The Educational Media and Technology Yearbook is dedicated to theoretical, empirical and practical approaches to educational media development. All chapters are invited and selected based on a variety of strategies to determine current trends and issues in the field. The 2009 edition will highlight innovative Trends and Issues in Learning Design and Technology, Trends and Issues in Information and Library Science, and features a section that lists and describes Media Related Organizations and Associations in North America. The Educational Media and Technology Yearbook, a scholarly resource for a highly specialized professional community, is an official publication of the AECT and has been published annually for 33 years.
This book is an annual publication entering its 40th year. The series represents current trend and issues in the field of educational communications and technology, journals and other periodicals associated with the field, and the academic programs that prepare instructional technology professionals. Springer has been the publisher for the series, in cooperation with the Association for Educational Communications and Technology, for the past four years. Volume 39 will feature a section on Information Studies, in addition to updated information about programs and a new ranking of the top academic degree programs in the field of Learning, Design, and Technology.
The evolution of educational technology has seen a shift from hardware and software to tactics and techniques, as the 2010 edition of the Educational Media and Technology Yearbook makes abundantly clear. As in previous years, it offers the reader a snapshot of the moment and a look ahead to issues most likely to shape the immediate future--an array as varied as the use of social networking sites in learning, new collaborations between media specialists and non-teaching school personnel, and the emerging discipline of Human Performance Technology. Here are ideas that are not only intellectually intriguing but also practical and practice-building, inspiring educators using computer technology to move beyond traditional teaching roles toward learning design. Included in the 2010 Yearbook: Salient issues in learning, design, and technology, such as the critical part school leadership plays in instructors' acceptance or rejection of technology, New trends in library and information science, including the role of school library media centers in preventing cyberbullying, This year's leadership profiles: Jerrold Kemp, author of Designing Effective Instruction; W. Michael Reed, accomplished, dedicated, and recognized educator in instructional technology, A worldwide directory of current professional associations and organizations in learning design, technology, information, and library science, Up-to-date listings of graduate program in these fields, rated using a variety of criteria, Special mediagraphy section featuring journals, ERIC documents, and media-related publications in specialized areas, including distance education, simulation/virtual reality, artificial intelligence, special education, and professional development. Academics in learning design and technology, and information and library science will welcome the latest edition of the Educational Media and Technology Yearbook as a reference, idea book, and a panoramic study of where we are now.
The Analyze, Design, Develop, Implement, and Evaluate (ADDIE) process is used to introduce an approach to instruction design that has a proven record of success. Instructional Design: The ADDIE Approach is intended to serve as an overview of the ADDIE concept. The primary rationale for this book is to respond to the need for an instruction design primer that addresses the current proliferation of complex educational development models, particularly non-traditional approaches to learning, multimedia development and online learning environments. Many entry level instructional designers and students enrolled in related academic programs indicate they are better prepared to accomplish the challenging work of creating effective training and education materials after they have a thorough understanding of the ADDIE principles. However, a survey of instructional development applications indicate that the overwhelming majority of instructional design models are based on ADDIE, often do not present the ADDIE origins as part of their content, and are poorly applied by people unfamiliar with the ADDIE paradigm. The purpose of this book is to focus on fundamental ADDIE principles, written with a minimum of professional jargon. This is not an attempt to debate scholars or other educational professionals on the finer points of instructional design, however, the book's content is based on sound doctrine and supported by valid empirical research. The only bias toward the topic is that generic terms will be used as often as possible in order to make it easy for the reader to apply the concepts in the book to other specific situations.