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1.
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
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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 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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Sanna Järvelä 《European Journal of Psychology of Education - EJPE》1996,11(3):249-268
The two instructional models, cognitive apprenticeship and reciprocal teaching, introduced in this article, have attracted wide attention among researchers. Although many empirical experiments using these models have been carried out in different settings with good results, there is still no evidence about the situational conditions or the ability of the individual students to benefit from different methods. In this article empirical experiments based on these two models are reviewed and critically evaluated in an attempt to determine whether the main principles of the models applied to the practice fulfill the general theoretical expectations upon which they are based. 相似文献
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Jimmy Frerejean Jeroen J.G. van Merriënboer Paul A. Kirschner Ann Roex Bert Aertgeerts Marco Marcellis 《European Journal of Education》2019,54(4):513-524
Objectives‐based instructional design approaches break down tasks into specific learning objectives and prescribe that instructors should choose the optimal instructional method for teaching each respective objective until all objectives have been taught. This approach is appropriate for many tasks where there is little relation between the objectives, but less effective for teaching complex professional tasks that require the integration of knowledge, skills, and attitudes and the coordination of different skills. For the latter, a task‐centred approach that starts designing instruction from whole, real‐life tasks, is more appropriate. This article describes one task‐centred instructional design model, namely the Four‐Component Instructional Design (4C/ID) model and illustrates its application by reflecting on three educational programs in higher education designed with 4C/ID. The first case presents a design for a course that focuses on the development of mobile apps at the Amsterdam University of Applied Sciences in the Netherlands. The second case illustrates the integration of information problem‐solving skills at Iselinge University of Professional Teacher Education, a teacher training institute in the Netherlands. The third case is an example from general practice education at the KU Leuven, Belgium. Future developments and issues concerning the implementation of task‐centred educational programmes are discussed. 相似文献
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The purpose of this exploratory study was to make better connections between what is professed in instructional design degree programs and what happens in the workplace. Findings from the study of how three corporate instructional designers navigated and made sense of their daily practice included the factors that mostly influence their instructional design (ID) decisions, their perspectives on ID theories and models, how they compensated for any deficits in their knowledge or skills, and their hiring preferences. 相似文献
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Richard E. Redding 《Distance Education》1995,16(1):88-106
The increasing complexity of the subjectmatters taught through distance education calls for a cognitive approach to instructional design. Cognitive task analysis‐based instructional design (CTA‐BID) is especially appropriate for distance education, which requires high‐fidelity instructional materials that teach cognitive content with little or no classroom instruction. CTA‐BID organises instructional materials around the results of a cognitive task analysis that identifies the optimal knowledge structures, mental models, strategies, and skills underlying expertise in the subject matter. CTA‐BID has produced innovative instructional programmes aimed at teaching cognitive skills, accelerating the development of expertise, and improving student performance and training efficiency. This article provides an overview of CTA‐BID and its applications in the design of instructional and testing materials for distance education. I also review recent developments in education, psychology, and instructional design that complement CTA‐BID. 相似文献
14.
This article addresses several issues around successful integration of instructional science and computer science. It addresses
issues of building computational models of tutoring and incorporating instructional principles into them. The first barrier
to overcome in working toward this integration is development of principled programs in which cognitive principles about learning
and teaching are realized at a level of granularity consistent with building computational models. Such cognitive studies
would facilitate fine-grained modeling of learning and teaching. The second barrier to overcome is the gap between the two
disciplines in terms of goals, motivations, literature, and even definitions of concepts. This situation suggests that effort
should be concentrated on two areas: research on understanding basic principles behind learning and teaching, and the establishment
of clearer lines of communication between instructional and computer scientists. This article addresses both these issues.
An earlier version of this article will appear as a chapter in the NATO Workshop volumeFoundations and Frontiers in Instructional Computing Systems, P. Winne and M. Jones, Eds., Springer-Verlag, NY. 相似文献
15.
以建构主义为指导的教学设计原则分析 总被引：5，自引：0，他引：5
以建构主义理论为指导的教学设计原则与传统的教学设计相比具有更大的生命力。建构主义教学设计强调要发挥学习者在学习过程中的主体性和建构性 ,重视“情境”、“协作”在学习中的重要作用。以建构主义指导教学设计 ,有利于创造性人才的培养 ,在今天具有重要的现实意义 相似文献
16.
Philippe C. Duchastel 《Instructional Science》1990,19(6):437-444
There is strong interest in the field of instructional design in building expert systems that can provide advice to inexperienced instructional designers. This paper questions whether the expert systems model to advice-giving is in fact appropriate for a design process such as instructional design. An alternate approach based on case-based reasoning and the critic approach to advice-giving is considered to be better adapted to the cognitive needs of this task. The cognitive constraints of the task are used to orient the design of an instructional design workbench. The concept of an ID workbench illustrates the direct application of cognitive science to a complex practical task in the area of design. 相似文献
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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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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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While there is a great demand to share training programs globally, there are few methodologies to implement effective instructional development processes in multicultural organizations. Based on lessons learned from a Fortune 500 company, this article presents an instructional development model for global organizations. Three main gaps are identified in a practice of instructional design (ID) model for international settings: language, culture, and needs gaps at local sites. In order to solve these problems, the proposed model includes a decentralized process and collaborative efforts between the originating site and local sites. The virtues of the proposed model are just-in-time training, flexibility, and adequateness. The current situations in global organizations are ill-structured and require the sharing of multiple perspectives through collaboration in order to accomplish social consensus. The characteristics in the presently proposed model are that a) there is limited predetermined content, b) there is a sharing of multiple perspectives, c) there is needs negotiation, and d) learning is occurring within a context. 相似文献
20.
《Teaching and Teacher Education》2002,18(7):831-842
This study concerns the effects of teacher training in instructional behaviour based on new insights in the field of learning and instruction. In an experiment, eight teachers were trained to apply a cognitive apprenticeship model and five teachers were trained to apply a direct instruction model in reading comprehension lessons in primary schools. The teachers in both experimental conditions received teaching guides, which were an adaptation of the curriculum for reading comprehension that they already used. The control group of seven teachers used the same curriculum, but received neither teaching guides nor training. In both experimental conditions teachers successfully changed their behaviour, but they did not succeed in implementing all characteristics of the instructional model aimed at in their training. 相似文献