共查询到20条相似文献，搜索用时 31 毫秒
1.
2.
3.
《Performance Improvement》2017,56(8):37-45
Not all instructional design models are fully integrated into the HPT practice. Some of these processes such as the successive approximation model (SAM) and the lot like Agile methods approach (LLAMA) are the outgrowth of Agile processes for instructional design. The major design processes are often assumed to be competitive; that is, one model is better than the other. However, most Agile instructional design processes assume that the most ubiquitous performance solution is e‐learning, hence the direct integration of Agile processes. Therefore, instead of thinking about design models, we think about instructional methods and solutions over human performance technology (HPT). These methods are all equal until one understands the conditions or the context of the instructional or performance problem. We recommend designers reverse engineer the Agile instructional systems design process by using a rapid performance analysis method that quickly pinpoints and confirms the performance problem(s). 相似文献
4.
Instructional design can be characterized as a complex problem-solving task, yet little is known about what cognitive processes it requires. This research sought to identify differences in the thinking of expert and novice instructional designers given the same design task. A talk-aloud procedure was used to capture their problem-solving procedures and representations while designing instruction for a computer simulation. A coding scheme based on design principles, strategies, and subtasks was applied to the verbal protocols. Quantitative and qualitative analyses indicated that expert and novice instructional designers do appear to use divergent design paths. These design paths were further analyzed using design trees. 相似文献
5.
6.
There has been ongoing debate regarding the efficacy of teaching instructional design models to novice designers given that experienced instructional designers often use principles and adapted models when they engage in the instructional design problem‐solving process. This study utilized the Delphi technique to identify a core set of guiding principles used by designers in their practice. The purpose of this study was (1) to examine and describe the principles that guided instructional designers’ practice and (2) to identify the extent to which participants’ frames of reference included components of the ADDIE instructional design model. Sixty‐one principles were ultimately identified (reached consensus among the Delphi panel members). Thirty‐two of the principles aligned with the primary components of the design process (e.g., analysis, design, development, and evaluation). Additional principles (n = 29) related to other characteristics of design such as communication, project management, and design characteristics. 相似文献
7.
8.
Many instructional designers and numerous organizations have adapted the Dick and Carey model for use in their training functions. This article reviews the changes that have occurred to the model in the 20 years since its original publication, and identifies various influences that may determine whether it will continue to be useful in the years ahead. Consideration is given to alternative instructional design textbooks and the potential decline in interest in instructional design within academic programs. The influence of constructivist theory on the 1996 version of the Dick and Carey model is described, and the long term impact of constructivist and objectivist models on public education and business and industry is assessed. 相似文献
9.
Robert D. Tennyson Robert L. Elmore Leonard Snyder 《Educational technology research and development : ETR & D》1992,40(2):9-22
In the past decade, research and theoretical advancements in both cognitive science and instructional technology have led
to updates in instructional design theory. In this article, we review two areas in which the updates make important contributions:
information analysis for higher-order cognition, and instructional strategies to improve acquisition of such higher-order
processes. From our reviews of the literature, we propose procedures for conducting a contextual module analysis and designing
integrated instructional strategies. An additional purpose of the article is to demonstrate the need for researchers in educational
technology to lead in the discovery of theories contributing to acquisition of higher-order cognition. 相似文献
10.
11.
《The Internet and Higher Education》1999,2(1):35-44
Many individuals are creating instruction that will be used for online learning. This paper reviews four generic categories of instructional principles: Instructional Design (pedagogical issues), Subject Matter (content issues), Language (semantic and syntactic issues), and Presentation (physical issues), that should be used as guidelines when designing instructional materials. Nine current considerations for the context of online learning are drawn from the literature and experience and we show how each relates to these existing guidelines. We conclude the four generic categories of instructional principles apply equally to the design of instruction for the context of online learning and most issues that people talk about when designing online instruction are simply elaborations of these existing principles. A job aid is provided to help designers systematically consider essential principles when designing online instruction. 相似文献
12.
