Invitation to Submit a Chapter on Innovative Design & Development Strategies
A new reference volume of scholarly work is being planned for joint publication by AECT and Springer-Link beginning in the Fall of 2016. This will be a major reference work on Educational Technology and the Learning Sciences, comprising substantive papers that add new knowledge to research, development, practice, and policy-making.

This work will be unique in several ways:

• It will encourage lengthy and deep chapters on a wide range of topics (7,000 to 17,000 words)
• It will ultimately be published in three venues—online (Web), e-book, and paper book
• It will be a “living” document in which individual chapters will be revised and updated when the author has new contributions to make
• It will have multiple levels of editing, including at the section level, volume level, and external level
• It will be a comprehensive reference that grows and shifts over time, organically, as the interests and issues of the Ed Tech and Learning Science fields migrate

We are editing one of the sixteen sections of the volume titled: “Innovative Design and Development Strategies” The articles published in this section will focus on knowledge (i.e., skills, explicit knowledge, concepts, attitudes, dispositions, and tacit knowledge) that a designer calls upon, or should be prepared to call upon, while designing in current contexts. Articles will not include published design models or set procedural approaches to designing, though conceptual, thought-aiding tools will be appropriate.

Educational Technologists and Learning Scientists alike are experiencing a new interest in how designers form designs and what they know that makes them experts in their trade. What is on/in a designer’s mind as a design evolves? What does a designer need to know to function in new entrepreneurial and commercial venues of design and within goal-oriented organizations? What research is needed on designing and how designs emerge? What do design fields outside of instructional design already know about designing that we don’t? How do those outside the field of instructional design see instructional design practice? How do we or can we help new designers to form their own understanding of how to design without constraining their future conceptual development as designers? What questions are we not yet asking?

Questions come from many quarters. Scholarly conversation is beginning to focus on alternative conceptions of the design, the designer, the design team, and design processes that match actual designer behavior. We are confronting questions of how translate research findings into designs using illustrative case studies. Design-based research has emerged, begging the question of the design-to-theory relationship.

If you are interested in contributing to this section of this reference volume, we hope you will submit an abstract of 750 words or less that describes your title, thesis, and the major points of an argument that would define your contribution. There is no limit to the number of articles we can publish; the projected number in the entire collection (16 sections in all) will reach into the hundreds within two years. Similar Springer-Link reference works from other fields already top 450 articles.

We will review abstracts we receive in collaboration with the volume editors, Drs. Michael Spector, Barbara Lockee, and Marcus Childress. Together we will select articles and request full manuscripts. The schedule for this publication is ambitious but flexible. The book will be a work in progress throughout its lifetime, and new articles will be added as they are judged appropriate.

The audience for this volume is design professionals and practitioners worldwide and readers of journals focused on Educational Technology and the Learning Sciences. Every effort will be made to balance contributions between the Learning Sciences and Educational Technology, with interest in blending the best work from both fields. If you personally are not interested in contributing but know of a colleague that you would like to recommend, to make a contribution in this area, we would appreciate you letting us know.

We invite you to contribute to this innovative “living” reference project by submitting your 750 word abstract below.

Lin Lin
Department of Learning Technologies
University of North Texas
(817) 239-9052 (cell)

Bernadette Sibuma
Learning and Teaching Division
Education Development Center
(617) 618-2774

Andy Gibbons
Department of Instructional Psychology and Technology
Brigham Young University

For more info, please see

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