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1.
Muruvvet Demiral‐Uzan 《Performance Improvement Quarterly》2015,28(3):7-23
This case study examines the design practices of instructional design (ID) students while working on a realistic design project (Joel, 1987) to explore whether ID students make design judgments; how, when, and where they are making them; and what kinds of judgments they make during a realistic instructional design process. The perspective taken in this study is that design judgments comprise multiple, complex types and are not confined to moments of overt decision making (Nelson & Stolterman, 2012). In this small‐scale case study, a group of students was observed in the process of designing instruction within a semester. The findings of the study suggest that these ID students continuously made design judgments of many kinds throughout the design process. 相似文献
2.
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
3.
Neal Shambaugh Susan Magliaro 《Educational technology research and development : ETR & D》2001,49(2):69-92
Although there are numerous models to practive instructional design (ID), few instructional models to teach instructional
design have been documented. This article documents a five-year study of two instructors who collaborated on formally studying
their teaching of a master's level instructional design course. A reflexive instructional approach was used, in which the
teachers examined their teaching while students were being prompted to reflect on their learning of instructional design through
a course-long ID project. In this article we summarize our views on learning, teaching, and instructional design. A design
and development framework from developmental research (Richey & Nelson, 1996) was used to describe our teaching in terms of
the design decisions, model implementation, and model evaluation across six deliveries of the ID course from 1994–1998. 相似文献
4.
Patricia L. Hardré 《TechTrends》2013,57(1):31-37
The term “real-world ID” is commonly heard at professional conferences, but its meaning is assumed rather than defined. Unless we examine the meanings and implications of rhetoric of the field, we risk error in presenting ourselves, and we risk derailing the progress of our profession. This article examines the term “real world” as applied to instructional design, from published articles to anecdotes, and considers its meanings, assumptions, inferences and implications. Both the full term and its truncated variations are used to signal two dichotomies: 1) more and less authentic professional design practice, and 2) a contrast between design instruction and design practice. Both uses range across process, products and contexts. The scholarly literature and curricular evidence demonstrate that instruction in ID is more often authentic than artificial. Evidence from ID practice demonstrates its tremendous diversity and range, and underscores that there is no generic version of design justifying this popular stereotype. As IDT scholars and professionals, we have a responsibility to communicate with precision and to challenge overgeneralization that contributes to misconception and division in the field. 相似文献
5.
This study aimed at experimentally investigating the moderating role of instructional conceptions on the effectiveness of
powerful learning environments (PLE) designed in line with the four-component instructional design model (4C/ID-model). The
study also investigated the influence of learning in a 4C/ID PLE on students’ instructional conceptions. To achieve its goal,
a study with a one by one by two pre-test post-test quasi-experimental design was done. Three functionally equivalent classes
of students from three similar (secondary technical) schools were randomly exposed to three different treatments. The participants
consisted of 129 (47, 41, 41) students. The treatments were one control group with a regular method of teaching, and two experimental
groups: a 4C/ID PLE with ICT, and a 4C/ID PLE without ICT. The instructional conceptions questionnaire was administered both
in the pre-and the post-test to assess students’ instructional conceptions. Pre- and post-tests contain retention and transfer
items. Technical teachers were trained to implement the interventions. In contrast to expectation, findings show no moderating
effects of students’ instructional conceptions on the learning environments. Finally, the results indicate that students’
instructional conceptions positively change after implementation of the three interventions. The theoretical, research, and
practical implications of the results for the instructional design and technology community as well as educational practice
are discussed. 相似文献
6.
Jennifer M. Brill M. J. Bishop Andrew E. Walker 《Educational technology research and development : ETR & D》2006,54(2):115-140
In this study, we explore the competencies required for a project manager to be effective in the workplace. We used a Web-based
Delphi method to lead experienced project managers through an anonymous consensus-building process consisting of two rounds
of surveys. The Round I analysis of 147 respondents, all with 20 or more years of project management experience, yielded 117
project management success factors, 78 of which were identified as trainable competencies. The Round II analysis confirmed
42 of the 78 competencies (53.8%) as very important to extremely important to project manager success. Important contributions
of this study include: (a) reporting on project manager competencies that can inform the literature and guide the development
of educational programs for instructional designers and other professionals, and (b) demonstrating the Web-based Delphi technique
to be an efficient methodology for conducting afront-end analysis, a core process of instructional design (ID) work. 相似文献
7.
Monica W. Tracey Alisa Hutchinson Tamme Quinn Grzebyk 《Educational technology research and development : ETR & D》2014,62(3):315-334
As the design thinking approach becomes more established in the instructional design (ID) discourse, the field will have to reconsider the professional identity of instructional designers. Rather than passively following models or processes, a professional identity rooted in design thinking calls for instructional designers to be dynamic agents of change who use reflective thinking to navigate the design space and develop solutions to ill-structured problems. Graduate programs in ID will also need to prepare students to manage the complexities they will encounter in their professional practice, including the establishment of design precedents, reflective thinking skills, and the foundations of professional identity. This research explored the use of reflective writing assignments in an introductory ID graduate course, with results indicating that most students are able to engage in meaningful reflection in relation to prompts concerning design concepts, experiences, and identity attributes, although no clear patterns of improvement emerged over time. Future directions for research include the use of feedback and the structure of prompts (including frequency of writing assignments and wording of prompts) to support improved student performance. 相似文献
8.
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
9.
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
10.
