Instructional-Design Theories and Models, Volume IV provides a research-based description of the current state of instructional theory for the learner-centered paradigm of education, as well as a clear indication of how different theories and models interrelate.
"What is really new and valuable in this volume emphasizing a learner-centered instructional design perspective is its reflection of a holistic view of the learner as an autonomous agent who is much more than a cognitive processor. Rather, these authors recognize that a learner has emotions, moods, a cultural and social context, habits, and personal and professional interests. Recalling lessons learned from prior research, providing time and informative, constructive feedback to learners, then, is likely to promote understanding and performance. These lessons are carried forward in many of the chapters of this volume, which I highly recommend to instructional designers, educational researchers, and educational practitioners."
--J. Michael Spector, Professor and former Chair of the Department of Learning Technologies at the University of North Texas, USA
"The fourth and latest volume of this enormously helpful series steps dramatically away from conventional patterns of education with a truly learner-centered paradigm emphasizing attainments, tasks, and personalization rather than time, content, and standardization."
--David Perkins, Carl H. Pforzheimer, Jr., Research Professor of Teaching and Learning, Harvard Graduate School of Education, USA
