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1.
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
2.
JOHN E. HARTWIG 《Counselor Education & Supervision》1975,15(1):12-20
This article describes the Adult Career Education Counseling Project, a special demonstration project funded by the United States Office of Education, Division of Occupational and Adult Education. The major goal of the project is to develop a competency-based individualized instructional training system for guidance personnel wanting to work in adult education settings. The article explains the rationale, development, and process used in identification of conceptual areas that were developed into modules currently being pilot tested prior to final revision. Once the total training system has been developed, adult education and counseling and guidance programs may use these materials to design a counseling and guidance program unique to local program or institutional goals and objectives. 相似文献
3.
《师资教育杂志》2012,38(3):283-301
This paper focuses on a British Council funded Higher Education Link project involving three institutions—Manchester Metropolitan University (MMU) in the UK and two South African institutions, the University of South Africa (UNISA) and Rhodes University. The link is a research and development project that has three main research strands: contextual profiling that will establish the applicability of a European teacher education project to the South African context, evaluative materials development and piloting predicated on a respect for indigenous and contextual knowledge, and impact analysis that will examine the role of multidirectional intergenerational mentoring in disseminating messages about sustainable lifestyles. The project is strongly influenced by the South African Revised National Curriculum statements pertaining to environment and an analysis of the impact that these materials have had on promoting whole school approaches to environmental education in South Africa. The link's initial purpose is to develop advanced certificate in education (ACE) course materials that will promote whole school approaches to environmental education, based on developing concepts of collaboration, pupil participation, educational process and action in schools in South Africa. Materials from the MMU‐based, European Commission funded Sustainability Education in European Primary Schools (SEEPS) Project will be adapted for use in South Africa by UNISA and Rhodes. This paper reports on the development of the project and explores some of its activities and results to date. It documents how the project team approached the integrating redevelopment of SEEPS ideas and materials to use these resources in the design of continuing professional development (CPD) activities for ACE courses in environmental education at UNISA and Rhodes. The second section is written in semi‐dialogue form to try to reflect the nature of the discussions that occurred between the partners in the link during meetings in the UK. This dialogue outlines the conceptual and philosophical background to the SEEPS Project before examining continuities and tensions that arose in clarifying and situating guiding perspectives for CPD and whole school approaches in and for South African school contexts through the medium of teacher education. The paper also reviews how the South African team are interacting with ideas and materials from SEEPS to clarify whole school approaches to environmental education in South Africa and discusses the contexts within which the outcomes of the link will unfold. 相似文献
4.
随着低碳时代的到来,多媒体教学环境被赋予了新内涵,而物联网作为新一代的智能网络,可以有效满足其新需求。在对多媒体教学环境进行现状分析的基础上,提出了在设计理念、节能减排、人员管理和资产管理等方面的新要求,接着阐述了物联网的内涵、特征及对多媒体教学环境的支持,又介绍了研究团队开发的物联网多媒体教学环境控制系统以及使用评价的状况,说明其可行性和有效性,以期推动物联网在教育中的应用,进一步加快物联网教育领域的发展。 相似文献
5.
The naturalistic paradigm offers exceptional promise for gaining the detailed, context-bound information necessary to understand
the effectiveness of computer-based instruction (CBI) as it is experienced in classroom settings. Such an understanding is
critical to the development of principles for designing courseware that meets the needs of the teachers and students who are
its ultimate consumers. In this article, the author discusses the most significant theoretical assumptions of the paradigm
as they relate to the nature of CBI and to the current needs of the field. Also described are several methods of naturalistic
data collection and analysis that can be operationalized in an investigation of students' and teachers' interactions with
instructional dimensions of courseware. The author suggests the kinds of insights the naturalistic paradigm can yield and
the ways in which those insights can be incorporated into empirically based principles of courseware design. 相似文献
6.
Charles E. Baukal Jr. Lynna J. Ausburn 《European Journal of Engineering Education》2016,41(5):482-503
Many have argued for the importance of continuing engineering education (CEE), but relatively few recommendations were found in the literature for how to use multimedia technologies to deliver it most effectively. The study reported here addressed this gap by investigating the multimedia category preferences of working engineers. Four categories of multimedia, with two types in each category, were studied: verbal (text and narration), static graphics (drawing and photograph), dynamic non-interactive graphics (animation and video), and dynamic interactive graphics (simulated virtual reality (VR) and photo-real VR). The results showed that working engineers strongly preferred text over narration and somewhat preferred drawing over photograph, animation over video, and simulated VR over photo-real VR. These results suggest that a variety of multimedia types should be used in the instructional design of CEE content. 相似文献
7.
