Abstract
In the College of Education and Human Development at George Mason University, we have created three independent strands or tracks—each with its own mission, its own target population, and its own connections and collaborations with external organizations and institutions. Track 1 is the Instructional Design and Development (IDD) track, serving those with educational interests primarily in government, military, business, and higher education. Track 2 is the Integrating Technology in Schools (ITS) tract, serving public and private school teachers and school divisions. Track 3 is the Assistive Technology (AT) track, serving those with disabilities in public schools and local, state, and federal agencies. Even though these tracks appear to be three unique programs, we have found a unifying center in the field of design. This paper explores the concept of design as it can be applied to understanding the teaching/learning enterprise regardless of context, goal, and audience. It then discusses how this concept informs curriculum and processes in each track.
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Norton, P., van Rooij, S.W., Jerome, M.K., Clark, K., Behrmann, M., Bannan-Ritland, B. (2009). Linking Theory and Practice Through Design: An Instructional Technology Program. In: Orey, M., McClendon, V.J., Branch, R.M. (eds) Educational Media and Technology Yearbook. Educational Media and Technology Yearbook, vol 34. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-09675-9_4
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