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1.
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
2.
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
3.
Marti F. Julian Mahle B. Kinzie Valerie A. Larsen 《Performance Improvement Quarterly》2000,13(3):164-201
Instructional design (ID) case studies, which pose authentic ill‐defined design problems in realistic environments, can help instructional design students bridge the gap between novice and expert practice. Over the past three years, we have explored aspects of this educational approach through the development of Web‐based ID cases at the Curry School of Education, University of Virginia. This paper begins with a look at case study methods and how they are used to help students gain experience in professional practice. We describe the design and development of our Web‐based ID Case Competition and follow with a report on the competition involving seven universities. Officials and students felt that the case experience was valuable for developing ID expertise and preparation for professional practice. These advantages, and the opportunity for team collaboration, were noted as motivators for participation. Most of the students were enthusiastic about the inclusion of emergent ID and performance technology issues in the case and felt the experience expanded their knowledge of ID practice and application. We close with a discussion of implications for professional development and recommendations for future development activities. 相似文献
4.
Some uneasy inquiries into ID expert systems 总被引：1，自引：0，他引：1
Craig Locatis Ok-choon Park 《Educational technology research and development : ETR & D》1992,40(3):87-94
Alternative approaches to developing software automating instructional development are described in this article. Information management and expert system approaches are compared. General assumptions underlying the development of all authoring tools, including conventional authoring systems, and additional assumptions underlying the development of expert ID tools are identified. Questions are raised concerning the viability of ID automation tools. It is argued that conventional authoring systems may not be as inadequate or inferior as ID expert system developers have claimed, and that of two approaches to ID automation, tools emphasizing information management are probably most useful. Information management tools, however, still may be inappropriate in some contexts. 相似文献
5.
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
6.
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
7.
文章介绍了波普尔的“证伪”理论以及库恩的“范式”理论,在此基础上探讨了教学设计的理论转向问题,指出从ID1到ID2是教学设计理论的第一次转向,目前教学设计理论仍处在ID2“范式”之中,最后提出智能教学设计是教学设计理论新的发展方向. 相似文献
8.
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
9.
Marcelo Fernandes 《Educational Media International》2013,50(4):230-236
Abstract Recent advances in computer‐based interactive digital technologies have presented a broad range of possibilities to create powerful presentations and instructional messages. However, incorporating these new technologies effectively is not a simple task because the design of effective computer‐based instructional material is a complex process. Successful design involves interactions between individual learner characteristics, instructional delivery media, the type of specific knowledge and skills being taught, and the strategies and methods used to teach the material. This paper discusses:
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— The need for an Automated Instructional Design
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— The integration of learning theory, instructional design and technology
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— Some approaches for automating instructional design
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— An exploration of ID Expert, ? an intelligent computer‐based multimedia instructional development system (beta version 1.0).
10.
An intrinsic link exists between instructional design (ID) and distance learning (DL). Their inextricability in the real world raises specific problems of interest in the field of ID. In no other teaching/learning situation is ID so essential as in DL. The conditions of DL make it a necessity to have long-term instructional planning, cost analysis, curriculum and course development, instructional materials development and maintenance, delivery plans, and detailed evaluation rules. Without all of these components, DL simply could not happen. It took some time for this neccessity to be acknowledged, as can be seen in the history of DL. However, ID becomes even more critical as increasingly costly and complex means are used. Conditions of learning have special features in DL, such as the role of media, since the professor, teacher or instructor is replaced by media for either transmitting information or for organizing learning activities. In this paper, the term distance learning will be used to mean media-based, remote or asynchronous learning supported by an instructional system. This paper introduces general features of DL and examines essential aspects of ID for DL, with special emphasis on ID methodologies and on media selection. 相似文献
11.
本文通过对梅瑞尔和何克抗提出的ID“代际“划分理论的分析,探明了影响教学设计理论发展的两条重要的轴线--系统方法论和学习理论.系统方法论影响教学设计理论框架的变革,学习理论影响教学设计理论内涵的发展. 相似文献
12.
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
13.
14.
Workplace motivation historically has been an HR function, with ID as a training function. This division produces a split between motivation and training, leaving them isolated from one another. Intervention design needs to include motivation throughout its phases, to maximize motivating opportunities for performance improvement. The current models included in instructional design texts and resources are important, but tend to lack some characteristics that would make them more useful and productive for designers. The purpose of this paper is to present a theoretical and conceptual framework for the devel‐opment of a new model of motivation for intervention design that is current, comprehensive, integrative, and flex‐ible. To that end, we (1) review the key points of the call for such a model; (2) present a framework for such a model; (3) offer a conceptual prototype for a model to meet designer's needs and include perspectives from experts in instructional design and performance technology, including how it fills out an integrative theoretical base of motivation for the field; and (4) present future development implications for the field. 相似文献
15.
