{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,7,30]],"date-time":"2025-07-30T14:31:31Z","timestamp":1753885891309,"version":"3.41.2"},"reference-count":0,"publisher":"Association for Computing Machinery (ACM)","issue":"10","license":[{"start":{"date-parts":[[2021,10,1]],"date-time":"2021-10-01T00:00:00Z","timestamp":1633046400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/www.acm.org\/publications\/policies\/copyright_policy#Background"}],"content-domain":{"domain":["dl.acm.org"],"crossmark-restriction":true},"short-container-title":["eLearn"],"published-print":{"date-parts":[[2021,10]]},"abstract":"<jats:p>\n            This article summarizes the main themes and chapters for\n            <jats:italic>The Learner-Centered Instructional Designer<\/jats:italic>\n            (Stylus Publishing, 2021) and provides a critical evaluation and recommendations for prospective readers. The book consists of 19 short essay-like chapters where 20 experienced instructional designers cover a range of topics related to instructional design consulting in higher education. The various authors share practical strategies and best practices about working with instructors to create online courses.\n          <\/jats:p>","DOI":"10.1145\/3486958.3490433","type":"journal-article","created":{"date-parts":[[2021,10,27]],"date-time":"2021-10-27T16:14:55Z","timestamp":1635351295000},"update-policy":"https:\/\/doi.org\/10.1145\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["How Instructional Designers Work and Think in Online Higher Education"],"prefix":"10.1145","volume":"2021","author":[{"given":"Les","family":"Howles","sequence":"first","affiliation":[{"name":"University of Wisconsin-Madison"}]}],"member":"320","published-online":{"date-parts":[[2021,10,27]]},"container-title":["eLearn"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/dl.acm.org\/doi\/10.1145\/3486958.3490433","content-type":"unspecified","content-version":"vor","intended-application":"text-mining"}],"deposited":{"date-parts":[[2025,6,17]],"date-time":"2025-06-17T20:18:47Z","timestamp":1750191527000},"score":1,"resource":{"primary":{"URL":"https:\/\/dl.acm.org\/doi\/10.1145\/3486958.3490433"}},"subtitle":["A Review of\n            <i>The Learner-Centered Instructional Designer: Purposes, Processes, and Practicalities<\/i>\n            edited by Jerod Quinn"],"short-title":[],"issued":{"date-parts":[[2021,10]]},"references-count":0,"journal-issue":{"issue":"10","published-print":{"date-parts":[[2021,10]]}},"alternative-id":["10.1145\/3486958.3490433"],"URL":"https:\/\/doi.org\/10.1145\/3486958.3490433","relation":{},"ISSN":["1535-394X"],"issn-type":[{"type":"electronic","value":"1535-394X"}],"subject":[],"published":{"date-parts":[[2021,10]]},"assertion":[{"value":"2021-10-27","order":2,"name":"published","label":"Published","group":{"name":"publication_history","label":"Publication History"}}],"article-number":"3486958.3490433"}}