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1.
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
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John Minor Ross 《Performance Improvement Quarterly》1996,9(3):23-31
The current systematic approaches taught to. and perhaps used by, instructional designer's share much in common with structured computer software design approaches. The computing field is currently undergoing major changes fostered by the growth of object-oriented (OO) analysis, design, and programming methods. The OO paradigm may also offer a revised focus for ID research. Several instructional design (ID) researchers are already adopting OO computing terminology. The suggested cross-over of OO from computing to instructional design is tied to design trends and ongoing research in II). 相似文献
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Neal Shambaugh Susan Magliaro 《Educational technology research and development : ETR & D》2001,49(2):69-92
Although there are numerous models to practive instructional design (ID), few instructional models to teach instructional
design have been documented. This article documents a five-year study of two instructors who collaborated on formally studying
their teaching of a master's level instructional design course. A reflexive instructional approach was used, in which the
teachers examined their teaching while students were being prompted to reflect on their learning of instructional design through
a course-long ID project. In this article we summarize our views on learning, teaching, and instructional design. A design
and development framework from developmental research (Richey & Nelson, 1996) was used to describe our teaching in terms of
the design decisions, model implementation, and model evaluation across six deliveries of the ID course from 1994–1998. 相似文献
5.
Patricia L. Hardr 《Performance Improvement Quarterly》2003,16(4):23-39
This study addressed the need for empirical tests of the global instructional design (ID) model as a toolkit for classroom teachers in authentic settings; and the performance improvement challenge of finding effective, efficient methods of professional development for preparing graduate assistants to teach. Participants were eighteen teaching assistants (TAs) with primary instructional responsibilities at a large Midwestern university. Twelve were given a training intervention in instructional design, while the other six served as a control group. The intervention was based on the iterative, five‐phase ADDIE model, and principles from educational psychology. Dependent measures were TAs' ID knowledge, teaching self‐efficacy, satisfaction with knowledge and strategies, perceived teaching competence, teaching performance and teaching effectiveness, and their students' engagement and perceived learning. All of the study's seven hypothesized relationships were found statistically significant. The intervention, though brief, measurably increased the ID knowledge of participating TAs, along with their teaching‐related self‐perceptions, and student outcomes. Instructional design emerges as a potentially powerful training tool for organizing teachers' and trainers' knowledge related to the complex practice of classroom instruction. 相似文献
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This study examined college instructors’ utilization and perceived value of sources of instructional feedback (institutional student ratings, consultation with an instructional specialist, soliciting feedback from students, self-assessment, self-observation, peer/administrator observation, and peer coaching). We examined relationships between the utilization of each source of feedback with job satisfaction and psychological needs satisfaction. We solicited instructors (N?=?126) via email. Results revealed self-assessment was the most utilized source of instructional feedback, and instructor-solicited feedback from students was perceived as the most useful. Job satisfaction was significantly correlated with basic psychological needs. We discuss qualitative findings, implications, and suggestions for future research. 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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As the need for instructing a globalized workforce increases, instructional designers must embrace the constraints and the
opportunities these projects provide in order to move the field of cross-cultural instructional design (ID) forward. Cross-cultural
projects offer multiple avenues for growth in ID practice, overcoming cultural barriers, and a venue to apply and test contemporary
models, methodologies, and theories in ID. This design-based research case study employed a rapid prototyping methodology
and the constructivist ID model, Layers of Negotiation, to collect critical cultural information for the design of this cross-cultural
instruction. Instructional strategies deemed effective for instructing an unskilled workforce in Dubai, United Arab Emirates,
included job aids, situated learning and apprenticeship principles consisting of modeling, coaching and scaffolding. Use of
the constructivist ID model and instructional solution for a cross-cultural workforce for The Dubai Mall are presented. Evaluation
results indicate the success of the instructional strategies varied dependent upon worker culture, and the sequential nature
of the instructional strategies. 相似文献
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This study addressed the role of elementary school teachers' motivation as predictors of instructional practices and student motivation. The sample comprised 110 teacher–class pairs (1731 students). The results showed that teachers' didactic interest and self-efficacy predicted teacher reports of instructional practices. In contrast, student reports of instruction were significantly associated with teachers' educational interest and mastery goals. Moreover, student motivation was only related with student reports but not teacher reports of instructional practices. In particular, mastery-oriented practices contributed strongly to student motivation. Teacher educational interest predicted mastery-oriented practices and also showed a significant direct relation to student motivation. 相似文献
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This study aimed at experimentally investigating the moderating role of instructional conceptions on the effectiveness of
powerful learning environments (PLE) designed in line with the four-component instructional design model (4C/ID-model). The
study also investigated the influence of learning in a 4C/ID PLE on students’ instructional conceptions. To achieve its goal,
a study with a one by one by two pre-test post-test quasi-experimental design was done. Three functionally equivalent classes
of students from three similar (secondary technical) schools were randomly exposed to three different treatments. The participants
consisted of 129 (47, 41, 41) students. The treatments were one control group with a regular method of teaching, and two experimental
groups: a 4C/ID PLE with ICT, and a 4C/ID PLE without ICT. The instructional conceptions questionnaire was administered both
in the pre-and the post-test to assess students’ instructional conceptions. Pre- and post-tests contain retention and transfer
items. Technical teachers were trained to implement the interventions. In contrast to expectation, findings show no moderating
effects of students’ instructional conceptions on the learning environments. Finally, the results indicate that students’
instructional conceptions positively change after implementation of the three interventions. The theoretical, research, and
practical implications of the results for the instructional design and technology community as well as educational practice
are discussed. 相似文献
11.
