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1.
国际教学设计研究自20世纪90年代起开始转型,其中心也不再仅仅局限于教学设计研究的发源地美国。本访谈将要介绍的就是来自荷兰的当代国际著名教学设计专家和教育技术专家范梅里恩伯尔和基尔希纳,着重了解他们团队提出并持续20余年不断完善的"综合学习设计及其十个步骤",具体体现在《综合学习设计:四元素十步骤系统方法》一书中。两位作者曾经非常深刻地概括过这一理论的特质是:聚焦综合学习,以学习理论为厚实基础并采用高度灵活的设计方法,以有效解决当前教育培训领域的三大痼疾:学习任务分割化、学习内容碎片化和学习迁移悖论,并以此为教学设计的复兴作出贡献,回应瞬息万变知识社会的教育需求。综合学习设计代表了一种新的教学设计方法论,值得注意的是,梅里尔的"五星教学设计(首要教学原理)"和范梅里恩伯尔等的"综合学习设计(四元教学设计)"不约而同地于2002年发表在国际教育技术权威刊物《教育技术研究与发展》上。严格地说,它们不是一两个个别的理论或者模型,而是一股有着共同旨趣和追求、前景广阔的教学设计新潮流。由盛群力主持翻译的《综合学习设计:四元素十步骤系统方法》(下文简称《综合学习设计》)已经由福建教育出版社正式出版(当代前沿教学设计译丛,2012年7月)。正像梅里尔对这一理论做出的评价那样:"《综合学习设计》一书是设计有效教学的绝佳宝典,综合学习设计有助于教学达到有效果、有效率和有学习参与热诚的境界。"十个步骤融合了"问题教学"与"直导教学"的各自优势,对当前不尚空谈、务实探索的各种已有成果进行了绝妙综合。美国南加州大学洛杉矶分校认知技术研究中心教授、著名教育技术专家理查德.克拉克曾经这样感叹道:"《综合学习设计》代表了一种非常综合的方法,即既有最佳实践的依据,又有可靠研究的支撑,体现了有关学习、培训与迁移研究的现有水准,任何涉足教学、公司培训或者培训系统管理的人士阅读本书都是明智的选择。"我们则认为,《综合学习设计》系统反映了当代国际教学设计一流研发团队的最新应用成果,是将教育技术先进生产力转化为教学实践效益的可贵尝试。如果您立志为面向完整任务、聚焦解决问题与实现学习迁移而开展教学;如果您希冀了解教学设计潮流,开发创生性人力资源,探索促进专业成长的道路,那么,就请和我们一起"浸入"!杰罗姆.J.G.范梅里恩伯尔(Jeroen J.G.Van Merrinboer,1959-)现任荷兰马斯特里赫特大学教育发展与研究系学习与教学方向教授,曾多年担任荷兰开放大学教育技术研究中心主任和荷兰十所大学联校教育研究中心主任。范梅里恩伯尔在特温特大学获得教学技术学方向的哲学博士学位,在认知架构与教学、综合学习的教学设计、教学设计的整体化方法和适应性数字学习应用等方面颇有专长。他已经发表了150余篇学术论文,且担任《学习与教学》等数家学术刊物的编委。他因出版代表作《掌握综合认知能力》(1997)和提出"综合学习设计"(或称"四元教学设计")被公认是世界教育技术研究领域的一位领军人物,并曾获得美国教育传播与技术协会颁发的"国际贡献奖"。保罗.A.基尔希纳(Paul A.Kirschner,1951-)系荷兰开放大学学习科学与技术中心(CELSTEC)教育心理学教授,同时也是学习与认知研究项目负责人、荷兰国家终身学习实验室(NeLLL)科研主任。他在荷兰开放大学获得哲学博士学位。作为一位国际知名的学者,基尔希纳的研究擅长领域包括终身学习、计算机支持的协作学习、数字化或其他创新性学习环境的设计、开放教育资源、教育媒体应用、教师远程学习材料开发、认知能力的实际应用、设计与开发电子学习环境和工作环境以及信息技术教育系统的创新与应用等。 相似文献
2.
马国志 《番禺职业技术学院学报》2011,(6):29-33
建构主义学习理论及其教学设计原则在高职商务英语写作教学中发挥了重要作用。指出高职商务英语写作课程采用以学习为中心的教学设计,阐明高职商务英语写作教学设计体系的构成包括高职商务英语写作教学设计思路、教学组织形式、单元教学设计,总结了高职商务英语写作教学设计过程中的关键因素。 相似文献
3.