Monica W. Tracey Alisa Hutchinson Tamme Quinn Grzebyk 《Educational technology research and development : ETR & D》2014,62(3):315-334
As the design thinking approach becomes more established in the instructional design (ID) discourse, the field will have to reconsider the professional identity of instructional designers. Rather than passively following models or processes, a professional identity rooted in design thinking calls for instructional designers to be dynamic agents of change who use reflective thinking to navigate the design space and develop solutions to ill-structured problems. Graduate programs in ID will also need to prepare students to manage the complexities they will encounter in their professional practice, including the establishment of design precedents, reflective thinking skills, and the foundations of professional identity. This research explored the use of reflective writing assignments in an introductory ID graduate course, with results indicating that most students are able to engage in meaningful reflection in relation to prompts concerning design concepts, experiences, and identity attributes, although no clear patterns of improvement emerged over time. Future directions for research include the use of feedback and the structure of prompts (including frequency of writing assignments and wording of prompts) to support improved student performance. 相似文献
13.
Jerome D. Scripture 《The American journal of distance education》2013,27(4):207-221
Abstract As distributed problem-based learning (dPBL) emerges as an interactive online methodology, it is necessary for instructional designers who want to develop this approach to understand the practices experienced designers of dPBL recommend. This phenomenological study examined the practices that designers of dPBL use and recommend. Ten experienced dPBL designers from seven countries participated in the qualitative study. Data were collected through semistructured telephone interviews in order to gather information about each individual's experiences using instructional design and designing dPBL. A listing of ten recommendations for designing dPBL is presented based on the information provided by the experienced designers. 相似文献
14.
Erna Yackel Michelle Stephan Chris Rasmussen Diana Underwood 《Educational Studies in Mathematics》2003,54(1):101-126
In this paper we present three cases of instructional design that illustrates both horizontal didactising, the activity of
using already established principles to design instruction, and vertical didactising the activity of developing new tools
and principles for instructional design. The first case illustrates horizontal didactising by elaborating how the constructs
chains of signification and models were used to design an instructional sequence involving linear growth. The second and third
cases illustrate vertical didactising by developing argumentation analyses and generative listening, respectively, as instructional
design tools. In the second case, argumentation analyses emerge as a tool that other designers can use to anticipate the quality
of conversations that can occur as students engage in tasks prior to implementing the instructional sequence. The third case
develops the notion of generative listening as a conceptual tool within the context of designing differential equations instruction
to gain insights into what are, for students, experientially-real starting points that are mathematical in nature and to provide
inspirations for revisions to instructional sequences.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
15.
Several cognitive psychologists have written about the importance of placing instruction within “authentic” contexts that mirror real-life situations. They argue that knowledge learned in academic settings does not necessarily transfer to non-academic settings. Whether preparing performance technologists or instructional designers, educators must strive to create meaningful problem-solving contexts that enable students to define, and subsequently solve, real-world problems. In an attempt to address this issue we have modified the way we teach instructional design. This paper discusses a cognitive apprenticeship approach to teaching design, which incorporates elements of modeling, coaching, reflection, articulation, and exploration. We describe how these features are embedded within three phases (orientation, situated training/learning, and exploration) of an introductory instructional design course designed to move our novice designers along a continuum of expertise as they develop and refine their own professional design skills. Although the apprenticeship model described here specifically addresses concerns within the context of preparing instructional designers, we believe that this model can be adapted to address similar issues in the education of performance technologists. 相似文献
16.
Peter C. Honebein Cass H. Honebein 《Educational technology research and development : ETR & D》2014,62(1):53-69
Instructional theory is intended to guide instructional designers in selecting the best instructional methods for a given situation. There have been numerous qualitative investigations into how instructional designers make decisions and the alignment of those decisions with theoretical influences. The purpose of this research is to more quantitatively explore the question of how instructional designers actually use instructional planning theory to judge the usefulness of instructional methods. We asked 56 instructional designers to rate the usefulness of 31 instructional methods for six different cognitive domain content level conditions. The results show that content level has a statistically-significant influence on a designer’s judgments regarding the usefulness of an instructional method. A designer’s gender also has a statistically-significant influence on a designer’s judgments regarding methods, but a weak effect size limits this result. Overall, the results provide evidence that supports the core principles of instructional planning theory, specifically method generality. The results also provide instructional designers further guidance in selecting the most useful instructional methods for cognitive domain content levels. 相似文献
17.
