共查询到20条相似文献，搜索用时 31 毫秒
1.
Paul Kirschner Chad Carr Jeroen van Merriënboer Peter Sloep 《Performance Improvement Quarterly》2002,15(4):86-104
Two studies were carried out with expert educational designers at Arthur Andersen and the Open University of the Netherlands to determine the priorities they employed when designing competence‐based learning environments. Designers in a university context and in a business context agree almost completely on what principles are important, the most important being that one should start a design enterprise from the needs of the learners, instead of the content structure of the learning do main. The main difference between the two groups is that university designers find it extremely important to consider alternative solutions during the whole design process; something that is considerably less important by business designers. University designers also tend to focus on the project plan and the desired characteristics of the instructional blueprint whereas business designers were much more client‐oriented and stressed the importance of “buying in” the client early in the process. 相似文献
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This research investigated expertise development among instructional designers by tracking novice designers' unfolding perceptions of instructional design (ID), design‐related self‐perceptions, and other individual differences. It examined development toward ID expertise from multiple aspects: processes, product, and cognition, through a case study approach. Evidence included qualitative data from interviews, design artifacts, and metacognitive essays, along with quantitative data from questionnaires which assessed goals, need for structure, need for cognition, previous design competence, and design self‐efficacy. Findings indicated that it was not one single characteristic, but the interaction of various factors, that most profoundly seem to influence the development of ID expertise. Relevant characteristics included: perceptions about learning, knowledge and ID; individual needs and learning strategies; and background experiences and orientations. Research in this field will help us to better understand the processes that lead to the development of ID expertise, and to develop better approaches to preparing future instructional designers. 相似文献
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The notion of design thinking is becoming more concrete nowadays, as design researchers and practitioners study the thinking processes involved in design and employ the concept of design thinking to foster better solutions to complex and ill‐defined problems. The goal of the present research is to develop a cognitive activity‐based design methodology for novice visual communication designers, which will be achieved by mapping the findings from a comparative analysis of novice and expert visual communication designers' thinking processes onto the prospective methodology. Under the proposed methodology, activity modes take place in a chronological flow under specific guidelines involving various forms of design cognition. The guidelines correlate to design phases from problem structuring to detailed design and to the cognitive processes of divergent and convergent thinking. The methodology gives open‐ended instruction to novices endeavouring to proceed with the design process, solve complex design problems and make better design decisions. This research has value for its unique approach to methodology development. Furthermore, the proposed methodology provides guidance for more effective cognitive activities during the design process and holds potential for implementation in design education due to its focus on the needs of novice designers. 相似文献
5.
Jeehyun Lee Jiwon Ahn Jieun Kim Jeong‐min Kho 《The International Journal of Art & Design Education》2019,38(2):430-444
The field of fashion design relies on the originality of fashion designers and information on design trends, and design education also focuses on the creative ideas of designers; in this field, design through co‐design is a very limited area. However, with the proliferation of participatory culture, the need to diversify fashion design education methods has also emerged. The purpose of this study is to present an educational framework and an instructional strategy for co‐design based on the changing role of the designer and to obtain educational insight through the implementation of an actual education prototype. To do this, we developed an educational prototype and implemented it with six undergraduate students. Through this study, the participants engaged in the process of design development with the consumer and analysed the instructional insight. As a result, this study redefines the roles and design methods of designers for co‐design and identifies creativity characteristics through the co‐design process. The results of this study can be used as basic data for co‐design education and can contribute to the expansion of fashion design educational methods. 相似文献
6.
