EdTech Books
The way we conceptualize, define, and practice learning design has changed over the decades in relation to social and cultural demands for educational or training needs, technology, and learning theories (Clark, 2002). Different assumptions about how people learn and how to best support it have transformed (Boling & Smith, 2018; Jonassen, 1991; Molenda, 1997; Wilson, 2005), including the epistemological foundation such as constructivism and instructional design practice such as aesthetic design. Learning design is conceptualized as a scientific approach, a systematic process, or development of creative and informed solutions around possibilities and constraints within the design space towards concrete goals (Reiser, 2001). In the traditional field of learning design, Instructional Design (ID), over hundreds of ID models have been developed in the last five decades which represents our struggle to understand, define, and shape the way we effectively design learning (Boling & Smith, 2018
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