共查询到20条相似文献，搜索用时 31 毫秒
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.
Tamara van Gog K. Anders Ericsson Remy M. J. P. Rikers Fred Paas 《Educational technology research and development : ETR & D》2005,53(3):73-81
Cognitive load theory (CLT) has been successful in identifying instructional formats that are more effective and efficient
than conventional problem solving in the initial, novice phase of skill acquisition. However, recent findings regarding the
“expertise reversal effect” have begun to stimulate cognitive load theorists to broaden their horizon to the question of how
instructional design should be altered as a learner's knowledge increases. To answer this question, it is important to understand
how expertise is acquired and what fosters its development. Expert performance research, and, in particular, the theoretical
framework of deliberate practice have given us a better understanding of the principles and activities that are essential
in order to excel in a domain. This article explores how these activities and principles can be used to design instructional
formats based on CLT for higher levels of skills mastery. The value of these formats for e-learning environments in which
learning tasks can be adaptively selected on the basis of online assessments of the learner's level of expertise is discussed.
In their preparation of this article, the first and last authors were supported by an Internationalization grant from the
Netherlands Organization for Scientific Research (NWO, The Hague, project number 411-01-010). 相似文献
3.
ABSTRACT This research study examined the role of instructional design knowledge in the development of teaching expertise for university teaching assistants (TAs). ID theoretically supports the development of systematic and meaningful patterns of cognitive organization that characterize teaching expertise. Therefore, it should support TAs in developing more expert‐like methods for their teaching design and performance. We utilized a case‐study approach to understanding the internal processes and external behaviors that unfold as TAs respond to ID as supportive of their teaching goals. TAs indicated increased self‐awareness and metacognitive reflection about their teaching, and increased in satisfaction with their knowledge and skills. TAs' individual difference characteristics influenced their tendencies to adopt and implement various elements of the ID process and principles, with perceived utility emerging as particularly important. Implications for research and TA professional development are discussed. 相似文献
4.
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
5.
This study examines the key concepts of elements‐and‐principles art instruction, as defined in the publications by Vorkurs (preliminary course) instructors at the Bauhaus. Elements‐and‐principles instruction was for decades central to formalist art training, and continues to play a role, albeit limited, today. Preceding accounts of the elements‐and‐principles have not considered contextual matters worthy of attention, specifically, two other instructional frameworks. One is perceptual drawing that dominated in Western art culture before the inception of the elements‐and‐principles approach. The second is the instructional model Paul Klee proposed in his well‐known but under‐examined instructional publication of 1925, Pedagogical Sketchbook. With regard to the latter, scholars have failed to undertake detailed analysis that would explain Klee's instructional model and, in particular, its central (and idiosyncratic) concept of ‘trichotomy’. Trichotomy is a structure rather than a formal element, providing visual equivalents for extra‐visual events. The peculiarity of trichotomy and related concepts in Pedagogical Sketchbook has kept the publication a faint presence in elements‐and‐principles instruction and in related scholarly inquiry. With a more precise presentation of Klee's pedagogical focus, this study distinguishes heretofore overlooked dissimilarities between the Pedagogical Sketchbook model and elements‐and‐principles approach, and enables recognition of affinities between Klee's model and current conversations about embodiment pedagogies in visual arts education. 相似文献
6.
This research investigated expertise development among instructional designers by tracking novice designers' unfolding perceptions of instructional design (ID), design‐related self‐perceptions, and other individual differences. It examined development toward ID expertise from multiple aspects: processes, product, and cognition, through a case study approach. Evidence included qualitative data from interviews, design artifacts, and metacognitive essays, along with quantitative data from questionnaires which assessed goals, need for structure, need for cognition, previous design competence, and design self‐efficacy. Findings indicated that it was not one single characteristic, but the interaction of various factors, that most profoundly seem to influence the development of ID expertise. Relevant characteristics included: perceptions about learning, knowledge and ID; individual needs and learning strategies; and background experiences and orientations. Research in this field will help us to better understand the processes that lead to the development of ID expertise, and to develop better approaches to preparing future instructional designers. 相似文献
7.
