Bibliography Related to the Education of Instructional Designers

I have no doubt that I may have missed out on some very useful references. So, if you have any questions, comments, or suggestions for additional referencesthat you have found particularly useful, or if you are interested in thistopic, I would be delighted to hear from you at

Cennamo, K.S. & Ertmer, P.A. (1995, February). Teaching instructional design:an apprenticeship model. Paper presented at the annual meeting of theAssociation for Educational Communications and Technology, Anaheim, CA.

Ertmer, P.A. & Russell, J.D. (1995, February). Using case studies to enhanceinstructional design education. Paper presented at the annual conferenceof the Association for Educational Communications and Technology, Anaheim, CA.

Goel, V. & Pirolli, P. (1992). The structure of design problem spaces.Cognitive Science, 16, 395-429.

Graf, D. (1991). A model for instructional design case materials. EducationalTechnology Research and Development, 39(2), 81-88.

Harris, I. (1993). New Expectations for Professional Competence. In Curry, L.Wergin, J.F., & Associates (1993). Educating Professionals: Responding to NewExpectations for Competence and Accountability. San Francisco, CA:Jossey-Bass.

Johnson, J. K. (Ed.). (1995). Degree Curricula in Educational Communicationsand Technology: A descriptive directory (5th ed.). Washington, DC: AECT.

Quinn, J. (under review). The education of instructional designers:reflections on the Tripp article. Performance Improvement Quarterly.

Quinn, J. (1994). Connecting education and practice in an instructional designgraduate program. Educational Technology Research and Development, 42(3), 7,1-82.

Romiszowski, A., Mulder, M., & Pieters, J. (in press). Case studies i ninstructional development. London: Kogan Page.

Romiszowski, A., Mulder, M., & Pieters, J. (1990, Fall). The case studymethodology and instructional development. Instructional Developments,1(3), 7-11.

Rowland, G. (1992). What do instructional designers actually do? An initialinvestigation of expert practice. Performance Improvement Quarterly, 5(2), 65-86.

Rowland, G. (1993). Designing and instructional design. EducationalTechnology Research and Development, 41(1), 79-91.

Rowland, G., Fixl, A., & Yung, K. (1992). Educating the reflective designer.Educational Technology, 32(12), 36-44.

Rowland, G., Parra, M.L., Basnet, K. (1994). Educating instructionaldesigners: different methods for different outcomes. Educational Technology, 34(6),5-11.

Savenye, W.C. (1991). Presentation Wizards and you: an instructional designcase study. Performance Improvement Quarterly, 4(1), 23-30.

< P>Schon, D.A. (1983). The reflective practitioner. New York: Basic Books.

Schon, D.A. (1987). Educating the reflective practitioner. San Francisco:Jossey-Bass.

Stephenson, J. & Weil, S. (1992). Quality in Learning. London: Kogan Page.

Tripp, S.D. (1991). Two theories of design and instructional design. In:Proceedings of selected research presentations at the annual convention of theAssociation for Educational Communications and Technology. (ERIC DocumentReproduction Service No.: ED 335 019)

Tripp, S.D. (1994). How should instructional designers be educated?Performance Improvement Quarterly, 7(3), 116-126.

Winn, W. (1989). Toward a rationale and theoretical basis for educationaltechnology. Educational Technology Research and Development, 37(1), 35-46.

Winn, W. (1990). Some implications of cognitive theory for instructionaldesign. Instructional Science, 19(1), 53-69.