Mayer, R. E. (2024). The past, present, and future of the cognitive theory of multimedia learning. Educational Psychology Review, 36 (8), 1-25. https://doi.org/10.1007/s10648--023-09842-1
Seminal work on Mayer’s Principles of Multimedia Learning Theory. A must read for all instructional designers.
Hodell, C. (2021). Introduction to instructional systems design: Theory and practice. Association for Talent Development.
Chapter 1: The Journey to Instructional Systems Design (pages 10-33). This chapter encompasses a broad spectrum of themes integral to understanding instructional design (ISD). It emphasizes the inherent nature of sharing skills and knowledge in everyday life, viewing learning as an ongoing process that occurs in both formal and informal settings. It traces the evolution of learning transfer across eight generations and underscores instructional design as a systematic approach to curriculum development, blending elements of science and art. The chapter delves into the influence of programmed learning and the scalability of teaching methods, along with the importance of criterion testing and mastery evaluation standards. Moreover, it highlights the diverse knowledge and skill domains essential for ISD practitioners, emphasizing the interconnection between them. Lastly, the chapter explores the expansive and dynamic landscape of ISD careers, reflecting the limitless possibilities within this field.
Brown, A. H., & Green, T. D. (2019). The essentials of instructional design: Connecting fundamental principles with process and practice. Taylor & Francis Group.
This book is not intended to replace or compete with such texts as Dick, Carey, and Carey ’ s The Systematic Design of Instruction , Smith and Ragan ’ s Instructional Design , or Morrison, Ross, and Kemp ’ s Designing Effective Instruction. These texts and others like them form the core of any instructional design professional ’ s library. Each provides valuable information about a single model or a speci fi c approach to instructional design (ID) that is worth detailed study by students at the intermediate and advanced levels. This book is designed to introduce the essential elements of instructional design to students who are new to ID, providing an overview of the fundamental principles, processes, and practices that currently shape and de fi ne the fi eld. In the chapters that describe the essential elements of instructional design. The book begins by articulating the principle (e.g., task analysis ); it then describe, compare, and contrast the processes of applying the principle established by leaders in the fi eld; finally, it offers practical examples of how to apply the principle.
