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.
Introduction; Greg Clinton.- Lost in Action: The Missing Skills; Andrew
Gibbons.- Ah, Im a designer?!: Becoming Empowered Designers through Course
Experiences; Lisa Yamagata-Lynch Hsin-Hui Chang, Takuya Hayakawa, Jason
Michael Mastrogiovanni, Lisa A. Shipley, Cody Miller, and Terrica M.
Durbin.- What Should Be the Content of Student Learning? Ted Frick.- Building
a Holistic Design Identity Through Integrated Studio Education; Colin M.
Gray, Paul Parsons, & Austin L. Toombs.- Incorporating Mindful and
Motivational Regulation Strategies into Online Learning; Amy
Grincezicz.- Design Principles Promoting Embodied Skills Development for
Individuals Severely Impacted by Autism in a 3D Collaborative Virtual
Learning Environment; Matthew Schmidt, Noah Glaser, Carla Schmidt, Dennis
Beck, Heath Palmer, Mark Lim.- Designerly Talk in the Design
Studio; Katherine Bevins & Craig D. Howard.- The Effect of Organizational
Systems Training Success; Maria del Socorro Hubbard & Andrew
Tawfik.- Developing cross-cutting competencies for a transdisciplinary world:
An extension of Blooms Taxonomy; Iryna Ashby, Marisa Exter, & Deena
Varner.- How Culture Influences Learning Beyond Content: A Review of
Literature; Newton Buliva.- Cybermatics Playable Case Study: A Model For
Attitudinal and Skill-Based Learning; Desiree Winters & Jason
McDonald.- Transdisciplinary Studies in Technology: Towards a Content
Agnostic Praxis for Solving Problems; Deena Varner, Colin Gray, & Marisa
Exter.- Designing Instruction for the Age of Singularity: An evolving concept
of knowledge acquisition; Robert Kenny & Glenda A. Hunter Gunter.- Beyond
Language Learning: Developing Learners' Self-Regulation Skills and
Self-Efficacy in a College Flipped Spanish Course; Nadia Jaramillo Cherrez.-
Learning Through Play; Kathy Essmiller.- Mentorship Through Critique: A Case
Study; Esther Michela & Esther Michela.- Beyond Learning Environments:
Enabling Instructional Creativity; Jody Nyboer.- Beyond Content: What Else
Did Pre-service Teachers Learn in a Making Course of a Teacher Education
Program; Yi Jin.- Training Motivational Regulation Skills through Virtual
Tutors in Online Learning; Sanghoon Park & Jung Lim.- The Effects of
Wearable Technologies on Performance: Serving The Whole Student With Focused
Attention on Health and Wellness; Suzanne Ensmann.- Business Students Meet
the Real World: Creative Problem-Solving Via a Complex Role-Playing
Simulation; Dennis Cheek & Kim A. Cheek.- How Social Presence on Twitter
Impacts Students Engagement and Learning in a Mathematics
Classroom; Shelly Vohra.- Design Matters: Moving Beyond Content to
Metacognition; Ryan A Hargrove.- Developing A Rubric for Authentic Learning
Praxis; Annette McNamara& Jennifer Englund.- Digital Storytelling in ESL
Reading Classrooms: Tasks that go Beyond Language Learning; Shizhong Zhang &
Charlene Xiong.- Summary Observations; Brad
Hokanson.
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