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1.
Brenda Bannan‐Ritland 《Performance Improvement Quarterly》2001,14(2):37-52
Many theorists and practitioners are calling for more authentically based teaching approaches in the preparation of instructional designers and performance technologists to address the complexity of the field's practice. Although many innovative methods have been incorporated into the study of instructional design and development and human performance technology, including case studies and applied experiences with collaborative groups, among others, the majority of teaching approaches are limited to the time constraints and format of the traditional university classroom setting. This paper discusses an alternative teaching approach that incorporates action learning principles along with authentic project‐based methods into the full‐time study of instructional design. The paper reviews action learning principles and highlights the commonalties between these principles and the application of the practice and teaching of the instructional design process in an authentic manner. Finally, the implementation of action learning principles within a graduate program in instructional technology is described. Action learning principles may be applied to many content areas; however, the highly complementary nature of this specific methodology to the teaching and practice of instructional design may have the potential to improve greatly our preparation of professionals in the complex work environments characteristic of this and related disciplines. As a valuable component of performance technology skills, training in instructional design methods based on an action learning approach may have broad implications for both the preparation of instructional designers and performance technologists. 相似文献
2.
《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
3.
Dale M. Brethower 《Performance Improvement Quarterly》1997,10(1):74-96
The mission of human performance technologists, to assure high levels of human performance in organizations, is well established, and usually accomplished through design and implementation of two major products: performance systems and instructional systems. The speed of change in the environments in which HPT is practiced, however, requires frequent analysis of what knowledge and skills are required of HP technologists in pursuit of this goal. This article works backward from results and the products that obtained them, to identify the knowledge, skills, and attitudes that form the critical human performance technology knowledgebase. The author uses an example from our “universal” neighborhood to illustrate seven basic categories of variables influencing organizational performance, and provides examples and non examples of five essential principles of psychology that can help guide HPT practitioners' efforts to design and implement effective systems. 相似文献
4.
Dale M. Brethower 《Performance Improvement Quarterly》1995,8(2):17-39
The mission of human performance technologists, to assure high levels of human performance in organizations, is well established, and usually accomplished through design and implementation of two major products: performance systems and instructional systems. The speed of change in the environments in which HPT is practiced, however, requires frequent analysis of what knowledge and skills are required of HP technologists in pursuit of this goal. This article works backward from results and the products that obtained them, to identify the knowledge, skills, and attitudes that form the critical human performance technology knowledgebase. The author uses an example from our “universal” neighborhood to illustrate seven basic categories of variables influencing organizational performance, and provides examples and non examples of five essential principles of psychology that can help guide HPT practitioners' efforts to design and implement effective systems. 相似文献
5.
Yeol Huh 《Performance Improvement》2015,54(7):35-36
When I was completing my coursework for both my MS and PhD programs in instructional systems technology, I was exposed to a number of theories, models, principles, and frameworks for the fields of instructional and performance technologies. Theories have provided me with a solid understanding of the relationships among various constructs and also provided me with explanations of certain phenomena, whereas models, principles, and frameworks have provided me with concrete ideas as to how to apply theoretical knowledge to actual instructional design and development (IDD) and human performance technology (HPT) projects. 相似文献
6.
教学原则演绎体系的构建框架及实现途径 总被引：1，自引：0，他引：1
教学原则的演绎体系框架应以辩证逻辑的思维方法，从教学过程矛盾运行的规律中去推导，在这个框架指导下，探讨它的实现途径-进行具体的教学设计和制定相应的教学策略，提出教学原则演绎体系进一步具体化和操作化的基本思路。 相似文献
7.
文章在绩效导向研究的基础上,以教学系统设计中"关联"教学的工作原理为依据,对企业绩效培训的内容与过程进行研究,总结出绩效导向企业培训的特点及教学设计原则。将企业培训中的学习、教学与绩效技术进行整合,设计了教学与绩效关联的企业培训教学设计过程模式及基于关联原理的绩效导向教学设计思路。通过对以上内容的详细论述分析,进一步为企业培训提供借鉴。 相似文献
8.
9.
绩效技术在教学设计中的应用初探 总被引：3，自引：0，他引：3
绩效技术在企业培训中的广泛应用和发展引起了教育技术界的关注．本文通过对绩效技术的概念和基本模型的介绍．分析了绩效技术和教学设计的关系．最后给出了将绩效技术应用于教学设计的案例和注意事项。 相似文献
10.
Minjuan Wang Ruimin Shen 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(4):561-575
The demands of an increasingly knowledge‐based society and the dramatic advances in mobile phone technology are combining to spur the growth of mobile learning (mLearning). However, for mLearning to attain its full potential, it is essential to develop pedagogy and instructional design tailored to the needs of this new learning environment. At present, there is a lack of research on message design for mLearning. Towards these ends, this paper explores the principles and processes of message design for mLearning, including the influence of learning and cognitive theories, human–computer interaction principles, devices and methodologies. And it presents a number of practical guidelines for designing instructional messages for mLearning. 相似文献
11.
