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The Survey of Instructional Design Models, now in its 6th edition, is part literature review, part discussion. The literature review provides a broad foundation to understanding the diversity and use of instructional design models used in research and practice while reflecting on the many changes experienced in the field.

The updated taxonomy and assumptions provide guidance on how to consider instructional design models as conceptual and operational tools. From learning space to contextual factors and elements, the taxonomy benefits anyone of interest with practically any level of prior knowledge about the systematic design of instruction. However, the taxonomy is likely to be most useful to people at the ends of the instructional design knowledge continuum: novice instructional designers on one end and instructional design scholars on the other end.

The streamlined layout in the latest edition reviews 12 instructional design models currently encountered in a variety of contexts and should assist you in creating a personal mental model to aid in adopting or adapting existing models or when encountering a new model.
Series Editors: and
The historical beginnings of the field of learning environments go back approximately 40 years. A milestone in the development of this field was the establishment in 1984 of the American Educational Research Association (AERA) Special Interest Group (SIG) on Learning Environments, which continues to thrive today as one of AERA’s most international and successful SIGs. A second milestone in the learning environments field was the birth in 1998 of Learning Environments Research: An International Journal (LER), which fills an important and unique niche.
The next logical step in the evolution of the field of learning environments is the initiation of this book series, Advances in Learning Environments Research, to complement the work of the AERA SIG and LER. This book series provides a forum for the publication of book-length manuscripts that enable topics to be covered at a depth and breadth not permitted within the scope of either a conference paper or a journal article.
The Advances in Learning Environments Research series is intended to be broad, covering either authored books or edited volumes, and either original research reports or reviews of bodies of past research. A diversity of theoretical frameworks and research methods, including use of multimethods, is encouraged. In addition to school and university learning environments, the scope of this book series encompasses lifelong learning environments, information technology learning environments, and various out-of-school ‘informal’ learning environments (museums, environmental centres, etc.).
Series Editors: and
The Series Editors are pleased to invite proposals for their book series, Innovations and Controversies: Investigating Educational Change. The series is intended to serve as a forum for highlighting creative solutions to educational challenges, especially in relation to equity, justice and inclusion.

Our conception of education is not limited to schooling and we have a particular interest in different and new perspectives. Proposals are welcome from scholars working in a range of fields. We encourage contributions from interdisciplinary research and emerging areas of research. Books in this series contribute to extending educational and social theory and developing frameworks that explore change and progress as well as the identification of new research agendas and interests.

We welcome proposals for edited, sole-authored or co-authored books. Interested colleagues can contact the series editors at Kitty.TeRiele@utas.edu.au and Julie.White@vu.edu.au.
Key Terms and Concepts in Teaching and Learning
Series Editor:
This series features short handbooks focusing on the special language used in a wide variety of educational disciplines ranging from science education to educational leadership. Possessing an understanding of the unique vocabulary within a scholarly domain is vital to foster shared communication for those who wish to understand a discipline and even more important for those who wish to contribute to it. This is particularly true for those new to the academic language of a particular educational arena. Each book in the series may be seen as a set of very short stories introducing a particular discipline in education.

The featured terms in each volume have been selected for their relevance and their potential to be defined uniquely within a particular educational field. The key terms are discussed on one page with a brief introductory definition for quick reference followed by a longer, expanded discussion supported by references. The index in each book includes links encouraging readers to explore related terms and concepts and thus gain additional information and context.

Authors are cordially invited to submit proposals and/or full manuscripts to the Acquisitions Editor, John Bennett.
Over the years, translation has increasingly become a necessary tool to function in contemporary society. Based on years of research and teaching activity within the field, this book offers a useful and effective paradigm for the translation of different types of texts, guiding readers towards the realisation of effective translation projects. The several contrastive analyses presented and the suggestions offered throughout will help readers appreciate the implications and consequences of every translation choice, encouraging them to develop reading and translating skills applicable to the variety of texts they face in everyday life, from novels to comic books, films, and television series.
Digitalisation, Quality and Trust in Higher Education
The COVID-19 pandemic has accelerated change in the higher education sector across the globe and has required huge efforts and commitments on the political, institutional and individual level. During this period higher education was considered, maybe more than ever, as an essential sector. Providing critical information and, contributing to the delivery of scientifically based solutions to help societies overcome this global crisis, universities also simultaneously maintained core educational activities to secure the academic future of the next student generation. This required a high level of innovation, adaptivity and creativity. The book is centred on three main themes linked to transformation and change in higher education: digitalisation, quality and trust. The transformative power of the pandemic has raised concerns and questions of each of them.

