Introduction -- Design, Designers and Reflection-in-Action -- Eight Views of Instructional Design and What They Should Mean to Instructional Designers -- Critical Issues in Studio Pedagogy: Beyond the Mystique and Down to Business -- In Education We All Want to Be Nice: Lessons Learned from a Multidisciplinary Design Studio -- Instructional Design in a Studio Environment: What Happens When Design Meets Hollywood? -- Understanding and Examining Design in Action with Cultural Historical Activity Theory -- Instructional Design Cases: Documenting precedent in instructional design -- The Many Facets of Design and Research in Instructional Design -- Reconceptualizing Instructional Message Design: Toward the Development of a New Guiding Framework -- Development of Design Judgment in Instructional Design: Perspectives from Instructors, Students and Instructional Designers -- Ethics as Design: Rethinking Professional Ethics as Part of the Design Domain -- EDISYS: A Tool for Enhancing Design Inquiry Systems -- Design-Thinking for Engineering Quality Instructional Design Processes Through Leadership Competencies and Modeling -- Design Thinking and Higher Education Administration -- The Half-Known World.

This volume, representing the best papers presented at the 2012 AECT Summer Research Symposium, focuses on the conscious adoption of aspects of design thinking, evident in a range of divergent professions (including business, government, and medicine), extended to the field of education.  Design thinking is future oriented, concerned with "the conception and realization of new things," and at its core is focused on "planning, inventing, making, and doing" (Cross, 1997, p.1), all of which are of value to the field of educational technology.     Chapters in the volume focus on design thinking, design process, and the design studio and were solicited from the general membership of the Association of Educational Communications and Technology and then evaluated by a panel of experts and the two symposium co-chairs. Examples and experiences from outside the traditional boundaries of instructional design and educational technology enriched and balanced the discussion. This dynamic and multidisciplinary structure forms the basis and the inspiration for the chapters of this book.  From their own viewpoints, from their own academic venues, fifteen authors express their diverse experience and views of design in a process fashioned to elicit and develop their best ideas and explanations.   This is the ideal book for instructional designers, researchers in educational technology and instructional technology, and anyone interested in finding both new models of designing and new ways to connect theory to the development of a wide range of educational products.