Educational Technology Beyond Content

This book is the outcome of a research symposium sponsored by the Association for Educational Communications and Technology [AECT]. Consisting of twenty-four chapters, including an introduction and conclusion, it argues that informational content should not be the main element of education, and that to provide more for learners, it is necessary to go beyond content and address other skills and capabilities. It also discusses the false premise that learning is complete when the information is known, not when learners seek more: their own directions, answers, and ideas. The authors assert that the ability to synthesize, solve problems and generate ideas is not based on specific content, although education often focuses solely on teaching content. Further, they state that content can be separated from the learning process and that instructional design and educational technology must be about the skills, habits, and beliefs to be learned.

• Holistic Design Identity Through Integrated Studio Education
• Mindful and Motivational Regulation Strategies
• 3D Collaborative Virtual Learning Environment
• Organizational Systems Training
• Learning Through Play
• Enabling Instructional Creativity
• learning and instruction

• Design, Housing, and Apparel, University of Minnesota, College of Design, Saint Paul, USA

  Brad Hokanson

• Career and Information Studies, University of Georgia Learning, Design, and Technology, Athens, USA

  Gregory Clinton

• Instructional Design & Technology, University of Memphis, Memphis, USA

  Andrew A. Tawfik

• Graduate Programs Office, Kent State University, Kent, USA

  Amy Grincewicz

• University of Florida, Gainesville, USA

  Matthew Schmidt

Policies and ethics