03209nam a22004695i 4500001001800000003000900018005001700027007001500044008004100059020003700100024003500137050001600172072001600188072002300204072001500227100008700242245016900329250001800498264006900516300006500585336002600650337002600676338003600702347002400738505048200762520105401244650003602298650002502334650002602359650003302385650003802418650002302456710003402479773002602513776003602539776003602575776003602611856004602647912001402693912001502707999001702722978-3-031-57069-8DE-He21320251030112011.0cr nn 008mamaa240425s2024    sz |    s    |||| 0|eng d  a97830315706989978-3-031-57069-87 a10.1007/978-3-031-57069-82doi 4aLB1060-1077 7aJNC2bicssc 7aEDU0090002bisacsh 7aJNC2thema1 aDemetrion, George.eauthor.4aut4http://id.loc.gov/vocabulary/relators/aut97577210aCritical Probes into the Instructional Design Literatureh[electronic resource] :bReading M. David Merrill from an Outsider’s Perspective /cby George Demetrion.  a1st ed. 2024. 1aCham :bSpringer Nature Switzerland :bImprint: Springer,c2024.  aXXVII, 170 p. 2 illus., 1 illus. in color.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda0 aChapter One: Introduction -- Chapter Two: Underlying Theories and Operative Assumptions in the work of M. David Merrill -- Chapter Three: “Constructivism and Instructional Design” in Critical Dialogue with Moderate and Radical Constructivist Learning Theory -- Chapter Four: Instructional Transaction Theory (ITT) -- Chapter Five: First Principles of Instruction -- Chapter Six: Merrill’s Aesthetic Vision -- Epilogue: Implications for the Field of Adult Basic Education.  aThis book provides a comprehensive study of the work of M. David Merrill, a major pioneer in the field of instructional design. This book centers on his research on his second generation instructional design (ID2) theory, Instructional Transaction Theory, and First Principles of Instruction, which has had a substantial impact on the instructional design field. It’s appealing to the instructional design research and practitioner-based communities who can draw on specific sections of this book to enhance their own work. It is also intended for those seeking to learn more about the relationship between the instructional design field, learning theory, curriculum studies, and lifelong learning/adult education studies. Through this critical, yet empathetic study of Merrill’s 50+ year research agenda, this book provides an illuminating field of entry into a broad range of topics, both those that are central to Merrill’s own research agenda, and into areas that extend well beyond his essentially cognitivist epistemological assumptions. 0aLearning, Psychology of.969819 0aStudy Skills.962160 0aContinuing education.14aInstructional Theory.97527124aStudy and Learning Skills.97142524aLifelong Learning.2 aSpringerLink (Online service)0 tSpringer Nature eBook08iPrinted edition:z978303157068108iPrinted edition:z978303157070408iPrinted edition:z978303157071140uhttps://doi.org/10.1007/978-3-031-57069-8  aZDB-2-BSP  aZDB-2-SXBP  c59388d59388