should be on results because results ultimately determine what works. This work builds on the original volume of instructional theories published in 1983, and there is an indication from Reigeluth that a third volume is now in the works. This is must reading for anyone who wants to take the pulse of the profession.