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1.
Stephen C. Yanchar Melissa Hawkley 《Educational technology research and development : ETR & D》2014,62(3):271-291
This study employed a qualitative research design to investigate informal learning among practicing instructional designers. Prior research has examined how instructional designers spend their time, make decisions, use theory, solve problems, and so on, but no published research has explored the nature and role of informal learning in instructional design work. Based on intensive interviews of practitioners in the field, this study produced eight themes organized according to two metathemes: (a) the nature of informal learning in instructional design practice and (b) instructional design as informal learning. Specific themes concerned what instructional designers learn through informal practical experience, how they learn it, and the meaning of this kind of learning for various aspects of their work. Overall, these results suggest that informal learning is a vital part of instructional design practice and that design itself can be thought of as a specialized type of informal learning. Other conclusions regarding informal learning in design are discussed and future directions for research are offered. 相似文献
2.
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
3.
Instructional design can be characterized as a complex problem-solving task, yet little is known about what cognitive processes it requires. This research sought to identify differences in the thinking of expert and novice instructional designers given the same design task. A talk-aloud procedure was used to capture their problem-solving procedures and representations while designing instruction for a computer simulation. A coding scheme based on design principles, strategies, and subtasks was applied to the verbal protocols. Quantitative and qualitative analyses indicated that expert and novice instructional designers do appear to use divergent design paths. These design paths were further analyzed using design trees. 相似文献
4.
5.
Some implications of cognitive theory for instructional design 总被引：3，自引：1，他引：3
William Winn 《Instructional Science》1990,19(1):53-69
This article examines some of the implications of recent developments in cognitive theory for instructional design. It is argued that behavioral theory is inadequate to prescribe instructional strategies that teach for understanding. Examples of how instructional designers have adopted relevant aspects of cognitive theory are described. However, it is argued that such adoption is only a first step. The growing body of evidence for the indeterminism of human cognition requires even further changes in how instructional designers think and act. A number of bodies of scholarly research and opinion are cited in support of this claim. Three implications of cognitive theory for design are offered: instructional strategies need to be developed to counter the reductionism implicit in task analysis; design needs to be integrated into the implementation of instruction; designers should work from a thorough knowledge of theory not just from design procedures. 相似文献
6.
Margaret A. Roytek 《British journal of educational technology : journal of the Council for Educational Technology》2010,41(2):170-180
Instructional systems design (ISD) has been frequently criticised as taking too long to implement, calling for a reduction in cycle time—the time that elapses between project initiation and delivery. While instructional design research has historically focused on increasing learner efficiencies, the study of what instructional designers do to increase efficiency during the design of instruction, including web‐based training, has not yet been fully examined. The purpose of this qualitative developmental study was to identify and understand the methodologies used by experienced instructional designers to increase the efficiency of the instructional design process. Data were gathered from 11 instructional designers working within two business and industry consulting firms that provide learning solutions to global clients. Results revealed 47 efficiency methodologies found within the four categories of design model, instructional design team member roles, instructional design processes and instructional design tools. Additionally, 14 supporting instructional designer competencies were found within the category of instructional designer knowledge, skills and attitudes. 相似文献
7.
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
8.
9.
《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
10.
Jeffrey Choppin 《Journal of Mathematics Teacher Education》2011,14(5):331-353
This study focused on the use of curriculum materials for three teachers who had enacted instructional sequences from the
materials on multiple occasions. The study investigated how the teachers drew on the materials, what they understood about
the curriculum resources, and how they connected their use of the materials to their observations of student thinking. There
were similarities across the teachers, particularly with respect to their goals and how they read and followed recommendations
in the teacher resource materials. There were differences in how their task revisions were in response to what they observed
about student thinking. The teacher who most intensively observed student thinking made connections between her interpretations
of students’ strategies and her use of the curriculum resources, allowing her to design learned adaptations. Learned adaptations
required both an understanding of the design rationale and empirically developed knowledge of how that rationale played out
in practice. The empirically developed knowledge could not be totally anticipated by the designers, in part because it developed
within a particular context by a teacher with particular characteristics. The case of the teacher who developed learned adaptations
showed how these complementary forms of knowledge helped her to use the curriculum resources in ways that enhanced students’
opportunities for sense making. Furthermore, her adaptations were intended to facilitate success not only at the task level,
but also across instructional sequences as well. This study also shows how professional vision is not limited to informing
only in-the-moment instructional decisions, but also to the use of curriculum materials. 相似文献
11.
《Performance Improvement》2017,56(8):37-45
Not all instructional design models are fully integrated into the HPT practice. Some of these processes such as the successive approximation model (SAM) and the lot like Agile methods approach (LLAMA) are the outgrowth of Agile processes for instructional design. The major design processes are often assumed to be competitive; that is, one model is better than the other. However, most Agile instructional design processes assume that the most ubiquitous performance solution is e‐learning, hence the direct integration of Agile processes. Therefore, instead of thinking about design models, we think about instructional methods and solutions over human performance technology (HPT). These methods are all equal until one understands the conditions or the context of the instructional or performance problem. We recommend designers reverse engineer the Agile instructional systems design process by using a rapid performance analysis method that quickly pinpoints and confirms the performance problem(s). 相似文献
12.
As noted in part I of this article (published in TechTrends 54(3)), advances in technology continue to outpace research on the design and effectiveness of instructional (digital video)
games. In general, instructional designers know little about game development, commercial video game developers know little
about training, education and instructional design, and relatively little is understood about how to apply what we know about
teaching and learning to optimize game-based learning. In Part I, a panel of recognized and emerging experts in the design
of instructional (digital video) games set the context for this three part series and one of four panelists discussed what
he believes instructional designers should know about instructional game design (Hirumi, Appleman, Rieber, Van Eck, 2010).
