The Experts in Instructional Design

 

With Research Pertinent to Online Learning or Cognitive Load Theory

The experts listed have devoted most of their bodies of research to instructional design research. While there are many more experts in the field of instructional design than those listed, these authors works will have impacts in my area of study.

Dr. Katy Campbell

campbell

Dean, Faculty of Extension, University of Alberta

Recent Publications

  • Campbell, K., Schwier, R.A., & Kenny, R.F. (2005). Agency of the instructional designer: Moral coherence and transformative social practice. Australasian Journal of Educational Technology, 21(2), 242-262.
  • Kenny, R.F., Zhang Z., Schwier, R.A., & Campbell, K. (2005). A review of what instructional designers do: Questions answered and questions not asked. Canadian Journal of Learning and Technology, 31(1), 9-26.
  • Campbell, K. (2004). Instructional technology innovation as transformational learning: Female faculty's narratives of experience. In K. Morgan, C.A. Brebbie, J. Sanchez, and A. Voiskounsky (Eds.), Human perspectives in the Internet society: Culture, psychology and gender.
  • Schwier, R. A., Campbell, K., & Kenny, R.F. (2004). Instructional designers' observations about identity, communities of practice and change agency. Australasian Journal of Educational Technology 20(1), 69-100.

Dr. Richard Clark

clark

Professor of Educational Psychology and Technology, Director, Center for Cognitive Technology, University of Southern California

  • Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based experiential and inquiry-based teaching. Educational Psychologist, 41(2), 75-86.
  • Clark, R. E. (2004). What works in distance learning: Motivation strategies. In H. O’Neil (Ed.), What works in distance learning: Guidelines (pp. 89-110). Greenwich, CT: Information Age Publishers.
  • Clark, R. E. (2004). What works in distance learning: Instructional strategies. In H. O’Neil (Ed.) What works in distance learning: Guidelines. Greenwich, CT: Information Age Publishers.
  • Van Merrienboer, J. J. G., Clark, R. E., de Croock, M. B. M. (2002). Blueprints for complex learning: The 4C/ID-Model. Educational Technology Research and Development, 50(2), 39-64.

Dr. Walter Dick

dick
Professor Emeritus, Florida State University


Recent Publications:

  • The Systematic Design of Instruction (2001)
  • Planning Effective Instruction (1998)
  • Creator of the Dick & Carey Instructional Design Model

Dr. David Jonassen

Jonassen

Distinguished Professor of Education, Director Center for the Study of Problem Solving, University of Missouri-Columbia

Dr. Jonassen's work on Mindtools and constructivist learning environments has been widely cited. He is consider one of the premier experts in the field of instructional technology. His current research focus is in the area of problem solving.

Recent Publications

  • Strobel, J., Hung, W., & Jonassen, D. (in press). Learning by modeling systems. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Jonassen, D.H., Howland, J., Marra, R.M., & Crismond, D. (in press). Meaningful learning with technology, 3rd Ed. Columbus, OH: Merrill/Prentice Hall.
  • Jonassen, D.H., Cho, Y.H., & Kwon, K. (in press). Supporting argumentation in technology-enhanced environments. International Journal of Technology-Enhanced Learning, 1 (1).
  • Jonassen, D.H. (in press). Modeling thinking processes by building cognitive simulations. In J. Strobel, W. Hung, & D.H. Jonassen (Eds.), Learning by modeling systems. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Hung, W., Jonassen, D.H., & Liu, R. (2007). Problem-based learning. In J.M. Spector, J. G. van Merrienboer, M.D., Merrill, & M. Driscoll (Eds.), Handbook of research on educational communications and technology, 3rd Ed. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Jonassen, D. H. (2007).  Engaging and Supporting Problem Solving Online.  In S. M. Fiore & E. Salas (Eds), Where is the learning in distance learning?  Towards a science of distributed learning and training (pp. 185-207).  Washington, DC:  American Psychological Association.
  • Jonassen, D.H. (2007). Case-based reasoning: Toward Phenomenological Ontologies. Technology, Instruction, Cognition & Learning.
  • Jonassen, D.H. (2007). Engaging and supporting problem solving in online learning. In M. Simonson & C. Schuster (Eds.), Online Learning Communities. Information Age Publishers.
  • Jonassen , D.H. (2006). Accommodating ways of human knowing in the design of information and instruction. International Journal of Knowledge and Learning, 2 (3/4),181- 190. 
  • Jonassen, D.H., Cernusca, D., Ionas, I.G. (2006). Constructivism and instructional design: The emergence of the learning sciences and design research. In R. Reiser & J. Dempsey (Eds.), Trends and issues in instructional design and technology. Columbus, OH: Merrill/Prentice-Hall.
  • Jonassen, D.H. (2006). On the role of concepts in learning and instructional design. Educational Technology: Research & Development, 54 (2), 177-196.
  • Jonassen, D.H. (2006). Modeling with technology: Mindtools for conceptual change. Columbus, OH: Merrill/Prentice-Hall.
  • Jonassen, D.H. (Ed.).(2004). Handbook of research on educational communications and technology, 2nd. Ed. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Jonassen, D.H. (2003). Instructional design for learning to troubleshoot, Performance Improvement, 42 (4), 34-38.
  • Jonassen, D.H., Howland, J., Moore, J., & Marra, R.M. (2003) Learning to solve problems with technology: A constructivist perspective, 2nd. Ed. Columbus, OH: Merrill/Prentice-Hall.
  • Jonassen, D.H. & Land, S.L. (2000). Theoretical foundations of learning environments. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Jonassen, D.H. (2000). Computers as Mindtools for Schools: Engaging Critical Thinking. Columbus, OH: Prentice-Hall.

