{"title":"社论:跨学科与技术教学设计","authors":"Betul C. Czerkawski, N. Schmidt","doi":"10.2458/AZU_ITET_V7I1_CZERKAWSKI","DOIUrl":null,"url":null,"abstract":"Higher education today is still constructed through discipline-based approaches. To build a true interdisciplinary curriculum, instructional designers must begin with student needs and expected learning outcomes, which are not discipline specific. It is our hope that, in the near future, instructional design and technology programs will become more visible in the university settings as fine examples of interdisciplinary teaching and research. DOI:10.2458/azu_itet_v7i1_czerkawski","PeriodicalId":173411,"journal":{"name":"Issues and Trends in Educational Technology","volume":"70 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2019-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Editorial: Interdisciplinarity and Instructional Design in Technology\",\"authors\":\"Betul C. Czerkawski, N. Schmidt\",\"doi\":\"10.2458/AZU_ITET_V7I1_CZERKAWSKI\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Higher education today is still constructed through discipline-based approaches. To build a true interdisciplinary curriculum, instructional designers must begin with student needs and expected learning outcomes, which are not discipline specific. It is our hope that, in the near future, instructional design and technology programs will become more visible in the university settings as fine examples of interdisciplinary teaching and research. DOI:10.2458/azu_itet_v7i1_czerkawski\",\"PeriodicalId\":173411,\"journal\":{\"name\":\"Issues and Trends in Educational Technology\",\"volume\":\"70 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2019-04-23\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Issues and Trends in Educational Technology\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.2458/AZU_ITET_V7I1_CZERKAWSKI\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Issues and Trends in Educational Technology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2458/AZU_ITET_V7I1_CZERKAWSKI","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Editorial: Interdisciplinarity and Instructional Design in Technology
Higher education today is still constructed through discipline-based approaches. To build a true interdisciplinary curriculum, instructional designers must begin with student needs and expected learning outcomes, which are not discipline specific. It is our hope that, in the near future, instructional design and technology programs will become more visible in the university settings as fine examples of interdisciplinary teaching and research. DOI:10.2458/azu_itet_v7i1_czerkawski
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