Computer‐based instructional (CBI) materials are frequently accompanied by student study guides. This report details Grant MacEwan Community College's experience in producing print‐based material to support its computer‐managed learning (CML) system. Thus the report is written from a CBI perspective, and attempts to place emphasis on the recognition of cognitive processes in the development of CBI and related materials. Grant MacEwan material has been developed using the instructional design principles promoted by Gagne and Briggs (1979). The first part of this report focuses on content organization. The ideas presented may be applicable to any setting requiring the development of independent study print support material. 相似文献
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9.
《教育心理学家》2013,48(4):293-314
This article examines the use of computers to deliver instructional text. The focus is on procedures for the creation of computer-based instruction (CBI) lessons. The development of CBI lessons is separated into two aspects: the design of the lesson and the authoring of the lesson. Three primary techniques for authoring CBI lessons are the use of general-purpose computer programming languages, CBI authoring languages, and CBI authoring systems. These authoring techniques are described, including the advantages and limitations of each. Authoring systems are divided into three categories according to the type of CBI lesson they will support. Considerations are given for selecting from among the authoring techniques. Emerging trends in authoring techniques are discussed. 相似文献
10.
Shahron Williams van Rooij 《Educational technology research and development : ETR & D》2011,59(1):139-158
This paper reports the results of a study to identify the extent to which organizations that develop educational/training
products are committed to project management, as measured by their project management implementation maturity, as a methodology
that is separate and distinct from the processes of instructional design. A Web survey was conducted among 103 public and
private sector organizations worldwide that develop educational/training products. Results show no significant difference
by project management maturity level in the roles of instructional designer and project manager, although there is some relationship
between maturity level and how organizations perceive the skills/competencies of project managers versus those of instructional
designers. Further, organizational decision-makers have very specific expectations about the formal education and training
of educational/training product development project leaders. The findings should be of value to institutions of higher education
in evaluating programs that prepare students for careers in instructional design. 相似文献
11.
以多媒体和网络技术为核心的信息技术的飞速发展及其在社区教育领域的广泛应用,为通用教学设计在社区教育中的应用提供了技术支持。在运用通用教学设计方法对社区数字化课程资源进行设计的过程中,应以认知科学的新近研究成果中关于脑学习的三大区域——识别网络、策略网络和情感网络为依据。在理解三大学习网络上学习的特殊需求、认知能力的差异性、数字媒体的互动方式的基础上,对社区数字化课程资源的对象、目标、内容、策略、评价等进行通用教学设计,并在学习内容、支持工具、学习情境等方面整合多媒体技术,为社区学员提供多样化的选择,促进社区每个成员的发展。 相似文献
12.
李会章 《天津工程师范学院学报》2004,14(2):59-61
以现代学习理论和先进教学思想为指导,论述了在大学物理多媒体课件的开发过程中,如何进行课件的教学设计和系统结构设计,最终完成具有一定教学功能和特色的多媒体课件。 相似文献
13.
许乐平 《江苏广播电视大学学报》2004,15(3):61-63
近年来,以网络化、多媒体化、智能化为特征的现代信息技术飞速发展,成为现代远程教育必需的基础,也是电大进行远程教育的重要技术手段。从学科发展的现状和当前应用环境,特别是从适应电大现代远程教育的目标出发,构建一个全新的课程体系,使两在新的水平上结合成一个整体,已成为电大开放教育工作思索和研究的课题。 相似文献
14.
Bart J. B. Ormel Natalie N. Pareja Roblin Susan E. McKenney Joke M. Voogt Jules M. Pieters 《Educational technology research and development : ETR & D》2012,60(6):967-986
This study portrays recent research?Cpractice connections found in 18 design research reports focusing on the creation of instructional solutions. Solutions in different stages of development varied greatly in duration, ranging from one lesson to a whole year curriculum, spanned all levels of education, many subjects (science, math, language, culture, teacher education, etc.). Close collaboration between researchers and practitioners was prominent in all of the 18 projects studied. Participants in primary and secondary education projects have quite distinct roles regarding the teaching and researching, but they design their instruction solutions often collaboratively. Nearly all projects reported on how designed solutions were anchored in research, either from literature or from in-house project data. All articles indicated that research fed (re-)design, but few specified how. Based on our findings, we call for increased research and reporting on the specific strategies employed by design research participants to facilitate the production of new theoretical understanding through design of instructional solutions. 相似文献
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16.