Elspeth McKay 《教育心理学》1999,19(3):323-335
ABSTRACT An adaptation of Bagley's (1990) experiment which compared the interaction of instructional format with adult learners was carried out replacing the Wechsler Adult Intelligence Scale (WAIS) arithmetic reasoning subtest with the Riding & Cheema (1991) Cognitive Styles Analysis (CSA). There was an additional inclusion of graphics to the structured instructional format, as an independent variable. A total of 45 participants attended workshops to learn how to write PASCAL programs. All of the participants completed the CSA and their CSA‐ratio was used to select pairs of similar CSA‐ratios. One participant from each pair was given a text‐only instructional booklet, while the other was given a text‐plus‐graphics instructional booklet. The treatment groups were controlled for instructional format (text‐only/text‐plus‐graphics) and cognitive style. The independent variables were used to test for their effect on learning abstract computer programming concepts. It was found that the Verbal‐Imagery cognitive style and instructional treatment interacted in their effect on the performance‐difference scores. The Novice‐Verbal programmers performed best with a text‐plus‐graphics instructional format, performing significantly better than the Novice‐Imagers’ subgroups using the same text‐plus‐graphics material. Conversely, the Novice‐Imagers participants performed better with the material. However, the Experienced‐Imagery participants performed better with the text‐plus‐graphics instructional material than the Experienced‐Verbalisers. Overall, the Verbalisers’ worst performance occurred with the text‐only materials, while their best performance occurred with the text‐plus‐graphics material. This pilot experiment suggests that learning performance is affected by an interaction of cognitive style and instructional format. However, this interaction was contrary to expectations (Riding & Douglas, 1993), with Verbalisers performing best with text‐plus‐graphics instructional material and Novice‐Imagers performing best with text‐only instructional material. 相似文献
8.
David N. Schaaf 《Performance Improvement》2013,52(10):45-47
The authors have developed a comprehensive history of instructional design and performance improvement. They methodically describe the theories that became the foundation of instructional design and then explain how instructional design led to other theories, including performance improvement. They also identify future research opportunities. The Instructional Design Knowledge Base: Theory, Research, and Practice (2011; 219 pages; ISBN13: 978‐0‐415‐80200‐0, hardcover, $163.00; ISBN13: 978‐0‐415‐80201‐7, paperback, $47.95; ISBN13: 978‐0‐203‐84098‐6, e‐book, $35.99 Kindle edition) is published by Taylor & Francis. 相似文献
9.
Quincy Elvira Jeroen Imants Ben Dankbaar Mien Segers 《Scandinavian Journal of Educational Research》2017,61(2):187-204
How to facilitate learning by novices (students) on their road to expertise has attracted the attention of a vast number of researchers in cognitive and educational psychology as well in the field of learning and instruction. Although many studies have investigated the phenomenon of expertise development, the implications of the findings for instruction are scattered throughout the literature. This article reports the results of a systematic literature review of 37 studies on expertise development. Using Tynjälä's Integrative Pedagogy Model as an organising framework, the implications for educational practice described in these studies are presented as 10 instructional principles. This study takes a step towards translating expertise development research into guidelines for instruction. Implications for future research are discussed. 相似文献
10.
11.
12.
Aaron U. Bolin 《Performance Improvement》2006,45(7):28-29
The International Society for Performance Improvement's journal Performance Improvement has invited readers to submit Human Performance Technology (HPT) tools for publication. These can include ready‐to‐use job aids or tools and templates used to facilitate gap analysis, process flow mapping, performance consulting, instructional design, e‐learning, on‐the‐job training, solution design, and performance measurement and evaluation, to name few. We're looking for a variety of instruments that are consistent with the principles of HPT, have broad appeal, and are applicable to a variety of workplace situations. In all cases, tools should focus on adding value to individual, team, or organizational performance. Our first submission is a Concept Map submitted by Aaron U. Bolin. 相似文献
13.
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
14.
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
15.
Antje Proske Susanne Narciss Danielle S. McNamara 《Journal of Research in Reading》2012,35(2):136-152
Research on expert performance suggests that deliberate practice provides optimal opportunities for expertise development. This study examined whether the provision of computer‐based scaffolding (CBS) guiding deliberate practice facilitates students' development of writing expertise. A CBS environment escribo was designed to externally support expert writing activities, generate feedback and offer opportunities to practise corrected performance in academic writing. There were two testing times. First, the effects of practising writing with escribo were compared with the effects of a practice‐only situation without support. Second, a post‐test comprised composing an essay discussing an academic position without scaffolding. Results revealed that the escribo group at both testing times wrote essays of better comprehensibility than students in the practice‐only group. Furthermore, at both testing times the escribo group expended significantly more time on prewriting. These findings suggest that CBS guiding deliberate practice may be a promising means to facilitate the development of writing expertise. 相似文献
16.
This exploratory study examined the influence of national and organizational culture on the use of various performance improvement interventions. Data on intervention use were collected from practitioners in the United States and South Asia. Results revealed that orientation programs, organizational communication, instructor‐led training, and performance appraisals were among the most used interventions in both the United States and South Asia. Findings also indicated that factors such as organization size, location of headquarters, learning and development budget, and reporting structure are related to the use of interventions. Practitioners in South Asia predominantly had expertise in disciplines such as human resources, while those in the United States had experience in instructional design and human performance technology. These differences may influence the development and implementation of instructional and noninstructional interventions. 相似文献
17.