我们需要什么样的教学设计研究 总被引：2，自引：1，他引：1
在分析1994～2007年《中国电化教育》和《电化教育研究》中的教学设计案例以及教学设计研究论文的基础上,总结出中小学教师教学设计存在的问题和教育技术领域教学设计研究者的关注点,指出教学设计研究者应与中小学教师共同合作,从教学实践问题出发进行本土化的教学设计研究。 相似文献
4.
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
5.
Merrill’s (Education Tech Research Dev 50(3):43–59, 2002, First principles of instruction. In: Reigeluth CM, Carr-Chellman A (eds) Instructional-design theories and models: building a common knowledge base, vol III. Lawrence Erlbaum Associates, Hillsdale, NJ, pp 41–56, 2009) first principles have become ubiquitous in the instructional design literature and in the syllabi of instructional design graduate programs. Some consider first principles to be universal, that they are applicable to all instructional situations. To examine this closer, this research examines the galaxy question posed by Reigeluth and Carr-Chellman (Situational principles of instruction. In: Reigeluth CM, Carr-Chellman A (eds) Instructional-design theories and models: building a common knowledge base, vol III. Lawrence Erlbaum Associates, Hillsdale, NJ, pp 57–68, 2009a), which hypothesizes that universal principles and/or methods of instruction are unlikely. To examine the galaxy question, and to replicate and generalize instructional theory findings from previous research, this research asked two groups of instructional designers (one group from an Introductory instructional design course, and another group in a Capstone course) to rate the usefulness of 26 instructional methods for No Conditions (values), Situation (first principles), and Scenarios (rich conditions). The results show no significant difference in values about methods between the two groups, suggesting that the source of designer values comes from individual learning experiences, and not dominant group socialization as predicted. Furthermore, the results replicate and generalize findings from prior research. Overall, the results suggest that first principles are not universal, and the researcher suggests that another first principle be added to Merrill’s first principles model to better represent the interests of the affective domain.
相似文献6.
David H. Jonassen R. Scott Grabinger N. Duncan C. Harris 《Performance Improvement Quarterly》1997,10(1):34-54
“Formulation of instructional strategy to match subject matter and learner requirements” is an integral part of most instructional design models (Andrews & Goodson, 1980, p.5). Yet the meaning and purpose of instructional strategies in these design models vary considerably. An instructional strategy in traditional design models usually refers to the selection of instructional delivery vehicles (e.g., lecture, demonstration, computer-assisted instruction) and support activities (e.g., practice exercises, tutoring) (cf. Tracey, Flynn, & Legere, 1970). Contrast those conceptions with the many instructional strategies described in elaboration theory (Reigeluth & Stein, 1983), such as subsumptive sequencing, internally consistent orienting structures, synthesizers, summarizers, and cognitive strategy activators. What is obvious from these disparate conceptions is that instructional designers do not share a consistent definition of instructional strategies. Many of the activities that are referred to as instructional strategies are not in fact strategies, but rather are presentation vehicles. In this article, we first define instructional strategies and tactics in the context of an iterative design model. Instructional strategies are then distinguished from instructional tactics, which are the implementation of strategies. We then list the range of instructional strategies and tactics that implement them. Finally, we provide a decision tree for assisting designers to select appropriate instructional tactics. 相似文献
7.
《The Internet and Higher Education》1999,2(1):35-44
Many individuals are creating instruction that will be used for online learning. This paper reviews four generic categories of instructional principles: Instructional Design (pedagogical issues), Subject Matter (content issues), Language (semantic and syntactic issues), and Presentation (physical issues), that should be used as guidelines when designing instructional materials. Nine current considerations for the context of online learning are drawn from the literature and experience and we show how each relates to these existing guidelines. We conclude the four generic categories of instructional principles apply equally to the design of instruction for the context of online learning and most issues that people talk about when designing online instruction are simply elaborations of these existing principles. A job aid is provided to help designers systematically consider essential principles when designing online instruction. 相似文献
8.
“教学设计”决策支持系统研究 总被引：1，自引：0，他引：1
教学设计是面向教学系统、解决教学问题的一种特殊活设计动,是“教学”所内含的一种必要活动。教学设计是一种灵活的系统性活动,它具有一定的模式,需要按照一定的流程进行,而并非是一种纯线性活动,需要针对具体问题设计具体方案。由于实用方法和工具的缺乏,工作在教学一线的教师往往很少进行系统的教学设计,教学设计理论与方法的实际应用仍然是一个亟待解决的问题。该针对此种教育现象,用决策支持系统的理论和方法设计了“教学设计决策支持系统”概念模型,旨在为推动教学设计在教学活动中真正发挥作用提供一种新的可能性。 相似文献
9.
