The Role of Criticism in Understanding Problem Solving Honoring the
The concept of criticism as a tool for research, although well established in other educational research traditions, is not well established in the domain of Educational Technology. This book changes all that by substantiating critici
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Series Editors J. Michael Spector, Athens, GA, USA Susanne LaJoie, Montreal, Quebec, Canada
For further volumes: http://www.springer.com/series/8640
Samuel B. Fee
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Brian R. Belland
Editors
The Role of Criticism in Understanding Problem Solving Honoring the Work of John C. Belland
Editors Samuel B. Fee Washington and Jefferson College 60 South Lincoln St. Washington, Pennsylvania, USA
Brian R. Belland Utah State University 2830 Old Main Hill Logan, Utah, USA
ISBN 978-1-4614-1051-5 e-ISBN 978-1-4614-3540-2 DOI 10.1007/978-1-4614-3540-2 Springer New York Heidelberg Dordrecht London Library of Congress Control Number: 2012937881 © Springer Science+Business Media, LLC 2012 All rights reserved. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer Science+Business Media, LLC, 233 Spring Street, New York, NY 10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
Preface
We began this project as an effort to honor the memory of John C. Belland. A practitioner and scholar of educational technology, he served his field and his students for decades. And while all good careers eventually come to an end, he is sorely missed for his contributions and support. John was always questioning. His ongoing pursuit of knowledge and deep understanding of complex issues encouraged all of us to fully understand the tenets of instructional design, and then challenge the preconceived notions of the field. It was never good enough to merely understand the state of the field—to be successful practitioners, we needed to have those understandings, but also be thinking about where we were heading and why. This text is in many ways a continuation of that mindset. Certainly, we look backward at Paradigms Regained, a volume that John Belland and Denis Hlynka authored in 1991. However, our effort here is not to merely take that work forward, but to reevaluate it, consider the state of the field today, and propose ways in which we might think of heading forward in our studies of the theory that drives our practices in educational technology and instructional design. We hope that this volume will serve as an originator of new ideas as well as a tool for prompting reconsideration of preexisting knowledge. For our part, we would like to thank our coauthors—all of whom have put up with numerous emails, various levels of feedback, and multiple queries regarding deadlines and other minutiae. They have been a pleasure t
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