Form, Function, and Style in Instructional Design: Emerging Research and Opportunities, 1st Edition

  • Shalin Hai-Jew
  • Published By:
  • ISBN-10: 1522598359
  • ISBN-13: 9781522598350
  • DDC: 371.3
  • 203 Pages | eBook
  • Original Copyright 2020 | Published/Released July 2020
  • This publication's content originally published in print form: 2020

  • Price:  Sign in for price



As technological influences and advancements change the format and availability of online learning, instructional design is forced to adapt and accommodate to these changes by exploring different approaches to form, function, and style. These changes are noticeable in the characteristics of instructional design and are made with the intention of promoting the betterment of students’ educational experiences. Form, Function, and Style in Instructional Design: Emerging Research and Opportunities is an essential research book that explores attributes of instructional design in various real-world projects and how it is applied to learning contexts, technological contexts, visualization design, character design, and more. Highlighting topics such as affective learning, learning efficacy, and curriculum design, this book is ideal for educators, administrators, instructional designers, curriculum developers, software developers, instructors, academicians, and students.

Table of Contents

Front Cover.
Title Page.
Copyright Page.
Advances in Educational Technologies and Instructional Design (AETID) Book Series.
Titles in This Series.
Table of Contents.
About Building Learning to Learners.
1: Cognitive Load Theory, Spacing Effect, and Working Memory Resources Depletion: Implications for Instructional Design.
2: Applying Uses and Gratifications to Promote Cognitive and Affective Learning via Online Instructional Content.
3: Intergenerational Learning Styles, Instructional Design Strategy, and Learning Efficacy.
Form, Function, and Style.
4: Some Basics to the Initial Setup and Maintenance of Serialized Online Learning.
5: Designing Integrated Learning Paths for Individual Lifelong Learners and/or Small Groups: Backwards Curriculum Design From Target Complex-Skill Capabilities (for Nonformal Informal Learning).
6: Recognizing Curricular Infusions in Extant Online Learning Contents by Types and at Varying Scales.
7: Optimizing Static and Dynamic Visual Expressions of Time-Based Events, Processes, Procedures, and Future Projections for Instructional Design.
8: Defining Salient Features of “Boutique” Instructional Designs and Implications for Design, Development, and Deployment.
Data for Design.
9: The Respective Roles of Broad and Deep Research in Instructional Design and Development Work.
Related Readings.
About the Contributors.