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1.
Kenneth J. Luterbach 《TechTrends》2012,56(6):3-5
This article identifies the instructional technology programs offered in the College of Education at East Carolina University. Additionally, this article briefly discusses technological and pedagogical factors that influence work pursued in the instructional technology field today, which leads to introductions of the articles in the issue. Lastly, this article provides a glimpse of the future that instructional technologists may create. 相似文献
2.
Professional preparation for educational technologists cannot ignore change. Continually evolving social and business structures, complementary technologies, bottom-line demands and diverse and international populations exert influences that force reconsideration of the boundaries of the field. Human performance technology is just such an influence, pressing and enabling generalization of the traditionally specialized practice of educational technology. Performance technology puts topics like organizational development, change, and reengineering next to the more familiar topics of video, multimedia and instructional design. This study examines the experiences and perceptions of graduates from three iterations of an elective course in performance technology at San Diego State University. Fifty students were surveyed and asked about the skills and perspectives they most valued; their confidence regarding their knowledge and skill in performance technology; and the barriers to their practice in this area. Although they reported that the real-world practice of performance technology was often stymied, they persevered in their confidence and appreciation of the importance of these skills and perspectives. 相似文献
3.
[编者按] 亚历山大·罗米斯佐夫斯基博士(Alexander Romiszowski)是美国雪城大学教学设计、开发和评估系的教授,国际知名的教育技术学家,远程教育理论家和思想家,他的著作在很大程度上影响了教育技术和教学设计领域的界定. 相似文献
4.
Three organizational learning mediation processes are proposed as mechanisms for organizational change in this article. These
include instructional leadership, tight coupling and boundary spanning. Whilst each of these processes has received attention
in the research literature, we propose that their power arises from their particular combination rather than the occurrence
of each in isolation. We illustrate the ways in which these processes might combine to create an organizational learning environment
required for the kind of changes needed to raise student achievement. We do this with reference to a case study of a New Zealand
school that dramatically improved the learning outcomes of students in reading. We describe the practices of a new principal,
who was relatively inexperienced in school management but experienced in curriculum leadership. The case study illustrates
how through her instructional leadership the principal was able to span the boundaries of her organization so that within
a relatively short space of time the school became a more tightly coupled system that learnt to improve the learning outcomes
of its students. 相似文献
5.
Conclusion This paper proposes an expanded context-based analysis approach for implementing instructional technology in developing countries
by calling for the front-end analysis phase of the design process to include an analysis of the socio-cultural, environmental
and institutional factors surrounding the instructional problem. Given that there is an increased application of instructional
technology in developing countries and limited human capacity to appropriately design instructional technology interventions,
it is imperative that instructional designers working in developing countries take into account the contextual factors outlined
in the adapted Tessmer and Richey (1997) model. This adapted context-based analysis model for instructional design, if appropriately
applied, may increase the probability of successful instructional technology initiatives in developing countries. Although
this context-based model was expanded to include factors related to developing countries, the factors described in this paper
exist in developed country settings as well. The authors would, therefore, encourage the use of this expanded model in settings
that can include, but are not limited to, certain rural and urban areas in industrialized countries as well. 相似文献
6.
Farrah Dina Yusop Ana‐Paula Correia 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(2):180-190
This paper argues that an emphasis on training‐for‐the‐job approaches has distracted designers from thinking about the meaning of their profession and the grand purpose of practising instructional design. Drawing from literature in the fields of sociology and educational technology, this paper synthesises discourses on civic professionalism in instructional design and technology, and proposes a conceptual framework that highlights the roles and qualities of a civic‐minded instructional designer. It is claimed that a critical discussion on civic professionalism in the field of educational technology can offer an alternative perspective on educating instructional designers, and have practical implications on instructional design and technology curricula in higher education. 相似文献
7.
信息技术与课程有效整合个案研究 总被引：3，自引：0，他引：3
本文结合目前中小学信息技术与课程整合的课堂教学情况,分析了信息技术有效介入的课堂在教学目标、教学内容、教学过程、教学方法和教学结果这五个方面的新特点,并结合课堂教学实例《生活中的旋转》一课阐述了信息技术环境下“什么样的课是好课”。通过文献研究和实际调查,制定了初步的评价量规。希望通过本文的论述和对本文提出的评价量规的合理使用,能促使教育者真正做到把信息技术有效的整合到课堂中。 相似文献
8.
Although most workplace learning occurs informally, instructional design and technology professionals often focus their attention on more formal interventions, such as training. This article addresses a research study that examined the perception and use of informal learning strategies among instructional design and technology graduate students, the future members of the workforce of instructional designers and performance improvement practitioners. Results of this study may have implications for both instructional design and technology graduate programs and managers of instructional design and technology teams in organizations. 相似文献
9.
