The Learning Sciences: Where They Came from and What It Means for Instructional Designers

Title: The Learning Sciences: Where They Came from and What It Means for Instructional Designers
Abstract/Description: The goal of this chapter is to describe the Learning Sciences perspective. We address questions about how this perspective emerged, what makes it unique, how it goes beyond previous perspectives on learning, and what research findings and practical tools for the instructional designer result from taking this perspective. To start the chapter, we will take a journey back about 40 years ago.
Author/creator: Christopher Hoadley; James P. Van Haneghan
Date: 2011
In publication: Trends and Issues in Instructional Design and Technology
Editor: Reiser, Robert A.; Dempsey, John V.
Pages: 53-63
Publisher: Pearson Higher Ed
Resource type: en Research/Scholarly Media
Resource status/form: en Published Text
Scholarship genre: en Textbook
Language: en
Open access/full-text available: en Partial
Peer reviewed: en No
ISBN: 978-0-13-299944-1
URL: Draft Submitted by Author on Academia
Citation: Hoadly, C. & Van Haneghan, J.P. (2011). The Learning Sciences: Where They Came from and What It Means for Instructional Designers. In R.A. Reiser & J.V. Dempsey (Eds.). Trends and Issues in Instructional Design and Technology (pp. 53–63). Pearson Higher Ed.
Cited in: Design Thinking and the Learning Sciences: Theoretical, Practical, and Empirical Perspectives

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