Susan O'Neill Murray Scott Kieran Conboy 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):939-949
This paper focuses on the factors that influence collaborative learning in distance education. Distance education has been around for many years and the use of collaborative learning techniques in distance education is becoming increasingly popular. Several studies have demonstrated the superiority of collaborative learning over traditional modes of learning and it has been identified as a potential solution to some of the weaknesses of traditional distance education courses. There are a rapidly growing number of technologies in use today and educators and practitioners face an increasingly difficult challenge to successfully implement collaborative learning in distance education; precipitated not only from technical advances but also from wider social and organisational concerns. To the best of our knowledge, this study is the first to investigate the factors that influence collaborative learning in distance education, by eliciting the opinions of an expert panel using a Delphi survey. The aim was to produce an integrated list of the most important implementation factors and to investigate the role that technology is perceived to contribute. The findings identified 17 of the most important factors; these factors cover a range of themes including course rationale and design, instructor characteristics, training, group dynamics, the development of a learning community and technology. The potential of technology, however, does not seem to be fully realised and newer technologies such as multi‐user environments would seem to be of limited use in practice according to the expert panel. 相似文献
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Margaret A. Roytek 《British journal of educational technology : journal of the Council for Educational Technology》2010,41(2):170-180
Instructional systems design (ISD) has been frequently criticised as taking too long to implement, calling for a reduction in cycle time—the time that elapses between project initiation and delivery. While instructional design research has historically focused on increasing learner efficiencies, the study of what instructional designers do to increase efficiency during the design of instruction, including web‐based training, has not yet been fully examined. The purpose of this qualitative developmental study was to identify and understand the methodologies used by experienced instructional designers to increase the efficiency of the instructional design process. Data were gathered from 11 instructional designers working within two business and industry consulting firms that provide learning solutions to global clients. Results revealed 47 efficiency methodologies found within the four categories of design model, instructional design team member roles, instructional design processes and instructional design tools. Additionally, 14 supporting instructional designer competencies were found within the category of instructional designer knowledge, skills and attitudes. 相似文献
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Brenda Bannan‐Ritland 《Performance Improvement Quarterly》2001,14(2):37-52
Many theorists and practitioners are calling for more authentically based teaching approaches in the preparation of instructional designers and performance technologists to address the complexity of the field's practice. Although many innovative methods have been incorporated into the study of instructional design and development and human performance technology, including case studies and applied experiences with collaborative groups, among others, the majority of teaching approaches are limited to the time constraints and format of the traditional university classroom setting. This paper discusses an alternative teaching approach that incorporates action learning principles along with authentic project‐based methods into the full‐time study of instructional design. The paper reviews action learning principles and highlights the commonalties between these principles and the application of the practice and teaching of the instructional design process in an authentic manner. Finally, the implementation of action learning principles within a graduate program in instructional technology is described. Action learning principles may be applied to many content areas; however, the highly complementary nature of this specific methodology to the teaching and practice of instructional design may have the potential to improve greatly our preparation of professionals in the complex work environments characteristic of this and related disciplines. As a valuable component of performance technology skills, training in instructional design methods based on an action learning approach may have broad implications for both the preparation of instructional designers and performance technologists. 相似文献
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Fostering constructivist communities of learners in the amalgamated multi‐discipline of social studies 总被引：3，自引：3，他引：0
HEINRICH MINTROP 《课程研究杂志》2013,45(2):141-158
This paper shows how the knowledge structures and traditions of the amalgamated multi‐discipline of social studies at once help and hinder the use of constructivist instructional models. I interpret the planning process of two ‘Fostering a Community of Learners’ units and examine how these two units are implemented by four teachers, given their domain‐specific knowledge and modes of thinking. The data suggest that the pragmatism of social studies, as well as the idea of multiple perspectives constituting social scientific and social studies knowledge, makes this field a prime candidate for constructivist modes of thinking and the design of expert and jigsaw sequences. But the weak relationship of the subject to referent disciplines and the pragmatic reliance on proven activities makes for weak conceptual synthesis in the teaching units. 相似文献
11.
Konrad J. Schönborn Susanne Bögeholz 《International Journal of Science and Mathematics Education》2009,7(5):931-955
Recent curriculum reform promotes core competencies such as desired ‘content knowledge’ and ‘communication’ for meaningful
learning in biology. Understanding in biology is demonstrated when pupils can apply acquired knowledge to new tasks. This
process requires the transfer of knowledge and the subordinate process of translation across external representations. This
study sought ten experts’ views on the role of transfer and translation processes in biology learning. Qualitative analysis
of the responses revealed six expert themes surrounding the potential challenges that learners face, and the required cognitive
abilities for transfer and translation processes. Consultation with relevant curriculum documents identified four types of
biological knowledge that students are required to develop at the secondary level. The expert themes and the knowledge types
exposed were used to determine how pupils might acquire and apply these four types of biological knowledge during learning.
