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1.
Patricia L. Hardr 《Performance Improvement Quarterly》2009,22(1):5-26
This article develops the motivating opportunities model from its previous conceptual framework to its design, development, and instructional implications. It includes building the utility of the model for implementation around the acronym SUCCESS, representing a systematic approach to analyzing and designing motivation for situational, utilization, competence, content, emotional, social, and systemic factors. Furthermore, it details the considerations and questions included in each of the seven components of a process of analysis and design using SUCCESS as a tool and procedural guide. Accompanying each component are specific strategies that support implementation by generating the motivating opportunities that the model supports using, with examples to illustrate cases of use. Following the development and strategies of the model are research questions that may illuminate motivation in instructional design and human performance technology, and the utilization of the model. 相似文献
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Farrah Dina Yusop Ana‐Paula Correia 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(2):180-190
This paper argues that an emphasis on training‐for‐the‐job approaches has distracted designers from thinking about the meaning of their profession and the grand purpose of practising instructional design. Drawing from literature in the fields of sociology and educational technology, this paper synthesises discourses on civic professionalism in instructional design and technology, and proposes a conceptual framework that highlights the roles and qualities of a civic‐minded instructional designer. It is claimed that a critical discussion on civic professionalism in the field of educational technology can offer an alternative perspective on educating instructional designers, and have practical implications on instructional design and technology curricula in higher education. 相似文献
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Walter Dick 《Contemporary educational psychology》1978,3(3):265-271
Educational psychology, as an academic discipline, needs a model or paradigm for conceptualizing and solving educational problems. The systems approach to instructional design is proposed as a unifying process which was developed primarily by educational psychologists and has wide applicability in education. The use of the systems approach is advocated because (1) it provides a method for delivering effective service, (2) it incorporates many concepts presently familiar to educational psychologists and suggests other topics which should be of concern, (3) it suggests a wide array of research and evaluation problems, and (4) it provides an integrative framework for the design of graduate training programs. These four factors are discussed in detail. 相似文献
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教学设计理论中亟待研究的几个问题 总被引：10，自引：0，他引：10
目前的教学设计理论存在脱离教学实际,对教学问题的诊断、解决力度不够的缺陷,究其原因,我们认为教学设计理论本身存在着一些没有解决的问题。这些理论问题主要包括实用化的教学问题诊断方法、学习行为的分析方法、学习任务的设计方法、学习环境的设计方法和针对综合性教学目标的教学决策的依据。 相似文献
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Gerald S. Edmonds Robert C. Branch Prachee Mukherjee 《Educational technology research and development : ETR & D》1994,42(4):55-72
Instructional design (ID) professionals typically employ models that guide their practice. However, it is unclear how a specific
model is selected for an instructional situation. Andrews and Goodson (1980) provided a valuable procedure for comparing instructional
design models, but because of the proliferation of variations in instructional design applications during the past decade,
the introduction of instructional design into new learning contexts and the emergence of alternative approaches to instructional
design, there has emerged a need for a new framework which assesses the potential success of any instructional design model.
A framework is presented here which is intended to provide a conceptual tool for determining appropriate instructional design
applications. 相似文献
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Patricia L. Hardré 《Innovative Higher Education》2005,30(3):163-175
Institutions need effective and efficient methods of professional development for preparing graduate students to teach. These
skills are important both for their immediate roles as teaching assistants (TAs) and for their eventual roles in the professoriate.
An iterative process model from instructional design can function as a cognitive organizational framework for the development
of teaching expertise. It facilitates expertise by supporting TAs in connecting new and existing knowledge about teaching
and learning in meaningful ways that reflect the cognitive processes of expert teachers. Thus, it can support both the current
and future development of teaching expertise and facilitate the application of knowledge in the form of teaching strategies.