The purpose of this study was to learn about the use of task analysis procedures by instructional designers. Task analysis is regarded by many to be the most integral part of the instructional design process and the most technical aspect of the instructional designer's job. It is also thought to be the most ambiguous of the instructional design, processes. A questionnaire was developed that surveyed 164 members of the International Society for Performance Improvement (ISPI) and the Association for Educational Communications and Technology (AECT) with instructional design responsibilities. This research learned what instructional design activities designers associate with task analysis and the percentage of time instructional designers devote to task analysis. It also learned what task analysis methods are most and least often used by instructional designers and identified those task analysis methods not known by instructional designers. Finally, this study determined how instructional designers learn to conduct task analyses and the factors that impact task analysis practices. 相似文献
18.
David H. Jonassen R. Scott Grabinger N. Duncan C. Harris 《Performance Improvement Quarterly》1997,10(1):34-54
“Formulation of instructional strategy to match subject matter and learner requirements” is an integral part of most instructional design models (Andrews & Goodson, 1980, p.5). Yet the meaning and purpose of instructional strategies in these design models vary considerably. An instructional strategy in traditional design models usually refers to the selection of instructional delivery vehicles (e.g., lecture, demonstration, computer-assisted instruction) and support activities (e.g., practice exercises, tutoring) (cf. Tracey, Flynn, & Legere, 1970). Contrast those conceptions with the many instructional strategies described in elaboration theory (Reigeluth & Stein, 1983), such as subsumptive sequencing, internally consistent orienting structures, synthesizers, summarizers, and cognitive strategy activators. What is obvious from these disparate conceptions is that instructional designers do not share a consistent definition of instructional strategies. Many of the activities that are referred to as instructional strategies are not in fact strategies, but rather are presentation vehicles. In this article, we first define instructional strategies and tactics in the context of an iterative design model. Instructional strategies are then distinguished from instructional tactics, which are the implementation of strategies. We then list the range of instructional strategies and tactics that implement them. Finally, we provide a decision tree for assisting designers to select appropriate instructional tactics. 相似文献
19.
The failure of many instructional design initiatives is often attributed to poor instructional design. Current instructional design models do not provide much insight into design processes for creating e-learning instructional solutions. Given the similarities between the fields of instructional design and software engineering, instructional designers could employ the ideas and techniques employed in software engineering to improve their design solutions. Software engineering development and project management methodologies can be employed to develop effective e-learning solutions. Furthermore, software engineering design principles used to develop high-quality software can be applied to planning and enhancing instruction. Fundamental software design concepts, such as abstraction, modularity, reusability, compatibility, extensibility, scalability, and maintainability are all important factors that can potentially lead to the development of high quality instructional solutions. This paper explores the possibility to integrate software engineering design principles into instructional design for e-learning solutions, which not only augment the generic instructional design approach with the best practices from the field of software engineering, but also make the development process more productive and efficient. Finally, this paper illustrates how all of the software engineering design principles are interrelated and can be realized in practice to enhance the quality of instruction. 相似文献
20.
David H. Jonassen R. Scott Grabinger N. Duncan C. Harris 《Performance Improvement Quarterly》1990,3(2):29-47
“Formulation of instructional strategy to match subject matter and learner requirements” is an integral part of most instructional design models (Andrews & Goodson, 1980, p.5). Yet the meaning and purpose of instructional strategies in these design models vary considerably. An instructional strategy in traditional design models usually refers to the selection of instructional delivery vehicles (e.g., lecture, demonstration, computer-assisted instruction) and support activities (e.g., practice exercises, tutoring) (cf. Tracey, Flynn, <& Legere, 1970). Contrast those conceptions with the many instructional strategies described in elaboration theory (Reigeluth & Stein, 1983), such as sub-sumptive sequencing, internally consistent orienting structures, synthesizers, summarizers, and cognitive strategy activators. What is obvious from these disparate conceptions is that instructional designers do not share a consistent definition of instructional strategies. Many of the activities that are referred to as instructional strategies are not in fact strategies, but rather are presentation vehicles. In this article, we first define instructional strategies and tactics in the context of an iterative design model. Instructional strategies are then distinguished from instructional tactics, which are the implementation of strategies. We then list the range of instructional strategies and tactics that implement them. Finally, we provide a decision tree for assisting designers to select appropriate instructional tactics. 相似文献