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The contributions to this issue share a focus on design of e-learning environments. Instructional designers stand at very
early stages of knowledge in this area, but with great potential for growth and progress. This commentary offers an activity-based
perspective on e-learning environments, resulting in a flexible stance toward instructional strategies, artifact design, emergent
activity, and learning outcomes. This same flexibility should be evident as we in the field appropriate theories from other
disciplines and develop some of our own. I support the contributors' call for more design research specifically addressing
challenging problems of practice encountered by design practitioners. 相似文献
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David H. Jonassen Lucia Rohrer-Murphy 《Educational technology research and development : ETR & D》1999,47(1):61-79
The epistemic assumptions of constructive learning are different from those of traditional instruction, so classical methods of needs and task analysis are inappropriate for designing constructivist learning environments (CLEs). This paper argues that activity theory provides an appropriate framework for analyzing needs, tasks, and outcomes for designing CLEs. Activity theory is a socio-cultural, socio-historical lens through which designers can analyze human activity systems. It focuses on the interaction of human activity and consciousness within its relevant environmental context. Since conscious learning emerges from activity (performance), not as a precursor to it, CLEs should attempt to replicate the activity structures, tools and sign systems, socio-cultural rules, and community expectations that performers must accommodate while acting on some object of learning. After explicating assumptions of activity theory and briefly describing the components of CLEs, this paper describes a process for using activity theory as a framework for describing the components of an activity system that can be modeled in CLEs.His current research focuses on designing constructivist learning environments, cognitive tools for learning, knowledge representation methods, problem solving, computer-supported collaborative argumentation, cognitive task analysis, and individual differences and learning.His current research focuses on designing constructivist learning environments, cognitive tools for learning, knowledge representation methods, problem solving, computer-supported collaborative argumentation, cognitive task analysis, and individual differences and learning.Her research interests include activity theory and structural knowledge. 相似文献
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Chrysi Rapanta Lorenzo Cantoni 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(5):765-777
While user‐centred design and user experience are given much attention in the e‐learning design field, no research has been found on how users are actually represented in the discussions during the design of online courses. In this paper we identify how and when end‐users' experience—be they students or tutors—emerges in designers' discussions during their meetings in well‐established open universities. More precisely, we observed 15 design meetings of two design teams during the development of specific online courses. Designers' discourse was analysed on the basis of six dimensions regarding relevant actors, contents and strategies (purposes) of user experience anticipation. Results show the emergence of a solution‐oriented anticipatory discourse in form of scenarios regarding how learners and tutors will react to the course and the proposed activities. Moreover, this discourse is related to an emergent type of users‐based expertise, translated as the capacity of some designers to empathise with the end‐users more than other designers do. The participation of designers with this type of expertise in e‐learning design teams emerges as relevant for the decisions related to the course activities, interface or overall experience. Further research is invited towards this direction. Further discussion on this article can be found in “Being in the users' shoes: Is there maybe another way?” (DOI: 10.1111/bjet.12104 ). 相似文献
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Stephen C. Yanchar Joseph B. South David D. Williams Stephanie Allen Brent G. Wilson 《Educational technology research and development : ETR & D》2010,58(1):39-60
This study employed a qualitative research design to investigate instructional designers’ views and uses of conceptual tools
in design work (e.g., learning theories and design theories). While past research has examined how instructional designers
spend their time, how they generally make decisions, and expert-novice differences, little attention has been paid to the
value and perceptions of conceptual tools, from the perspective of practicing designers. Based on intensive interviews of
practitioners, our findings included ten themes organized according to three meta-themes: (a) using theory, (b) struggling
with theory, and (c) connections between theory and intuition in craftwork. While these results substantiate (to some degree)
the claim that practitioners often find theory too abstract or difficult to apply, they also suggest that practitioners use
theory in several important ways and tend to view theory with ambivalence rather than indifference or dislike. Other conclusions
regarding the role of theory in design are provided and future directions for theorizing and research are discussed. 相似文献