徐世猛 《现代远程教育研究》2012,(2):33-37
针对教学研究领域的三个主题：教学设计、课程设计、信息通信技术与媒体,国际教学设计研究领域的学者们主要关注如下研究热点：认知和学习心理学研究成果为教学设计模型提供了新的理论基础和创新途径,课程开发和信息通信技术需要进一步整合到教学设计模型中;课程开发及其对教学设计模型的影响;信息通信技术对教学设计和课程开发的影响,从更加整合和全面的视角来看待学习、教学、课程和技术之间的关系。《教学设计中课程、规划和进程的国际观》从以上三个方面展示了国际观点。当前教学设计研究和实践逐步形成以下发展趋势：一是教学设计研究越来越呈现出跨学科特点;二是运用技术创建有效学习环境成为教学设计研究的重要领域;三是欧美学者在教学设计研究领域既共享众多核心观点,又在研究角度、内容上各有不同,使得整体研究成果深度交融。 相似文献
10.
教学设计的内涵及其应用 总被引：7，自引：0，他引：7
教学设计的内涵随着社会的发展得到不断的深化,对此不但可以从狭义和广义两方面来理解,还可以从绩效技术的发展、教学设计的科学性和艺术性等角度来认识。通过对教学设计的应用层面、应用模式等基本要素的简要分析,阐述了教学设计应用的两个现实问题。 相似文献
11.
This paper describes ID Expert, an intelligent computer-based multimedia interactive instructional development and delivery system. This paper illustrates the following features of this system: Instructional design principles can be built into reusable instructional strategy computer algorithms (instructional transaction shells). This feature significantly reduces the programming task and insures more effective instructional strategies than often results when a strategy must be rebuilt for every lesson or course. A decoupled knowledge base makes it possible, at the click of a button, to attach or unattach a given knowledge object to a reusable preprogrammed instructional strategy. This feature significantly reduces the instructional development effort. Instructional strategies specified by parameters makes it possible, at the click of a button, to change an instructional strategy. This feature significantly reduces the effort required for designing or redesigning a lesson or course. Instructional strategies specified by parameters makes it possible to design multiple strategies for a given course or lesson and makes it possible, at the click of a button, to change from one strategy to another. When implemented for modification during instruction, based on student performance, this feature makes possible adaptive instruction. 相似文献
12.
教学设计新思路——以简单Flash动画制作为例 总被引：1，自引：0，他引：1
教学设计是目前各类学科实现优化教学的研究热点。教学设计都遵循着一定的教学理论和教学模式。教学有法,教无定法,对Flash动画制作的教学设计,除了学科的特点,还应考虑作品的实现思路、技术的实现与基本概念的结合点以及基本技能的延伸和拓展等。 相似文献
13.
Joseph Moore 《教育心理学》1986,6(3):201-229
Abstract Instructional design is chiefly concerned with the arrangement of the environment to optimise learning according to various criteria. While there are a number of instructional design theories and models, the Direct Instruction Model (Engelmann & Carnine, 1982) is the focus of this paper. The importance of instructional design is stressed and the Direct Instruction Model is analysed in terms of four components of a theory of instruction. A discussion of two of these components, structure and sequence, and an analysis of relevant research form the bulk of the paper. One goal of instructional training (be it for teachers or industry trainers) is the creative application of empirically verified instructional design principles so that the effectiveness of instruction, across a wide range of cognitive outcomes may be optimised. 相似文献
14.
界定三维教学目标之探讨 总被引：3，自引：0，他引：3
教学目标反映的是教学活动结束后学习者内部心理结构变化的不同水平的学习结果。准确阐释教学目标是实施目标为本的教学设计和保证教学过程有效性的基本前提。参照当代教育目标新分类的研究,可以将三维教学目标界定为:学习者的情意(想要学)、认知(学得懂)和动作(能表现)三者经自我调控统整后得到的学习结果。达成三维目标需要与实施教学策略和落实教学评价相协调一致。 相似文献
15.
This article is based on the premise that instruction involves the control of cognitive processes by means of carefully selected
instructional strategies. Visual cognitive processes having to do with perception, the assimilation of new information, and
learning by means of analogy are examined, and particular instructional strategies by which each process can be controlled
are identified. Ways of improving mental skills (i.e., those visual processes at which the learner is relatively adept) are
discussed. Conclusions are drawn regarding relationships between visual learning and instruction, and implications for research
and design are examined.