David H. Jonassen R. Scott Grabinger N. Duncan C. Harris 《Performance Improvement Quarterly》1990,3(2):29-47
“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 sub-sumptive 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
12.
The blurring of distinctions between online and distance education in many parts of the developed world has led to reflections on the strategies and processes by which we create effective online learning environments for the distance education learner. In this article we argue that the foundational models of instructional design that typically inform the design, development, and delivery of online environments do not always support the epistemology and pedagogy that embodies the online environment. Through an analysis of current approaches to instructional design we present a case for adopting principles of emergence theory as a means to best harness the power and potential of design and development for online distance education. Using a prototype three‐phase design model that embodies emergent principles we advocate that to achieve the full potential of interaction and community networks through online communications requires a repositioning of roles and processes associated with “instructional design.” 相似文献
13.
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
14.
David H. Jonassen R. Scott Grabinger N. Duncan C. Harris 《Performance Improvement Quarterly》1991,4(2):77-97
“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 model 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
15.
Instructional strategies and tactics for the design of introductory computer programming courses in high school 总被引：2，自引：0，他引：2
This article offers an examination of instructional strategies and tactics for the design of introductory computer programming courses in high school. We distinguish the Expert, Spiral and Reading approach as groups of instructional strategies that mainly differ in their general design plan to control students' processing load. In order, they emphasize topdown program design, incremental learning, and program modification and amplification. In contrast, tactics are specific design plans that prescribe methods to reach desired learning outcomes under given circumstances. Based on ACT* (Anderson, 1983) and relevant research, we distinguish between declarative and procedural instruction and present six tactics which can be used both to design courses and to evaluate strategies. Three tactics for declarative instruction involve concrete computer models, programming plans and design diagrams; three tactics for procedural instruction involve worked-out examples, practice of basic cognitive skills and task variation. In our evaluation of groups of instructional strategies, the Reading approach has been found to be superior to the Expert and Spiral approaches.The authors wish to express their gratitude to Sanne Dijkstra, Otto Jelsma and Georg Rakers for their helpful comments on a draft of this article. Correspondence concerning this article should be addressed to Jeroen J. G. van Merrienboer.Notes 相似文献
16.
Dawn M. Aziz 《Performance Improvement》2013,52(6):28-35
What are the similarities and differences between instructional systems design, organization development, and human performance technology/improvement (HPT/HPI)? This article defines these fields and highlights how they contribute to the performance improvement domain. With Rossett's view of HPT as a “perspective, or habit of mind, that inclines us towards data, analysis, systems, alignment and partnerships” (A. Rossett, personal communication, October 28, 2012), HPT/HPI will be presented as the overarching framework for selecting and measuring instructional systems design or organization development interventions. 相似文献
17.
技术是可以将人类的潜能转化为资本的人类智慧与力量的结晶,教育技术与绩效技术就是这种结晶的承载体。教育技术与绩效技术的关系是学术界讨论的热点,教育技术与绩效技术有着在技术、绩效和个性化培养等方面的共同点,但是同时也在定义、核心、理论支持与来源、应用领域、培训／培养对象及实施者和最终成果方面表现出不同特点。 相似文献
18.
William L. Solomonson 《Performance Improvement》2008,47(7):12-19
The instructional designer faces the dual task of driving the instructional design process while managing a positive relationship with the subject matter expert. It is this latter task of relationship management that is often overlooked in practice and research in the field of human performance technology. 相似文献
19.
Hwan Young Jang 《Performance Improvement》2008,47(6):25-33
This article discusses three perceived challenges in the field of human performance technology: a missing link from training to performance, limitations in gap analysis and cause analysis, and a lack of attention to business and organization performance. It then provides possible alternatives for each issue, such as instructional system development frameworks for organizational learning, a soft performance technology framework, and a proposed framework for four levels of performance. 相似文献
20.
Robert D. Tennyson Robert L. Elmore Leonard Snyder 《Educational technology research and development : ETR & D》1992,40(2):9-22
In the past decade, research and theoretical advancements in both cognitive science and instructional technology have led
to updates in instructional design theory. In this article, we review two areas in which the updates make important contributions:
information analysis for higher-order cognition, and instructional strategies to improve acquisition of such higher-order
processes. From our reviews of the literature, we propose procedures for conducting a contextual module analysis and designing
integrated instructional strategies. An additional purpose of the article is to demonstrate the need for researchers in educational
technology to lead in the discovery of theories contributing to acquisition of higher-order cognition. 相似文献