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Andree Tiberghien Jacques Vince Pierre Gaidioz 《International Journal of Science Education》2013,35(17):2275-2314
Design‐based research, and particularly its theoretical status, is a subject of debate in the science education community. In the first part of this paper, a theoretical framework drawn up to develop design‐based research will be presented. This framework is mainly based on epistemological analysis of physics modelling, learning and teaching hypotheses. It includes grand theories, a specific theory that following Cobb, Confrey, diSessa, Lehrer, and Schauble is a “humble theory” in the sense that it does “real work”, and tools for design. In the second part, we will show how this specific theory and its tools led designers to develop teaching resources in the case of a teaching sequence on mechanics (Grade 10). We will explain how the components of the specific theory and tools guide the design at different levels; the conceptual structure of the teaching sequence, the chronology of the activities, the various choices of the type of activity and their wording. This presentation makes the bases of designing teaching resources explicit and therefore allows for scientific debate. 相似文献
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Eclectic instructional design is the process whereby a designer blends ideas from multiple learning theories to construct a learning experience that works better than a course designed from only one theoretical influence. Eclectic instructional designers are those who do not get hung up or rely consistently on any one theory for their designs. They consider learning theories and their associated methods more as a toolbox than as dogma. With this perspective, they design instruction that works better. 相似文献
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Davinia Hernández-Leo Roberto Martinez-Maldonado Abelardo Pardo Juan A. Muñoz-Cristóbal María J. Rodríguez-Triana 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):139-152
The field of learning design studies how to support teachers in devising suitable activities for their students to learn. The field of learning analytics explores how data about students' interactions can be used to increase the understanding of learning experiences. Despite its clear synergy, there is only limited and fragmented work exploring the active role that data analytics can play in supporting design for learning. This paper builds on previous research to propose a framework (analytics layers for learning design) that articulates three layers of data analytics—learning analytics, design analytics and community analytics—to support informed decision-making in learning design. Additionally, a set of tools and experiences are described to illustrate how the different data analytics perspectives proposed by the framework can support learning design processes. 相似文献
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Ahmed Lachheb Victoria Abramenka-Lachheb Stephanie Moore Colin Gray 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1653-1670
Maintaining students' privacy in higher education, an integral aspect of learning design and technology integration, is not only a matter of policy and law but also a matter of design ethics. Similar to faculty educators, learning designers in higher education play a vital role in maintaining students' privacy by designing learning experiences that rely on online technology integration. Like other professional designers, they need to care for the humans they design for by not producing designs that infringe on their privacy, thus, not causing harm. Recognizing that widely used instructional design models are silent on the topic and do not address ethical considerations such as privacy, we focus this paper on how design ethics can be leveraged by learning designers in higher education in a practical manner, illustrated through authentic examples. We highlight where the ethical responsibility of learning designers comes into the foreground when maintaining students' privacy and well-being, especially in online settings. We outline an existing ethical decision-making framework and show how learning designers can use it as a call to action to protect the students they design for, strengthening their ethical design capacity.
Practitioner notes
What is already known about this topic- Existing codes of ethical standards from well-known learning design organizations call upon learning designers to protect students' privacy without clear guidance on how to do so.
- Design ethics within learning design is often discussed in abstract ways with principles that are difficult to apply.
- Most, if not all, design models that learning design professionals have learned are either silent on design ethics and/or do not consider ethics as a valid dimension, thus, making design ethics mostly excluded from learning design graduate programs.
- Practical means for engaging in ethical design practice are scarce in the field.
- A call for learning designers in higher education to maintain and protect students' privacy and well-being, strengthening their ethical design capacity.
- A demonstration of how to use a practical ethical decision-making framework as a designerly tool in designing for learning to maintain and protect students' privacy and well-being.
- Authentic examples—in the form of vignettes—of ethical dilemmas/issues that learning designers in higher education could face, focused on students' privacy.