This paper describes a project, including the design, development, and use of a mobile application (referred to as application hereafter) for learning Chinese as a second language in a bilingual primary school. The application was designed for iPod Touch Apple technology with the purpose to facilitate learning of a fundamental set of 200 Chinese characters. The project was a coordinated effort of experts, including an instructional designer, a software engineer, a Chinese language expert, and classroom teachers to develop an experimental Chinese character learning application for the primary school classroom. This paper reports how the project team explored experiences of teachers and learners in a particular context, developed understanding of teaching and learning needs for Chinese language learning, and how these inform design of the educational application. The final outcomes of the project include a Chinese character learning application and recommendations for design and use of educational applications in Chinese language teaching and other similar contexts. 相似文献
17.
Wei-Chen Hung Thomas J. Smith Marian S. Harris James Lockard 《Educational technology research and development : ETR & D》2010,58(1):61-80
This study adopted design and development research methodology (Richey & Klein, Design and development research: Methods, strategies, and issues, 2007) to systematically investigate the process of applying instructional design principles, human–computer interaction, and software
engineering to a performance support system (PSS) for behavior management in a classroom. The purpose was to examine how a
proposed instructional design framework based on Ausubel’s (The psychology of meaningful verbal learning, 1963) advance organizer theoretical approach could be used to address inherent problems of technically driven PSSs. Development
data were collected from a six-phase participatory rapid prototyping process using both qualitative and quantitative methods.
Findings indicated that (a) the advance organizer concept combined with a matrix design metaphor provided an effective way
to illustrate conceptual connections and relations among PSS modules and their elaborated information, (b) the system served
as a reference to support participants for exchanging ideas with other teachers as well as with parents of students, and (c)
the rapid prototyping process established parameters that helped the project team maintain a focus on users and collect data
useful for advancing to a higher phase of system development. Potential drawbacks pertaining to the proposed design strategies
and their possible corrective actions are also reported and discussed. 相似文献
18.
现代远程教育是一种以学习者为主体，运用多种媒体教学手段帮助学习者进行有效学习的教育形式。随着人才培养模式改革的深入发展，与之相适应的教学模式和教学手段也随之发生变化。 相似文献
19.
Ian Putt Lyn Henderson William Patching 《Educational technology research and development : ETR & D》1996,44(4):7-22
This paper reports data obtained on practicing teachers' thinking as they interacted with a professional development interactive
multimedia (IMM) courseware package. The data were obtained from 11 participating teachers via stimulated-recall interviews.
Two types of thinking are detailed and discussed. The first type is those mediating processes engaged in by teachers during
study sessions that related to the academic and professional content of the IMM package. The second type is those evaluative
thoughts reported by teachers that related to instructional design aspects of the IMM courseware. The latter data were used
to develop a classification system that provides a conceptualization of the major components, as perceived by the participating
teachers, that relate to instructional design.
He has been involved in teaching mathematics education courses at a distance via printed text to inservice teachers and through
interactive multimedia (IMM) courseware to Aboriginal and Torres Strait Islander teacher education students in their home
communities. His current research interests focus on tertiary students' thinking while studying from IMM materials and their
usage patterns of IMM courseware. He also supervises post graduate students in the area of teaching problem solving in upper
primary and lower secondary school.
Her fields of teaching and research interests concern the cultural contextualization of instructional design of interactive
multimedia (IMM) and the World Wide Web (WWW). Other research interests focus on the mental models, thinking processes, and
teaching-learning strategies used by teachers and learners when interacting with electronic databases, IMM, and the WWW.
His areas of expertise are special education and distance education. His current research interests with respect to interactive
multimedia (IMM) focus on tertiary students' thinking while studying with IMM materials and their usage patterns of IMM courseware.
He is also involved in a number of school curriculum and systemic evaluations. 相似文献
20.
Sue Bennett 《Educational technology research and development : ETR & D》2010,58(4):459-480
Case-based learning has long been used to bring students into contact with the complexity of real-world situations. Despite
this popularity and considerable history, research into how case analysis can support future problem-solving has been limited.
The study reported in this paper investigated learners’ understanding of multimedia instructional design and development derived
from the analysis of two richly detailed cases, and how this understanding then supported learners in their own design projects.
A qualitative case study approach was used to follow a class of Masters students engaged in a technology-supported, case-based
learning environment. Student work from case analysis, group project and reflective tasks was the key data source, complemented
by interviews with students and their instructor, observations of class meetings, and the collection of online discussion
list records and electronic resource files. The study found that the case analysis task raised learners’ awareness of design
approaches and project management strategies, and that discussion and reflection play critical roles in developing students’
understanding. The study also highlighted some limitations of the case approach, suggesting the need for strategies that support
learners’ thinking and reasoning. 相似文献