Patricia L. Hardré earned her Ph.D. in Education at the University of Iowa. She specializes in Instructional Design and Technology
with emphases on cognition and instruction, human motivation, and educational assessment. She is currently an Assistant Professor
in the Department of Educational Psychology at the University of Oklahoma. Her current research pursuits include K-12 teacher
education, TA training and development, high school students' motivation to learn and persist in school, and the effects of
computer-based administration of research instruments. 相似文献
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Abstract In this study, the question was addressed which instructional conditions are required to teach students how they themselves can initiate and perform learning activities aimed at conceptual change. The CONTACT‐2 strategy (a computer‐assisted instructional strategy for promoting conceptual change in the domain of basic physical geography) served as starting point for the design of several training procedures aimed at enhancing self‐regulated learning. With the first experimental condition, strategic support was gradually withdrawn ('faded') within each instructional step, while, with the second experimental condition, the number of steps was reduced as the training continued. The original CONTACT‐2 condition served as control condition. Subjects were 65 fifth‐ and sixth‐graders (primary education). Dependent variables concerned students’ abilities to initiate and perform learning activities aimed at conceptual change, the quality of their conceptions, and their learning performance. Results suggested that ‘fading’ can be a fruitful instructional approach to foster self‐regulated learning aimed at conceptual change, provided that the ‘fading’ procedure is tuned to the students’ actual level of self‐regulated learning: external control should not be withdrawn until students are able (and prepared) to initiate and perform the learning activities being required. When these conditions are met, designing effective training procedures aimed at ‘learning for conceptual change’ seems possible. 相似文献
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Karl M. Kapp Timothy L. Phillips Janice H. Wanner 《Performance Improvement Quarterly》2002,15(1):25-46
There is a growing emphasis on utilizing a problem‐based learning [PBL] pedagogy to help instructional design students gain an understanding of the complex forces operating within an actual design environment. However, little literature exists to suggest that PBL is being used to teach the process by which instructional design firms and practitioners secure work—the Instructional Design Business Acquisition Process (IDBAP). This study outlines a conceptual framework for using an adapted problem‐based learning model for teaching the IDBAP, which consists of writing a response to a request for proposal (RFP), developing a working prototype, and orally presenting the solution. This study also examines the impact of a PBL pedagogy on students' perception of their confidence in solving instructional design problems. The results of this empirical research indicate that students who participate in a problem‐based learning pedagogy gain confidence in their abilities to solve instructional design problems, view themselves in emotional control when solving an instructional design problem, and are more inclined to approach similar problems in the future. 相似文献
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Som Naidu 《Distance Education》1994,15(1):23-41
This paper is about the application of learning and instructional strategies in open and distance learning settings. First, a brief comment is made on the nature of open and distance learning and also teaching and learning in such settings. This is followed by a brief discussion of the impacts of particular types of learning and instructional strategics on learning. A framework is presented for applying learning and instructional strategies in open and distance learning contexts, and the translation of this framework into an instructional transaction that offers a generic plan for developing instruction.
This is, therefore, a conceptual paper. It discusses a theoretical framework for applying learning and instructional strategies that is currently being implemented in the design and development of instruction for an on‐line (electronic) teaching‐learning environment. The results of that implementation will be reported at a later date. 相似文献
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This article begins this special issue of ETR&D-Development by discussing what the cognitive approach to instructional design
(ID) is and how ID practitioners can design training differently using the approach. Following some introductory comments
about purpose, scope and perspective, the article is in two parts. The first part describes why the cognitive approach to
ID is important and how the current approach to instructional design and training development is different from the cognitive
approach. It then explains how learning occurs according to the cognitive point of view, and the different categories of learning
according to one type of cognitive psychology. The second part describes a model that synthesizes and summarizes the components
of a well-designed lesson, and describes what is different about this model from the current approach to ID. This model relates
what learners have to do to learn to what instructional designers have to do to help them do so. It presents and briefly explains
and exemplifies a general framework for instructional design based on cognitive psychology. Finally, it presents a table that
can be used as a job aid to design training. 相似文献
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Nikolaos Pellas 《Interactive Learning Environments》2017,25(3):343-360