- Methods—using a practical ethical decision-making framework—for learning design professionals in higher education, grounded in the philosophy of designers as the guarantors of designs, to be employed to detect situations where students' privacy and best interests are at risk.
- A demonstration of how learning designers could make stellar design decisions in service to the students they design for and not to the priorities of other design stakeholders.
- Higher education programs/institutions that prepare/employ learning designers ought to treat the topics of the designer's responsibility and design ethics more explicitly and practically as one of the means to maintain and protect students' privacy, in addition to law and policies.
- Learning designers in higher education ought to hold a powerful position in their professional practice to maintain and protect students' privacy and well-being, as an important aspect of their ethical design responsibilities.
- Learning designers in higher education ought to adopt a design thinking mindset in order to protect students' privacy by (1) challenging ideas and assumptions regarding technology integration in general and (2) detecting what is known in User Experience (UX) design as “dark patterns” in online course design.
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The way we define learning and what we believe about the way learning occurs has important implications for situations in which we want to facilitate changes in what people know and/ or do. Learning theories provide instructional designers with verified instructional strategies and techniques for facilitating learning as well as a foundation for intelligent strategy selection. Yet many designers are operating under the constraints of a limited theoretical background. This paper is an attempt to familiarize designers with three relevant positions on learning (behavioral, cognitive, and constructivist) which provide structured foundations for planning and conducting instructional design activities. Each learning perspective is discussed in terms of its specific interpretation of the learning process and the resulting implications for instructional designers and educational practitioners. The information presented here provides the reader with a comparison of these three different viewpoints and illustrates how these differences might be translated into practical applications in instructional situations. 相似文献
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Hilary Dack 《The Teacher Educator》2019,54(1):22-45
While teacher education programs are expected to teach effective methods of differentiating instruction, limited research to date has examined the meaning-making processes through which candidates build an understanding of this complex philosophy of teaching and learning. Drawing upon activity theory, this interpretive qualitative study examined how candidates’ understandings of differentiation's conceptual and practical tools—and their concerns about its implementation–changed as they encountered accurate, in-depth information about the model in a course on differentiation. Data sources included interviews, assignments, and observations. Findings suggested candidates entered the course with common misconceptions about differentiation's conceptual tools. Although many candidates originally conceptualized differentiation as a set of practical tools, they later viewed it as a conceptual framework that guides practice. As candidates appropriated practical tools of differentiation, common concerns about implementing differentiation diminished. Implications include questions teacher educators who teach candidates about differentiation should pose to guide their own instruction. 相似文献
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Karen D. Könings Saskia Brand-GruwelJeroen J.G. van Merriënboer 《Teaching and Teacher Education》2007
Educational designers often develop a ‘powerful learning environment’ that is subsequently implemented by teachers. Due to a lack of cooperation with teachers they may receive limited feedback on the quality of their design and the way it is implemented. This study focuses on teachers’ perceptions of a Dutch innovative learning environment called the “Second Phase”, as well as their desires and their dis/satisfaction with this environment. The results show that teachers are reserved about student autonomy and productive learning. Perceptions and desires are related to their individual approaches to teaching. The findings provide useful feedback for designers and a starting point to intensify their cooperation with teachers. 相似文献
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Many theories have been proposed to help instructional designers make instructional‐strategy decisions, yet it is not clear if these theories are actually used by ID practitioners. This study used a web‐survey to examine the design strategies of 113 ID practitioners. The survey asked respondents to rate how frequently they used learning or ID theories as well as 10 other design strategies, to help make instructional‐strategy decisions. Respondents were also asked how often they used different information sources to learn about new theories, trends, and strategies, and to respond to a set of contrasting statements depicting objectivist vs. construc‐tivist assumptions. The results indicate that ID practitioners most often rely on interaction with others both as a means of making instructional‐strategy decisions and of learning about new theories, trends, and strategies. Only fifty percent of the respondents said they regularly use theories when making instructional‐strategy decisions, using other design strategies more frequently instead; and most practitioners are eclectic in their underlying philosophical assumptions. Based on these results, we discuss implications for training and ongoing support of instructional designers. 相似文献