Contributors are: Stephanie Albrecht, Tony Armstrong, Victoria Birmingham, Victor Borden, Bruno Broucker, Uwe Cantner, Helge Dauchert, Harry de Boer, Caterina Fox, Amanda French, Katharina Hölzle, Gunnar Grepperud, Seonmi Jin, Ben Jongbloed, Alex Kendall, Cindy Konen, René Krempkow, Anne-Kristin Langner, Theodor Leiber, Oddlaug Marie Lindgaard, Silke Masson, Clare Milsom, Jessica Nooij, Mark O’Hara, Matt O’Leary, Pascale Stephanie Petri, Rosalind Pritchard, Christopher Stolz, Elisabeth Suzen, Sara-I. Täger, Daniel Thiemann, Lieke van Berlo, Lotte J. van Dijk, Katy Vigurs, Tilo Wendler, and Tamara Zajontz.
This volume is an innovative, practical contribution to the developing field of qualitative research pedagogy. It is also applicable more broadly to the active teaching in higher education. Based upon constructionist tenets, this book contains three parts that offer strategies and approaches to actively engage students in qualitative inquiry. Chapter authors with roots in six countries (United States, Lithuania, Canada, Israel, China and Russia) offer practical and creative strategies and theoretical foundations for engaging students in active learning of research. The book will be of interest for instructors who wish to enhance their pedagogy and creativity in teaching, and for students who will appreciate the inclusion of students’ assignments and authentic scenarios through which instructors support students in student learning and doing of qualitative research.
Winner of the 2022 AESA Critics' Choice Book Award

This book offers a critical perspective of the education of the Latinx populations around the world. Whether they are first-generation immigrants, new immigrants, or native born, the research presented in this book pulls from the authors’ personal experiences and their students’ experiences and their rich and diverse cultures to connect with and inspire those interested in learning about the reality of Latinx populations in the US and beyond.

The Latinx research described in this book aims at combatting deficit perspectives among educators and the public. It has taken on the task of highlighting the knowledges and experiences of Latinx students and their communities as strengths and resources to transform curriculum, teaching, and schooling. These chapters craft pedagogies and highlight initiatives that directly work against hegemonic and colonizing practices and schooling. As a result, this book critiques oppressive curriculum and instead recognizes the teacher as a critical actor.
Ideas and Practices from the U.S.A., India, Russia, and China
This book examines the interplay between education and society in the 20th and early 21st centuries and addresses philosophical views and educational aims with their associated values for community-based learning in the U.S.A., India, Russia, and China. The philosophical background of community-based learning in these countries relies both on national philosophical traditions and on reformist ideas in international schools of thought—over time opposition to certain international pedagogical ideas surfaced in these countries.

The authors offer a comprehensive picture of community-based learning in education and demonstrate how teachers can make learning more functional and holistic so that students can work in new situations within their complex worlds. School-specific descriptions reveal how teachers and students implemented community-based projects at different times.
Theory and Practice of Values and Knowledge Education
"Values without knowledge are blind, while knowledge without values is irresponsible." This principle underlines the motivation to write this book. It presents VaKE, Values and Knowledge Education, a theoretical model based on constructivist learning theories, and many examples for its practical implementation in diverse educational fields. Thanks to its extensive theoretical foundation, the model opens up almost unlimited possibilities to tailor the course to the needs of the participants and to the dynamics of a process.

The justification of ethical values is attributed a general importance for the development of personality as well as for the thriving and flourishing living with each other in a society. School education aims at providing respective knowledge. However, this knowledge is separated from the subject matters, whereas for its application in daily life both – knowledge on facts as well as on values – are necessary and indispensable for evaluation, assessment and decision making.