The combination of Open Sim and Scratch4OS can be a worthwhile innovation for introductory programming courses, using a Community of Inquiry (CoI) model as a theoretical instructional design framework. This empirical study had a threefold purpose to present: (a) an instructional design framework for the beneficial formalization of a virtual community, by utilizing a CoI model which consisted of 81 high school students and (b) the results of linear correlations to amplify the interrelationships among presence indicators (cognitive, social, and teaching) of a CoI model to learn basic programming concepts via a 3D multi-user game-like environment underpinned by Papert‘s theory of constructionism. The findings indicated that social presence (communication and cohesiveness of a group) had not only a direct correlation with the cognitive presence (learning process for the construction of knowledge), but also had a positive association with teaching presence (organization, planning, and guidance of learning activities), reinforcing them as well. 相似文献
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Benjamin E. Ruark 《Performance Improvement》2008,47(7):24-30
An evidence‐based practice (EBP) model is proposed to replace the more‐art‐than‐science “rope bridge” currently spanning the defining space of a training need and the designing space of a training curriculum. The rope bridge analogy symbolizes a way to address perceived deficiencies and research gaps in the analysis‐design‐development‐implementation‐evaluation (ADDIE) model. Not to be construed as mere window dressing, a developmental model of EBP‐adherent instructional design is offered as a prototype for changing ADDIE's internal landscape and making instructional design more effective. 相似文献
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Gregory Clinton Brad Hokanson 《Educational technology research and development : ETR & D》2012,60(1):111-130
This article presents a discussion of research and theoretical perspectives on creativity and instructional design, offering
a conceptual model of the connection between these two constructs that was originally proposed in the dissertation work of
the first author (Clinton, Creativity and design: A study of the learning experience of instructional design and development
graduate students, Unpublished doctoral dissertation, University of Georgia, Athens, 2007) and that we call the Design/Creativity
Loops (DCL) model. Central to the model is a representation of the iterative, looping problem-solving cycle that can include
established stages of creative thinking. As an instructional designer is routinely confronted with the next task or design
problem in a project, these tasks or problems spawn iterative mental excursions that are opportunities for creative thinking.
This article also explores ways that the design and development process can benefit from an emphasis on creativity and offers
suggested directions for future research. 相似文献
17.
Pat Hardr 《Performance Improvement Quarterly》2001,14(3):43-74
Advances in technology for distance learning present better‐than‐ever opportunities for designing learning environments that bring optimal features of the conventional classroom to distributed learners. Yet, with the advantages of reaching learners come corresponding challenges for meeting many and varied cognitive, motivational, and organizational needs. Anchoring design of distance learning instruction solidly in current research from cognitive science and motivation, as well as utilizing tested principles of instructional design theory, provides for optimal balance of strategic decision‐making and appropriate management of trade‐offs in design of effective learning environments. This paper shows how Bransford, Brown, and Cocking's (1999) four characteristics of effective learning environments can be developed for continuing education, to maximize learning, transfer of learning, and motivation. As illustration, I will focus on the process of translating traditional continuing education (CE) from lecture‐based, on‐site instruction to Web‐based instruction, a trend in many institutions of higher education. 相似文献
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Loretta Pyles PhD 《Journal of Teaching in Social Work》2013,33(1):111-112
The social work profession has struggled with an uncertain identity since its beginning. The split between clinical practitioners and those who engage primarily in social action and social policy analysis is particularly diversive. The author proposes that "Community Education" could be an integrative framework for the profession. Direct practice could shift from an obsolescent allegiance to a therapeutic model, to a less stigmatizing educational model which could include psychodynamic practice. Those professionals concerned with macro-issues can be conceptualized as educating the community regarding their clients' needs. Such a change of identity would have implications for professional training. 相似文献
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One of the first areas to be limited in performance improvement or an educational project is the learner‐analysis phase. If done in a precise and purposeful manner, an effective learner analysis will begin the learner‐centered approach and then drive an impactful instructional design. This study has taken Tessmer and Wedman's (1990) layers‐of‐necessity model for instructional design and applied it to enhancing the needs‐analysis phase of instructional design. 相似文献
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This study investigated whether active learning within computer‐based training courses can be measured and whether it serves as a predictor of learner‐perceived course quality. A major corporation participated in this research, providing access to internal employee training courses, training representatives, and historical course evaluation data. Twenty sample courses were subdivided into 1,884 time‐based instructional events and categorized by eight design principles for learner engagement: attend, organize, recall, practice, interact, apply, explore, and absorb. This analysis produces a quantitative pattern for the cognitive activity a course encourages within the learner, summarized as the active learning index. A regression model, with the active learning index as a predictor variable for learner‐perceived course quality, resulted in a correlation coefficient of .83 (r2=.69) and a p‐value <.0001. These results suggest a framework for quantifying the active learning components in computer‐based training courses and guiding the work of instructional designers toward higher‐quality courses. 相似文献