Research for this article was conducted while the author was a visiting scholar in the Department of Instructional Technology,
University of Southern California. The research was supported by a grant from the University of Calgary. The author wishes
to thank Richard Clark for his helpful comments on an earlier draft of the article. 相似文献
16.
Sandanayake Thanuja Chandani Karunanayaka Shironica Priyanthi Madurapperuma Ajith Parakum 《Education and Information Technologies》2021,26(3):3135-3154
Open Educational Resources (OER) integrated online courses provide a rich and a flexible learning environment to acquire knowledge and skills among undergraduates. A significant issue with OER-integrated online courses is the poorly addressed instructional design features. Instructionally rich online courses will have a greater impact on both teaching and learning. This study is aimed at exploring different support systems in relation to the undergraduate learning process through the design of OER-integrated online courses. It explored design features under four main Instructional Design (ID) aspects, being: Information Design, Instruction Design, Interface Design and Interaction Design. The study adopted a Design-Based Research approach through analysis, design, development, implementation and evaluation of an intervention in multiple phases, using mixed methodologies. This resulted in a design framework with reusable design principles for OER-integrated online learning. The outcomes of this study will contribute to enhance OER-integrated course design and to develop undergraduate education.
相似文献17.
继往开来:Charles M. Reigeluth学术思想探析 总被引：1，自引：1，他引：0
查尔斯·M·瑞格鲁斯是美国著名的教学设计专家。文章回顾他了的学术生涯和贡献,结合教育技术发展的历史,讨论了瑞格鲁斯对前人教学设计理论的继承与发展,也分析了他学术理论的不足,并揭示了他对处于发展初期和转型阶段的中国教育技术的特殊启示。 相似文献
18.
移动学习是一种依托现代移动通讯技术的一种新型学习模式.这种学习模式与以往的学习模式相比在灵活性、泛在性、情境性、交互性、协作性、自主性、实时性、片段性方面的特征更为突出.基于建构主义学习理论的移动学习教学设计属于一种面向学习者以学为中心的教学设计,这种教学设计应围绕着学习者的意义建构展开并注重如何利用或规避淡化移动学习系统的特征对学习者意义建构的有利与不利影响,着眼于充分发挥移动学习系统的优势,规避和淡化其不足. 相似文献
19.
Gary A. DePaul 《Performance Improvement》2015,54(2):43-46
Instructional designers object to developing learning solutions without being given the time and resources to conduct adequate analyses and evaluations. Instructional design books seldom dedicate enough content to address this common problem. However, in Training That Delivers Results (2014), Dick Handshaw not only guides practitioners to manage analysis and evaluation constraints, he helps them improve training design while adding value for clients. The structure of the book is a logical orientation to the Handshaw instructional design model: an integration of human performance technology (HPT) principles with the ADDIE (analysis, design, development, implementation, and evaluation) model. Training That Delivers Results: Instructional Design That Aligns With Business Goals (2014; ISBN: 978–0–8144–3403–1) is published by AMACOM (paperback). 相似文献
20.
Susan G. Magliaro Neal Shambaugh 《Educational technology research and development : ETR & D》2006,54(1):83-106
Mental models are one way that humans represent knowledge (Markman, 1999). Instructional design (ID) is a conceptual model
for developing instruction and typically includes analysis, design, development, implementation, and evaluation (i.e., ADDIE
model). ID, however, has been viewed differently by practicing teachers and instructional designers (Kennedy, 1994). In a
graduate ID course students constructed their own ID models. This study analyzed student models for (a) what ADDIE components
were included (by teacher, nonteacher), and (b) model structural characteristics (by teacher, nonteacher). Participants included
178 students in 12 deliveries of a master's level ID course (115 teachers, 63 nonteachers). Our conceptual ID model is presented,
and the ID model task is described. Students most frequently represented design, followed by program evaluation, needs assessment,
development, and implementation. In terms of structural characteristics, 76 models were characterized as metaphoric, 61 dynamic,
and 35 sequential. Three interrelated conclusions and implications for ID learning are offered.
Susan G. Magliaro [sumags@vt.edu] is Director of the School of Education and the Center for Teacher Education at Virginia
Tech. Neal Shambaugh is Assistant Professor of Instructional Design & Technology in the College of Human Resources & Education
at West Virginia University.
An erratum to this article is available at . 相似文献