从教学设计的实用性出发,先综述了教学设计、教学设计自动化、教学设计辅助工具等相关的研究发展情况,指出目前教学设计辅助工具应用领域的空白,然后针对高校工科专业的教学基础课程,运用相关的教学设计理论知识和数据库技术设计与实现了一套教学设计辅助工具,本软件工具依据课堂教学设计的过程中的步骤一步一步的引导教师进行教学设计,目标就是使课堂教学效果最优化。 相似文献
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Mable B. Kinzie M. Elizabeth Hrabe Valerie A. Larsen 《Educational technology research and development : ETR & D》1998,46(1):53-71
Cases have been recommended as an important instructional tool for developing professional knowledge across disciplines. In this paper, we begin by defining case methods, a potentially valuable instructional tool for encouraging authentic, active learning. We describe our approach to the design and use of instructional design (ID) cases, and go on to report on the design and use of a Web-based ID case in a team case competition involving six universities. Students and most officials were enthusiastic about the use of ID cases and about this event. Team collaboration and competition were noted as motivating factors for students. The findings are being used to inform ongoing research and development, which is also described.A previous version of this paper was presented at the annual meeting of the Association for Educational Communications & Technology (AECT), Albuquerque, NM, February 1997.The authors may be contacted at the Department of Educational Leadership, Foundations, and Policy, Curry School of Education, University of Virginia, Charlottesville, VA 22903-2495. Phone (804) 924-7471; fax (804) 924-0747; e-mail: Kinzie@Virginia.edu. 相似文献
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论教学设计的发展走势 总被引：7，自引：0，他引：7
文章在综合把握国外教学设计发展现状的基础上，总括了教学设计发展的走势。文章认为，教学设计的发展走势表现出如下八个特点：处在变革力量的激荡中；基本假设倾向于建构主义；重心转向学习环境设计；重视以学习者为焦点的研究范型；吸纳多学科研究领域养分；关注信息技术的教学应用；多元哲学倾向的模式构建；与变革的社会协同演进。 相似文献
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Our research objective focused on examining the instructional efficiency of tutoring as a form of instructional change as opposed to a non-tutoring approach in an outreach laboratory. We designed our laboratory based on cognitive load (CL) theory. Altogether, 269 twelfth-graders participated in our day-long module Genetic Fingerprinting. In a quasi-experimental design, the control group (n?=?121) followed the non-tutoring approach previously used, while the treatment group (n?=?148) followed the newly developed tutoring approach. Each tutor was in charge of two student work groups and recorded the tutoring activities requested by the tutees throughout the day. We measured the students’ invested mental effort (as an index of CL), cognitive achievement (in a pre-post-follow-up design), and the students’ cooperation in their work groups as well as calculated the student instructional involvement (as a motivational variable). Additionally, we examined which aspects of the hands-on phases were of particular relevance to the students’ invested mental effort. Unexpectedly, the combined mental effort and cognitive achievement data indicated that our implemented tutoring approach resulted in a lower instructional efficiency despite the relevance of tutoring for students’ mental effort invested during the experimental phases. Most of the tutor assistance was unnecessarily requested for performing the procedural steps and using the equipment. Our results indicate an assistance dilemma and consequently underscore the necessity for effective tutor preparation in outreach laboratories. 相似文献
17.
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
18.
Fiock Holly Meech Sally Yang Mohan Long Yishi Farmer Tadd Hilliard Nathan Koehler Adrie A. Cheng Zui 《Educational technology research and development : ETR & D》2022,70(1):31-57
Educational technology research and development - Understanding theory is essential to instructional design (ID) research and practice; however, novice designers struggle to make sense of... 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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Presented are variables and conditions for design of a computer‐based adaptive instructional system. The design strategy uses Bayes’ theory of conditional probability to determine an instructional sequence according to individual student characteristics and needs. The adaptive strategy uses prior estimates based on student pretask and on‐task performance in an algorithm that makes selections of instructional sequence from a table of generated values. The computer system provides a dynamic environment which updates each students on‐task learning progress and modifies the instructional sequence accordingly. The purpose of this adaptive strategy is to improve the effectiveness of the learning environment, resulting in reductions in student learning time while improving task acquisition. 相似文献