In Part II, two faculty members who teach courses on instructional game design presents their perspectives on preparing instructional
designers for game-based learning. Part III will present a fourth perspective along with conclusion that compares the four
views. 相似文献
13.
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
14.
Miles Allen 《Distance Education》1996,17(1):7-32
This paper reports on the findings of a questionnaire which elicited information from ninety‐nine instructional designers in Australia about their qualifications, the activities they undertake, and perceptions of their role. Over half of those surveyed have what they consider to be qualifications in instructional design. The range of activities undertaken is large. There are slight variations in the activities performed by instructional designers at universities compared with instructional designers at Technical and Further Education (TAFE) institutes. There was very little difference in the frequency of activities performed by those with instructional design qualifications and those without. The research shows that many people are confused about the role of instructional designers. There are many negative perceptions of the role held by people with whom instructional designers work and these perceptions can adversely affect the instructional designers' work. 相似文献
15.
There has been ongoing debate regarding the efficacy of teaching instructional design models to novice designers given that experienced instructional designers often use principles and adapted models when they engage in the instructional design problem‐solving process. This study utilized the Delphi technique to identify a core set of guiding principles used by designers in their practice. The purpose of this study was (1) to examine and describe the principles that guided instructional designers’ practice and (2) to identify the extent to which participants’ frames of reference included components of the ADDIE instructional design model. Sixty‐one principles were ultimately identified (reached consensus among the Delphi panel members). Thirty‐two of the principles aligned with the primary components of the design process (e.g., analysis, design, development, and evaluation). Additional principles (n = 29) related to other characteristics of design such as communication, project management, and design characteristics. 相似文献
16.
In this paper, we sought to address the following research question: What knowledge and skills are needed by instructional designers in higher education to be successful in their roles? We interviewed eight instructional designers from across the United States, all working for institutions of higher education. Using the constant comparative method, we analyzed our data to identify relevant themes. Our results suggest that instructional designers in higher education must have a solid foundation in instructional design and learning theory, possess soft skills and technical skills, and have a willingness to learn on the job. Most instructional designers felt their academic backgrounds assisted them with their job roles, and, in particular, valued their professional experiences. Instructional designers in higher education must also keep abreast of multiple emerging information and communication technologies. We provide a discussion to synthesize our findings. The findings are relevant to professionals, professional academic programs, and professional associations. 相似文献
17.
In this three part series, four professors who teach graduate level courses on the design of instructional video games discuss
their perspectives on preparing instructional designers to optimize game-based learning. Part I set the context for the series
and one of four panelists discussed what he believes instructional designers should know about instructional game design.
In Part II, two faculty members who teach courses on instructional game design presented their perspectives on preparing instructional
designers for game-based learning. Part III presents a fourth perspective along with conclusion that contrasts the four views
posited in Parts I-III. 相似文献
18.
Peter C. Honebein Cass H. Honebein 《Educational technology research and development : ETR & D》2014,62(1):53-69
Instructional theory is intended to guide instructional designers in selecting the best instructional methods for a given situation. There have been numerous qualitative investigations into how instructional designers make decisions and the alignment of those decisions with theoretical influences. The purpose of this research is to more quantitatively explore the question of how instructional designers actually use instructional planning theory to judge the usefulness of instructional methods. We asked 56 instructional designers to rate the usefulness of 31 instructional methods for six different cognitive domain content level conditions. The results show that content level has a statistically-significant influence on a designer’s judgments regarding the usefulness of an instructional method. A designer’s gender also has a statistically-significant influence on a designer’s judgments regarding methods, but a weak effect size limits this result. Overall, the results provide evidence that supports the core principles of instructional planning theory, specifically method generality. The results also provide instructional designers further guidance in selecting the most useful instructional methods for cognitive domain content levels. 相似文献
19.
Jeehyun Lee Jiwon Ahn Jieun Kim Jeong‐min Kho 《The International Journal of Art & Design Education》2019,38(2):430-444
The field of fashion design relies on the originality of fashion designers and information on design trends, and design education also focuses on the creative ideas of designers; in this field, design through co‐design is a very limited area. However, with the proliferation of participatory culture, the need to diversify fashion design education methods has also emerged. The purpose of this study is to present an educational framework and an instructional strategy for co‐design based on the changing role of the designer and to obtain educational insight through the implementation of an actual education prototype. To do this, we developed an educational prototype and implemented it with six undergraduate students. Through this study, the participants engaged in the process of design development with the consumer and analysed the instructional insight. As a result, this study redefines the roles and design methods of designers for co‐design and identifies creativity characteristics through the co‐design process. The results of this study can be used as basic data for co‐design education and can contribute to the expansion of fashion design educational methods. 相似文献
20.
Peter C. Honebein 《Educational technology research and development : ETR & D》2017,65(2):341-357
An instructional designer’s values about instructional methods can be a curse or a cure. On one hand, a designer’s love affair for a method may cause them to use that method in situations that are not appropriate. On the other hand, that same love affair may inspire a designer to fight for a method when those in power are willing to settle for a less effective, efficient, and appealing method. The purpose of this research is to explore instructional designers’ values about methods and their willingness to sacrifice those methods in situations involving both lean and rich conditions. We asked 33 instructional designers to rate the usefulness of 31 instructional methods for No Conditions (values), Learning Domains (lean conditions), and Scenarios (rich conditions). The results show that instructional designers readily sacrifice their values for both lean and rich conditions. Furthermore, the precision of designer judgments about useful instructional methods increase as conditions become richer. Overall, the results provide evidence that supports the core principles of instructional planning theory, specifically associated with the interaction between conditions and values. The results also provide instructional designers guidance in selecting the most useful instructional methods. 相似文献