Cindy S. York Peggy A. Ertmer 《Educational technology research and development : ETR & D》2011,59(6):841-863
Evidence suggests that experienced instructional designers often use heuristics and adapted models when engaged in the instructional
design problem-solving process. This study used the Delphi technique to identify a core set of heuristics designers reported
as being important to the success of the design process. The overarching purpose of the study was: (1) to examine and describe
the heuristics that guided instructional designers’ practice and (2) to identify the relationship between these heuristics
and key competencies of the discipline, as outlined by the International Board of Standards for Training, Performance, and
Instruction. Sixty-one heuristics were ultimately identified (reached consensus). All 61 aligned with at least one of the
four categories of IBSTPI, with some aligning with more than one. More specifically, 17 heuristics aligned with Professional
Foundations competencies, 17 aligned with Planning and Analysis competencies, 18 aligned with Design and Development competencies
and 10 aligned with Implementation and Management competencies. By examining instructional design heuristics, we hope to better
understand the potential genesis and/or future application of each heuristic. Results provide insights into the specific heuristics
experienced designers perceive as being effective during the ID process. 相似文献
16.
姜智 《集美大学学报(教育科学版》2005,6(4):51-56
借助于系统论的思想和软件工程的开发方法，从新的视角定义了教学设计系统的层次结构、系统组成要素的概念模型和公共过程模型等基本框架，使用UML视图对不同教学设计模型进行了统一的和规范的表示，并赋予了新的语义，为教学设计模型的理论研究与实践提供建模方法，为教学设计提供了一个理论框架。 相似文献
17.
罗筱 《湖南科技学院学报》2005,26(12):268-270
本文通过对国内教育技术学权威杂志中有关教学系统设计理论与实践的相关文章进行元分析,反思教学系统设计理论与实践研究的历史演化,指出我国教学系统设计理论与实践发展的特点：其发展以“媒体一一模式”变化为依据,较多的注重相关概念的引入、介绍和辨析,比较研究逐渐增多,研究目标不断分化,其理论框架正逐步建构。通过对国内教学系统设计理论与实践研究所存在的问题进行初步的分析,希望能起到抛砖引玉的作用。 相似文献
18.
建构基于学习对象的网络课程教学设计模板 总被引：3，自引：0，他引：3
网络课程的教学设计模板是一套可自动生成网络课程的原型件,为教师提供课程结构、教学设计、知识呈现等课程设计指引,并能够帮助非教育技术专业的老师在开发网络课程时,快速开发出充分体现教学设计理念的优秀网络课程。该以学习对象理论和SCORM标准为基础,提出了教学设计模板的基本结构,阐述了基于模板的关键性学习对象的设计及技术实现等内容,引导教师在开发网络课程时运用各种教学设计策略与SCORM技术标准。 相似文献
19.
Ahn-Sook Hwang 《Instructional Science》1996,24(5):343-356
Constructivism has been an influential theoretical persuasion in recent years in the field of instructional design and development. Yet the theoretical tenets and applications of constructivism in instructional development (ID) have been often discussed outside the context of the long-standing paradigmatic pursuits from which constructivism stems. Efforts to continue an intellectual journey, exploring how different theoretical bases lead to different implications for ID, must be based on a clear understanding of different paradigms. Hence, constructivism is discussed here in the context of the underlying paradigm debate involving the old positivist paradigm and the new constructivist paradigm. This article explores how these different paradigms have shaped different theories and practices in ID. Specifically, three versions of constructivism and how they have influenced ID are critically examined. Finally, it is recommended that the two paradigms, positivism and constructivism, can be applied in a complementary way in ID. 相似文献
20.
This article reviews practice variation in the field of instructional design. First, it compares instructional designer practice as reported or observed in several classic research studies. This analysis is framed by the standards established by the International Board for Training, Performance, and Instruction competencies for planning and analysis, design and development, implementation, and management. Although no certain causal linkages exist, we briefly review some of the reasons posited in the literature to explain instructional design practice variation (lack of time and resources, control in decision making, the designer's perception of a task, underlying philosophical beliefs, and designer expertise). Limitations of the literature base are explored, followed by a proposal for an alternative view of instructional design practice variation and recommendations. 相似文献