Dr. Gary Morrison

morrison

Professor, Instructional Design and Technology, Old Dominion University

Dr. Morrison is the associate editor of the research section of Educational Technology Research and Development; and he is on the editorial boards of Quarterly Review of Distance Education and Computers in Human Behavior. He is also a reviewer for British Journal of Educational Technology, Review of Educational Research, Journal of Computer-Assisted Learning, and Learning and Instruction: The Journal of the European Association for Research on Learning and Instruction.

Recent Publications

  • Morrison, G. R., Ross, S. M., & Kemp, J. E. (2006). Designing effective instruction, 5th Edition, NY: John Wiley & Sons.
  • Morrison, G. R. & Anglin, G. J. (2006). An instructional design approach for effective shovelware: Modifying materials for distance education. Quarterly Review of Distance Education, 7(1), 63-74.
  • Morrison, G. R. & Lowther, D. L. (2005). Integrating computer technology into the classroom, 3rd Ed. Columbus, OH: Merrill/Prentice Hall.
  • Morrison, G. R. & Anglin, G. J. (2005). Research on cognitive load theory: Application to e-learning. Educational Technology Research and Development, 53 (3), 94-104.
  • Udama, L. N. & Morrison, G. R. (2006). How do Instructional Designers use Automated Instructional Design Tool? Computers in Human Behavior.
  • Ross, S. M., Morrison, G. R., & Lowther, D. L. (2005). Experimental methods in educational technology research. Journal for Computing in Higher Education, 16(2), 39-64.
  • Ross, S. M. & Morrison. G. R. (2004). Experimental Research Methods, In D. J. Jonassen (Ed). Handbook of Research on Educational Communications and Technology, (2nd Ed., 1021-1043). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
  • Lowther, D. L., Ross, S. M., & Morrison, G. R. (2003). The Laptop Classroom: The Effect on Instruction and Achievement. Educational Technology, Research, and Development, 51, 23-44.
  • Lowther, D. L. & Morrison, G. R. (2003). Integrating Computers into the Problem-Solving Process. New Directions for Teaching and Learning: Problem-Based Learning for the Information Age, 95(03), 33-38.

 

Dr. David Merrilll

merrill

Professor Emeritus, Utah State University

Recent Publications

 
Dr. Charles Reigeluth


Reigeluth

Professor, Instructional Systems Technology Program, Indiana University

Recent Publications

Dr. Richard Schwier

schwier

Professor, Educational Communications and Technology
Department of Curriculum Studies, University of Saskatchewan, Saskatoon, Saskatchewan, Canada