Monica W. Tracey Rita C. Richey 《Educational technology research and development : ETR & D》2007,55(4):369-390
This is a report of a developmental research study that aimed to construct and validate an instructional design (ID) model
that incorporates the theory and practice of multiple intelligences (MI). The study consisted of three phases. In phase one,
the theoretical foundations of multiple Intelligences and ID were examined to guide the development of such model. In phase
two the model components were determined and an initial model was constructed. In phase three, the model was reviewed and
validated by experts in the field of ID through a three-round Delphi study. The result was a revised and validated Multiple
Intelligences Design Model. This paper presents the decision-making processes and procedures used in model development, and
provides a framework for the internal validation of ID models using expert review procedures. 相似文献
11.
As the need for instructing a globalized workforce increases, instructional designers must embrace the constraints and the
opportunities these projects provide in order to move the field of cross-cultural instructional design (ID) forward. Cross-cultural
projects offer multiple avenues for growth in ID practice, overcoming cultural barriers, and a venue to apply and test contemporary
models, methodologies, and theories in ID. This design-based research case study employed a rapid prototyping methodology
and the constructivist ID model, Layers of Negotiation, to collect critical cultural information for the design of this cross-cultural
instruction. Instructional strategies deemed effective for instructing an unskilled workforce in Dubai, United Arab Emirates,
included job aids, situated learning and apprenticeship principles consisting of modeling, coaching and scaffolding. Use of
the constructivist ID model and instructional solution for a cross-cultural workforce for The Dubai Mall are presented. Evaluation
results indicate the success of the instructional strategies varied dependent upon worker culture, and the sequential nature
of the instructional strategies. 相似文献
12.
Developing technical expertise in secondary technical schools: The effect of 4C/ID learning environments 总被引:1,自引:0,他引:1
In this study, the effectiveness of learning environments, developed in line with the specifications of the four components
instructional design model (4C/ID model) and the additional effect of ICT for fostering the development of technical expertise
in traditional Ghanaian classrooms, was assessed. The study had a one-by-one-by-two pretest–posttest quasi-experimental design.
Three functionally equivalent classes of students from three similar (secondary technical) schools were randomly exposed to
three different treatments. The sample consisted of 129 students. The treatment groups consisted of one control group with
a regular method of teaching and two experimental groups: a 4C/ID learning environment with ICT; and a 4C/ID learning environment
without ICT. The content for the treatments was selected from the secondary technical education syllabus. Technical teachers
were trained to implement the interventions. After the pilot study, the materials were validated by experts and revised. Teachers
were retrained. The main study, consisting of six sessions, was conducted in regular classrooms in three schools. Results
indicated that a 4C/ID learning environment promotes the development of technical expertise in secondary technical education
better than teaching designed in line with a regular method of teaching. Moreover, results reveal no significant difference
in learning gains for the 4C/ID learning environment between the group with ICT and the group without ICT. In the final section,
the theoretical, research and practical implications of the results for the instructional design and technology community
as well as for educational practice, are discussed. 相似文献
13.
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
14.
Michelle Velez Stewart 《Performance Improvement》2012,51(3):24-29
Traditionally, learning is provided in a unidirectional manner from instructor to learner. This practice can be limiting to all individuals involved in the learning process. To develop quality instructional materials, the learning team can participate in instructional design and development (ID) as partners. This article discusses a proposed learning community to be created during the process of course redesign. Human performance technology and ID professionals who use learning community practices can improve their designs by including all relevant stakeholders. 相似文献
15.
Gerald S. Edmonds Robert C. Branch Prachee Mukherjee 《Educational technology research and development : ETR & D》1994,42(4):55-72
Instructional design (ID) professionals typically employ models that guide their practice. However, it is unclear how a specific
model is selected for an instructional situation. Andrews and Goodson (1980) provided a valuable procedure for comparing instructional
design models, but because of the proliferation of variations in instructional design applications during the past decade,
the introduction of instructional design into new learning contexts and the emergence of alternative approaches to instructional
design, there has emerged a need for a new framework which assesses the potential success of any instructional design model.
A framework is presented here which is intended to provide a conceptual tool for determining appropriate instructional design
applications. 相似文献
16.
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
17.
18.
Peggy A. Ertmer Donald A. Stepich Cindy S. York Ann Stickman Xuemei Wu Stacey Zurek Yuksel Goktas 《Performance Improvement Quarterly》2008,21(1):17-42
This study examined how instructional design (ID) experts used their prior knowledge and previous experiences to solve an ill‐structured instructional design problem. Seven experienced designers used a think‐aloud procedure to articulate their problem‐solving processes while reading a case narrative. Results, presented in the form of four assertions, showed that experts (1) narrowed the problem space by identifying key design challenges, (2) used an amalgam of knowledge and experience to interpret the problem situation, (3) incorporated a mental model of the ID process in their problem analyses, and (4) came to similar conclusions about how to respond to the situation, despite differences in their initial conceptualizations. Implications for educating novice instructional designers are discussed. 相似文献
19.
Patricia L. Hardr 《Performance Improvement Quarterly》2003,16(4):23-39
This study addressed the need for empirical tests of the global instructional design (ID) model as a toolkit for classroom teachers in authentic settings; and the performance improvement challenge of finding effective, efficient methods of professional development for preparing graduate assistants to teach. Participants were eighteen teaching assistants (TAs) with primary instructional responsibilities at a large Midwestern university. Twelve were given a training intervention in instructional design, while the other six served as a control group. The intervention was based on the iterative, five‐phase ADDIE model, and principles from educational psychology. Dependent measures were TAs' ID knowledge, teaching self‐efficacy, satisfaction with knowledge and strategies, perceived teaching competence, teaching performance and teaching effectiveness, and their students' engagement and perceived learning. All of the study's seven hypothesized relationships were found statistically significant. The intervention, though brief, measurably increased the ID knowledge of participating TAs, along with their teaching‐related self‐perceptions, and student outcomes. Instructional design emerges as a potentially powerful training tool for organizing teachers' and trainers' knowledge related to the complex practice of classroom instruction. 相似文献