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CSCL学习活动设计是CSCL研究的核心内容之一,它不仅仅关注表现和内容,更注重学习者的学习体验.但综合分析国内外学者的同类研究,发现CSCL学习活动设计中缺失了对设计策略的系统研究.本研究采用实地调查法、案例分析法等研究方法,提出CSCL学习活动的设计策略为根本目标.同时选取湖南大学工商管理学院会计系2009级本科学生利用Blackboard（1）平台开展实证研究,实证研究的结果有力地证明了设计策略的重要性和有效性.研究最后还提出后续研究将创新研究方法,完善CSCL学习活动设计策略体系. 相似文献
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《TechTrends》2010,54(3):27-37
Like many rapidly growing industries, advances in video game technology are far outpacing research on its design and effectiveness. Relatively little is understood about how to apply what we know about teaching and learning to optimize game-based learning. For the most part, instructional designers know little about game development and video game developers may know little about training, education and instructional design. In this three part series of articles, four recognized and emerging experts in instructional game design discuss their perspectives on preparing instructional designers to optimize game-based learning. In Part I, we set the context for the series of articles and one of four faculty members who teach a graduate level course on game design discusses what he believes instructional designers should know about instructional game design based on his experiences. Part II will present alternative perspectives from two additional faculty members who teach courses in instructional game design, and Part III will present a fourth perspective along with conclusion that compares the four views. 相似文献
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Mark Stubbs Ian Martin Lewis Endlar 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(2):163-175
This paper considers the challenges faced by those seeking to design effective blended learning. Using a 2‐year case study involving cohorts of approximately 200 students, it demonstrates how Anthony Giddens’ structuration theory can provide a metaframework for assisting educational designers in creating coherent blended learning experiences that reinforce intended learning outcomes. It calls for educational designers to be sensitive to both their audience and the unintended and unanticipated consequences of their actions and shows how a holistic annual review framework can reinforce or suppress emergent behaviour through unit development. 相似文献
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Michail Giannakos Mutlu Cukurova 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1246-1267
This study presents the outcomes of a semi-systematic literature review on the role of learning theory in multimodal learning analytics (MMLA) research. Based on previous systematic literature reviews in MMLA and an additional new search, 35 MMLA works were identified that use theory. The results show that MMLA studies do not always discuss their findings within an established theoretical framework. Most of the theory-driven MMLA studies are positioned in the cognitive and affective domains, and the three most frequently used theories are embodied cognition, cognitive load theory and control–value theory of achievement emotions. Often, the theories are only used to inform the study design, but there is a relationship between the most frequently used theories and the data modalities used to operationalize those theories. Although studies such as these are rare, the findings indicate that MMLA affordances can, indeed, lead to theoretical contributions to learning sciences. In this work, we discuss methods of accelerating theory-driven MMLA research and how this acceleration can extend or even create new theoretical knowledge.
Practitioner notes
What is already known about this topic- Multimodal learning analytics (MMLA) is an emerging field of research with inherent connections to advanced computational analyses of social phenomena.
- MMLA can help us monitor learning activity at the micro-level and model cognitive, affective and social factors associated with learning using data from both physical and digital spaces.
- MMLA provide new opportunities to support students' learning.
- Some MMLA works use theory, but, overall, the role of theory is currently limited.
- The three theories dominating MMLA research are embodied cognition, control–value theory of achievement emotions and cognitive load theory.
- Most of the theory-driven MMLA papers use theory ‘as is’ and do not consider the analytical and synthetic role of theory or aim to contribute to it.
- If the ultimate goal of MMLA, and AI in Education in general, research is to understand and support human learning, these studies should be expected to align their findings (or not) with established relevant theories.
- MMLA research is mature enough to contribute to learning theory, and more research should aim to do so.
- MMLA researchers and practitioners, including technology designers, developers, educators and policy-makers, can use this review as an overview of the current state of theory-driven MMLA.
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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