Based on the findings, we argue that teaching for understanding in biology necessitates fostering ‘horizontal’ and ‘vertical’
transfer (and translation) processes within learners through the integration of knowledge at different levels of biological
organization. 相似文献
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This article examines a new training design for continuing professional development that aims to support the learning of the novel knowledge and skills needed in emerging professional fields by interconnecting academic and workplace settings. The training design is based on using two advisors, one from working life and the other from an academic context. The article examined whether participants’ personal orientation to adaptive expertise predicts the success of a guidance process. The interconnection of workplace and academic contexts was expected to occur through guidance practices. In addition, the features underlying the most successful guidance relationships were analysed. Data were collected by conducting repeated semi-structured interviews with 18 course participants, eight academic advisors and eight workplace advisors in the context of a 1-year energy efficiency training programme. The results indicated that a trainee’s personal orientation towards adaptive expertise is a significant component in successful guidance processes. An interconnection of workplace and academic knowledge and practices was hardly found in the guidance provided by each participant’s academic and workplace advisors. The feature underlying the most successful guidance relationships are related at the personal, dyad and context levels. An excellent match between the expert profiles of the learner and the advisor appears to be especially critical for successful guidance and powerful knowledge exchange in emerging fields. However, finding matching advisors is often challenging. Many problems are presumably solved if these ‘right persons’ can be found and if the trainees are themselves oriented to utilise the novel resources provided to them by the advisors. 相似文献
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Abstract To help introductory programming students gain an integrated, generative understanding of LISP, we designed, implemented, and evaluated the LISP Knowledge Integration Environment (LISP‐KIE). The LISP‐KIE reflected a conceptual framework which featured (a) scaffolding of students as they control their own learning rather than telling students what they should know and (b) activities engaging students in expert problem‐solving practices rather than exercises emphasizing syntax and small problems. We conducted two in‐depth studies and one comparison study to show that the LISP‐KIE fostered knowledge integration. By knowledge integration, we mean linked, organized, and connected information about such aspects of programming as design, testing, specific problem solutions, and self‐monitoring. 相似文献
14.
Nancy Spanbroek 《The International Journal of Art & Design Education》2010,29(2):111-120
The designers of our future built environment must possess intellectual tools which will allow them to be disciplined, flexible and analytical thinkers, able to address and resolve new and complex problems. In response, an experimental and collaborative design studio was designed to inspire and build on students' knowledge and their creative thinking abilities through a series of explorative exercises and modelling. The learning experience of students undertaking this studio was enabled and guided by a collaboration of teachers experienced in both teaching and creative practice. A series of guest creative practitioners joined the studio's intensive 10‐week hands‐on workshop sessions within which students undertook set exercises. These creative research workshops then served to inform subsequent design development of the students' work through planning and documentation over a period of 4 weeks. Strategic teaching is central to the creative development process. The driving educational belief, as idea and practice, is that by bringing ideas to life in design, by working with full‐scale three‐dimensionality, students are able to cement their commitment to ‘working the process’, towards becoming excellent designers. This ambitious strategy enables students to work on the many different aspects of the design problem towards meeting their design outcome at the highest level of resolution and intent. Through a combination of pragmatic tasks – writing and developing design briefs – and visual tasks – evidence gathering and analysis of design through photographic, modelling and diagramming exercises – students were encouraged to think outside and beyond the ‘normal’ realm of design practice. 相似文献
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David Crismond 《科学教学研究杂志》2001,38(7):791-820