Designing online courses: A taxonomy to guide strategic use of features available in course management systems (CMS) in distance education 总被引：2，自引：1，他引：2
Course developers can be distracted from applying sound instructional design principles by the amount of flexibility offered through online course development resources (<citeref rid="b16">Kidney & Puckett, Quarterly Review of Distance Education, 4 (2003)</citeref>, 203-212). Distance education course management systems (CMS) provide multiple features that can be easily integrated into online instruction. Easy integration does not equal good design, and poor design can impede learning (<citeref rid="b15">Kearsley, A guide to online education (1997)</citeref> http://gwis.circ.gwu.edu/～etl/online.html). A taxonomy of the instructional value for CMS features is described. An example of how a course was translated into an online version, initially a failure, and redesigned using this taxonomy is presented. A taxonomy that strategically guides the use of appropriate CMS features to integrate informational, instructional, and learning elements into online courses can support designers in the development of quality of online instruction. 相似文献
18.
Michael D. Coyne Edward J. Kame'enui Deborah C. Simmons 《Learning disabilities research & practice》2001,16(2):62-73
This paper addresses two sets of organizing principles to guide prevention and intervention in beginning reading: (a) the complexity in our alphabetic writing system, and (b) the complexity in our schools. The first set is related to instructional design, while the second set is related to a schoolwide model. Prevention and intervention efforts in beginning reading for students with learning disabilities must attend to 2 systems, our complex alphabetic writing system and our equally complex schools. In this article, we present 2 sets of organizing principles to guide prevention and intervention in beginning reading drawn from the substantial body of converging research evidence accumulated over the past 40 years. The first set consists of 6 instructional design principles focused on teaching reading in our alphabetic writing system. These principles include big ideas, mediated scaffolding, conspicuous strategies, strategic integration, primed background knowledge, and judicious review. The second set includes organizational principles designed to anchor effective reading practices at the school‐building level. These principles are structured around 3 interrelated areas: (1) the schoolwide establishment of long‐term reading goals and intermediate performance benchmarks, (2) the early identification and frequent monitoring of students experiencing reading difficulties, and (3) the development of coordinated and differentiated instructional interventions for the full range of learners. 相似文献
19.
A major challenge for learning theories is to illuminate how particular kinds of learning experiences and environments promote
the development of expertise. Research has been conducted into novice-expert differences in various domains, but few studies
have examined the processes involved in learners’ expertise development. In an attempt to understand the development of expertise
in instructional design (ID) among graduate students, this study aimed to investigate (1) the patterns of expertise development
among ID learners over an extended period; (2) the roles of expert modelling, peer feedback, self-reflection and participation
in a supportive learning community in learners’ expertise development; and (3) the interactions of individual differences
and the learning environment in learners’ expertise development. A qualitative design was used to investigate students’ expertise
development across a range of dimensions. The participants were two cohorts of 11 graduate students in a program on instructional
psychology and design. Data, including observations, interviews, design documents, metacognitive essays and peer feedback,
were collected for triangulation and in-depth analysis. The results showed that the two cohorts exhibited similar patterns
in their ID expertise development. These development processes were influenced by both self-processes and social influences.
Self-processes are determined by the perceptions, motivation and prior knowledge that students bring into the learning environment.
Social influences are characterised by a learning community that encourages peer interactions and feedback and is supported
by expert modelling and scaffolding. 相似文献
20.
Olurotimi R. Akinlofa Patrik O'Brian Holt Eyad Elyan 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(5):810-820
Previous research into the effectiveness of dynamic versus static instructional design paradigms has reported divergent findings. Dynamic instructions have been shown to be more effective in teaching novel procedural skills. In contrast, the apparent benefit of dynamic over static instructions has been attributed in other studies to the cognitive capabilities and previous knowledge of the learner. Can the benefit of dynamic instruction persist in learners with domain expertise on learning novel tasks? In this paper, we report the result of an experiment that shows that irrespective of the learner's previous knowledge, dynamic instructions retain a significant effectiveness over statics for teaching intra‐domain novel task performance. Twenty‐four participants with domain expertise were divided into three independent groups to perform a procedural motor task following treatment with different training interfaces. After controlling for spatial abilities and excluding previous specific‐to‐task knowledge, we observe that participants that trained with interfaces containing dynamic content recorded better task performance measures than others using non‐dynamic interfaces. This suggest that within the context of motor skill acquisition, dynamic instructional interfaces can yield significant increases to post‐learning task performance measures, which is independent of the learner's cognitive capabilities or previous knowledge. 相似文献