Recent Publications

  • Campbell, K., Schwier, R.A., & Kenny, R. (in press). The critical, relational practice of instructional design in higher education: An emerging model of change agency. Educational Technology Research and Development
  • Daniel, B., McCalla, G., & Schwier, R.A. (in press). Soft and hard data patterns of knowledge sharing in a virtual learning community. International Journal of Advanced Media and Communication.
  • Schwier, R.A. (in press). Virtual learning communities.  In G. Anglin (Ed.) Instructional technology: Past, present, future (3rd ed.).  Englewood Cliffs, CO: Libraries Unlimited.
  • Schwier, R.A., & Daniel, B.K. (in press). Implications of a virtual learning community model for designing distributed communities of practice in higher education.  In C. Kimbel & P. Hildreth (Eds.), Communities of Practice: Creating Learning Environments for Educators. Greenwich, CT: Information Age Publishing.
  • Daniel. B., Schwier, R.A., & Ross, H. (2007). Synthesis of the process of learning through discourse in a formal virtual learning community. Journal of Interactive Learning Research,  18(4), 461-477.
  • Schwier, R.A.  (2007). A typology of catalysts, emphases and elements of virtual learning communities.In R. Luppicini (Ed.), Trends in distance education: A focus on communities of learning (pp. 17-40).Greenwich, CT: Information Age Publishing.
  • Schwier, R.A., & Daniel, B.K. (2007). Did we become a community? Multiple methods for identifying community and its constituent elements in formal online learning environments.  In N. Lambropoulos, & P. Zaphiris (Eds.), User- evaluation and online communities  (pp. 29-53). Hershey, PA: Idea Group Publishing.
  • Schwier, R.A., Campbell, K., & Kenny, R. (2007). Instructional designers' perceptions of their interpersonal, professional, institutional and societal agency: Tales of change and community. In M.J. Keppell  (Ed.), Instructional design: Case studies in communities of practice (pp. 1-18). Hershey, PA: Idea Group.
  • Schwier, R.A., & Dykes, M.E. (2007) The continuing struggle for community and content in blended technology courses in higher education.  In M. Bullen, M., & D. Janes  (Eds.), Making the transition to e-learning: Issues and strategies (pp. 157-172). Hershey, PA: Information Science Publishing.
  • Schwier, R.A. (2006).  Commentary on a review of e-learning in Canada: A rough sketch of the evidence, gaps and promising directions. Canadian Journal of Learning and Technology, 32(3), 71-84.
  • Daniel, B., & Schwier, R.A. (2007). A bayesian belief network model of a virtual learning community.  International Journal of Web Based Communities, 3(2), 151-169.
  • Campbell, K., Schwier, R.A., & Kenny, R. (2006). Conversation as inquiry: A conversation with instructional designers. Journal of Learning Design, 1(3), 1-18.  http://www.jld.qut.edu.au/.
  • Schwier, R.; Hill, J.; Wager, W.; & Spector, J.M. (2006). Where have we been and where are we going? Limiting and liberating forces in IDT. In, M. Orey, J. McLendon & R. Branch (Eds.). Educational media and technology yearbook 2006 (pp. 75-96). Westport, CT: Libraries Unilimited.
  • Campbell, K., Schwier, R.A., & Kenny, R. (2005). Agency of the instructional designer: Moral coherence and transformative social practice. Australasian Journal of Educational Technology, 21(2), 242-262.
  • Kenny, R.F., Zhang Z., Schwier, R.A., & Campbell, K. (2005). A review of what instructional designers do: Questions answered and questions not asked. Canadian Journal of Learning and Technology, 31(1). 9-26.
  • Hill, J.R., Bichelmeyer, B.A., Boling, E., Gibbons, A.S., Grabowski, B.L., Osguthorpe, R.T., Schwier, R.A., & Wager , W. (2004). Perspectives on significant issues facing instructional design and technology. In M. Orey (Ed.), Educational media and technology yearbook, vol. 29, 23-43.
  • Schwier, R. A., Campbell, K. and Kenny, R. (2004). Instructional designers' observations about identity, communities of practice and change agency. Australasian Journal of Educational Technology, 20(1), 69-100. http://www.ascilite.org.au/ajet/ajet20/schwier.html.
  • M.D. Roblyer and R.A. Schwier, (2003). Integrating instructional technology into education (Canadian edition). Toronto: Prentice-Hall.

Dr. Rand Spiro

spiro

Professor, Michigan State University

Recent Publications

  • Spiro, R.J., Collins, B.P. Ramchandran, A.R. (2007). Modes of Openness and Flexibility in Cognitive Flexibility Hypertext Learning Environments: Flexible Learning in an Information Society, 2007
  • Spiro, R.J., Koehler, M.J., Lima, M. (2004). Collaborative interactivity and integrated thinking in brazilian business schools using cognitive. Journal of Educational Computing Research.
  • Spiro, R.J., Collins, B.P., Thota, J.J., Feltovich, P.J. (2003) Cognitive Flexibility Theory: Hypermedia for Complex Learning, Adaptive Knowledge Application. Educational Technology, 2003.