对我国教育技术研究领域发展现状的反思 总被引：23，自引：0，他引：23
杨开城 《北京师范大学学报(社会科学版)》2000,(4):39-44
目前我国教育技术研究领域存在的问题包括 :唯媒体技术论思想仍处于主流地位、理论研究过于依赖学习心理学的研究成果以及在解决实际教学问题方面显得软弱无力。究其源 ,出现这些问题的原因之一是我们没有清醒地认识到教育技术的实质内涵。教育技术是解决教育教学问题的技术、方法和技巧。要解决教育教学问题 ,首先要对教育教学问题有深刻的理解和认识 ,其次要了解技术的使用条件。所以教育技术研究者应更多关注教育教学问题和技术使用条件方面的研究 相似文献
10.
11.
A. Fred O'Neil 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(2):251-267
It is of course very difficult to accurately project important characteristics of the future state of any rapidly evolving field, and the field of authoring systems for computer‐assisted instruction (CAI) is no exception. However, strong trends in evolving CAI systems of today would seem to indicate some important characteristics of the software systems underlying tomorrow's automated instructional systems. Under the premise that form follows function, this paper will explore the functional impetus of some of the most important trends extant in terms of their roots in a powerful, emerging technology of instructional design. This technology promises to complement the advancing hardware and software technologies, by supplying that sine qua non of successful instructional materials. It is inevitable that systems of the future will make (and indeed are making) significant accommodations of this vital technology as it matures, and therefore some important characteristics of tomorrow's systems can be predicated upon what is already known of this technology of instructional design. 相似文献
12.
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
13.
Melissa M. Patchan Christian D. Schunn Wilfried Sieg Dawn McLaughlin 《Technology, Pedagogy and Education》2016,25(3):269-286
While online instructional technologies are becoming more popular in higher education, educators’ opinions about online learning tend to be generally negative. Furthermore, many studies have failed to systematically examine the features that distinguish one instructional mode from another, which weakens possible explanations for why online instructional technology can be beneficial. The current study isolates three benefits of the authors’ particular online instructional technology: (1) providing flexibility in how students learn, (2) offering immediate and targeted feedback and (3) increasing student participation and engagement with instructional material. Maximum benefits were observed when students used the online instructional technology to prepare for their face-to-face class – that is, students with this blended instruction learned twice as much content in the same amount of time in comparison to students with face-to-face instruction alone, without creating an atypically high workload. 相似文献
14.
传播学是否是教育技术的理论基础？理论基础必须能对领域的研究与实践产生持续性的影响。历史视域中的传播学、系统科学与教育技术之间存在复杂微妙的关系。历史的真实是：传播学是教育技术与系统论结缘的中介,对教育技术的影响并不是持续的。立足于这一历史事实,我们既可以厘清“教学设计”（ID）与“教学系统设计”（ISD）之间的微妙差异,又可以辨识20世纪80年代中美两国关于教育技术“形似而质异”的“电”、“教”论争的实质：中国解决的是教育技术学科归属的问题,美国解决的是学科深层发展的问题。我们应当在对历史的认知中推进教育技术的学科建设,教育技术的学科建设不仅需要历史研究,更需要正确的方法论指导。 相似文献
15.
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
16.
B.A. Bichelmeyer 《Performance Improvement Quarterly》1999,12(4):82-98
The Accomplishment-Based Curriculum Development system is based on ten key principles which provide a cohesive framework for the processes of human performance technology and instructional design. These ten principles are: the performance equation; the basic progression of performance; the processes of front-end analysis; the three types of behavior characteristics; logic regarding information storage and retrieval; the general tactics of instruction; the relationship of learning problems and special instructional tactics; the process of instructional design; the progression of materials development; and the relationship between analysis and evaluation. This article provides an overview of each principle, outlines the connections that link the individual principles into an integrated system of human performance technology and instructional design, and compares these principles to the work of others in the field. Finally, this article serves to document the contributions made by Joe Harless to the disciplines of human performance technology and to instructional design. 相似文献
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18.
新型纯硬件多媒体教学网的设计与实现 总被引：1，自引：0，他引：1
该文介绍了一种新型纯硬件多媒体教学网的组网技术和方法,给出了纯硬件多媒体教学网的网络布局和教学流程图。该教学网能够方便地实现广播教学、个别辅导和自由练习等多种教学方式,具有经济实用、组网简单、操作方便等特点。该技术还特别适合将老机房改造为多媒体网络教室。 相似文献
19.
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
20.
Anastasia Kitsantas Amy Baylor 《Educational technology research and development : ETR & D》2001,49(4):97-106
This study investigated the impact of a self-regulatory tool, the Instructional Planning Self-Reflective Tool (IPSRT), on
preservice teachers' performance, disposition, and self-efficacy beliefs regarding systematic instructional planning. Participants
enrolled in an introductory educational technology course were taught how to develop an instructional plan as part of the
course. An experimental group was provided with instruction on how to use the IPSRT while engaging in instructional planning.
Results indicated that the experimental group demonstrated greater skill acquisition, showed more positive disposition, and
reported higher perceived instrumentality of instructional planning. In terms of self-efficacy, no significant differences
were found between the two groups. However, further analyses revealed that participants who were initially high in self-efficacy
reported significantly lower self-efficacy following the tool intervention; in contrast, participants initially low in self-efficacy
showed significantly higher self-efficacy following the tool intervention. Findings are discussed from a social-cognitive
perspective. 相似文献