This study reports on what naive, novice, and expert designers do and learn when investigating simple mechanical devices and then planning their redesign. Participating in the study were 32 high school and adult subjects who did two investigate‐and‐redesign (I&R) tasks. Same gender pairs of subjects with similar design experiences explored, analyzed, and evaluated different brands of a device, designed experiments to compare them, and then proposed their redesign. Each two‐hour session was videotaped, and portions were analyzed using methods adapted from protocol analysis techniques. Results suggest that when naive designers do I&R tasks, their learning is highly contextualized and device‐specific. Naive designers made few connections from their work to key science ideas, and instead used mechanical advantage preconceptions that they did not spontaneously redress during the I&R sequence. Experts made connections to concepts and cases, inferred key design decisions, and sought “critical design problems” for the devices studied. All groups used strategies involving analysis more than those involving synthesis or evaluation. Notably, during conceptual design, opportunities for using science, present especially when subjects analyze design ideas, went underutilized by nonexpert designers. Scaffolded questions are needed to focus the learning of science embedded in design‐oriented activities. All findings reported are tentative, given the limited number of cases included in this study. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 791–820, 2001 相似文献
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Joke M. Voogt Jules M. Pieters Adam Handelzalts 《Educational Research and Evaluation》2016,22(3-4):121-140
ABSTRACTCollaborative design positively affects both professional development and the implementation of curriculum change, because teachers develop competencies and practice and develop ownership of the change. The current study was aimed to explore what empirical evidence is available about processes that take place when teachers co-design and how these contribute to professional development and curriculum change. Evidence from 14 PhD studies was collected to study their impact on teacher learning and curriculum change, by analysing effects, mechanisms, and conditions. Results showed that effects of curriculum design teams, in terms of learning outcomes for teachers in areas such as (pedagogical) content knowledge and design knowledge and skills, became manifest in the outcomes of the curriculum design process, and in the appreciation by the stakeholders. We concluded that professional development, through collaborative design in teams, which is specific and linked to the curriculum, influences teachers’ knowledge and practice and impacts implementation of curriculum change. 相似文献
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《师资教育杂志》2012,38(3):325-338
ABSTRACT This investigation examines the views of pedagogical content knowledge of 12 student teachers of mathematics drawn from three different training groups. Attitudes towards and understandings of pedagogical content knowledge were elicited using six Likert‐item statements whilst information on students' learning was obtained through open‐ended questioning. Differences between groups were apparent only in tendencies to give extreme responses and to adopt outlying positions. These differences may be attributable to differences in values or prior knowledge and to training parallels with the social construction of mathematical meaning. Indications of the acquisition of pedagogical content knowledge appeared in all training groups and seemed to be linked to a hierarchical view of mathematics; possible limitations for student learning are implied. Students' views also highlight the importance of reflection upon subject matter knowledge and awareness of learning processes when transforming mathematical ideas for teaching purposes. It is suggested that the role of prior learning is worthy of further investigation. 相似文献
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Diana Thamrin Laksmi Kusuma Wardani Ronald Hasudungan Irianto Sitindjak Listia Natadjaja 《The International Journal of Art & Design Education》2019,38(2):461-477
The profit‐driven tendency of interior design trends and styles today has developed in line with the decrease of social awareness in design. The majority of interior design students also decide to pursue interior design education for its marketable and profitable purposes rather than seeing interior design as a field of opportunity to contribute to the social welfare of their communities. Hence, the objective of this research is to implement community service through co‐design in interior design pedagogy. The article describes the learning and design methods used based on human‐centred design approaches of co‐design and analyses the resulting benefits from this approach. Findings reveal that the process of collective creativity and collaborative development with the community enables a direct experience of learning and fosters a deeper connection and understanding of users. They also promote novel multidisciplinary design innovations, accommodate the community's potentials in the society and stimulate a reflexive impact, allowing students to reflect on their future role as interior designers in bringing positive changes to their community against the profit‐driven tendency of contemporary designers today. 相似文献
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传统的系统化教学设计模型其实并不能真实反映有效的教学设计实践之本质,作为一种非良构性问题解决的教学设计,其原则化特征正日益被人们所认识。研究试图表明,潜在于各种教学设计实践背后的共通基础其实是两类教学设计原则——教学设计的设计原则和教学设计的教学原则。教学设计的设计原则是从设计的视角对专家设计者的有效设计实践的一种原则性的概括与提炼,它可以从设计问题、解决方法和设计过程三个方面来高度凝炼出有效设计的基本准则。教学设计的教学原则则是从教学的视角对教学设计专家的潜在的教学原则进行总结。梅里尔的教学首要原则是目前在这个方面的最成熟、最具影响力的研究成果。在国内外普遍重视教学有效性、关注教育质量的整体背景下,一方面我们应认识到教学设计原则的研究是颇具价值与深度的主题,另一方面我们也应看到,尽管教学设计原则是有效教学设计实践的必要条件,但从前者到后者的非充分性关系则显示,从教学设计新手成长为教学设计专家,仍是任重道远、颇为不易的过程,需要各种手段、方法的介入才能加快新手成长的进程。 相似文献