Advancements in instructional design theory: Contextual module analysis and integrated instructional strategies

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.     

Solving quantitative problems: guidelines for teaching derived from research

Four guidelines for teaching quantitative problem‐solving are presented, based on research results. These guidelines are interrelated: for instruction with proper orientation, exercise and feedback (guideline 4) students need both clear and accessible overviews of Key Relations (guideline 3) and an appropriate system of heuristics (guideline 2). The analysis of students' difficulties (guideline 1) is a good starting point for the development of a system of heuristics, Key Relation charts and for the design of instructional procedures aimed at improving the way students solve quantitative problems.     

Customizing Instruction to Maximize Functional Outcomes for Students With Profound Multiple Disabilities

This article describes a process for customizing instruction for students with profound multiple disabilities that has been used to design instructional programs and maximize the attainment of functional outcomes for students. The process focuses on collaborative teamwork and problem solving to design and implement instructional programs by ensuring that the 5 components of the process are included. Team members determine (a) prepositioning handling procedures; (b) overall body positioning for instruction; (c) hand, arm, and head positioning; (d) instructional adaptations and materials; and (e) handling procedures to combine with systematic instructional strategies.     

Evaluation of simSchool: An Instructional Simulation for Pre-Service Teachers

This study uses theory-based design principles to evaluate the effectiveness of an instructional simulation, simSchool. It begins by examining the simulation and evaluation literature, followed by an evaluation of the simSchool software. It is a Web-based simulation designed to emulate various students (reactions) in order to provide practice for pre-service teachers in instructional planning, assessment, and communication. This article uses a framework to analyze the simulation, according to the simulation's instructional goals and design models. The framework for designing a simulation approach to instruction, based on the model-centered instructional theory, provides a detailed model for dissecting the seven functional layers of a simulation. When combined with user testing, results indicated that simSchool provides a valid model of a simulated environment for pre-service teachers to practice instructional activities.     

Artificial intelligence tools for grammar and spelling instruction

In The Netherlands, grammar teaching is an especially important subject in the curriculum of children aged 10–15 for several reasons. However, in spite of all attention and time invested, the results are poor. This article describes the problems and our attempt to overcome them by developing an intelligent computational instructional environment consisting of: a linsuistic expert system, containing a module representing grammar and spelling rules and a number of modules to manipulate these rules; a didactic module; and a student interface with special facilities for grammar and spelling. Three prototypes of the functionality are discussed: BOUWSTEEN and COGO, which are programs for constructing and analyzing Dutch sentences; and TDTDT, a program for the conjugation of Dutch verbs.     

Case-based reasoning and instructional design: Using stories to support problem solving

With an increased emphasis on problem solving and problem-based learning in the instructional design field, new methods for task analysis and models for designing instruction are needed. An important methodology for both entails the elicitation, analysis, and inclusion of stories as a primary form of instructional support while learning to solve problems. Stories are the most natural and powerful formalism for storing and describing experiential knowledge that is essential to problem solving. The rationale and means for analyzing, organizing, and presenting stories to support problem solving are defined by case-based reasoning. Problems are solved by retrieving similar past experiences in the form of stories and applying the lessons learned from those stories to the new problems. In this paper, after justifying the use of stories as instructional supports, we describe methods for eliciting, indexing, and making stories available as instructional support for learning to solve problems.     

Design and development research: a model validation case

This is a report of one case of a design and development research study that aimed to validate an overlay instructional design model incorporating the theory of multiple intelligences into instructional systems design. After design and expert review model validation, The Multiple Intelligence (MI) Design Model, used with an Instructional Systems Design (ISD) Model, was tested for use by four practicing instructional designers. Instruction developed for learners using this model was then evaluated measuring post-test and attitudinal scores with 102 participants. This report also provides a reflection on the lessons learned in conducting design and development research on model validation. The procedures and findings have implications for the processes involved in instructional design model validation through designer use and program implementation.

Designing opportunities to learn mathematics theory-building practices

Mathematicians commonly distinguish two modes of work in the discipline: Problem solving, and theory building. Mathematics education offers many opportunities to learn problem solving. This paper explores the possibility, and value, of designing instructional activities that provide supported opportunities for students to learn mathematics theory-building practices. It begins by providing a definition of these theory-building practices on the basis of which to formulate principles for the design of such instructional activities. The paper offers theoretical arguments that theory-building practices serve not only the synthesizing role that they play in disciplinary mathematics, but they also have the potential to enrich learners’ reasoning powers and enhance their problem solving skills. Examples of problem sets designed for this purpose are provided and analyzed.     

Transfer Evaluation of Knowledge and Skill Development: A Case Study of an Instructional Systems Development Training Program

Program evaluation involves a systematic process to collect and convert data into information which is used to improve programs, measure their effects, track quality, act on results, and improve decision making. Beginning in 1992, the LG Group of Korea was involved in an instructional systems development (ISD) training program for its human resource development professionals in cooperation with Indiana University. The LG ISD training program stressed that learning instructional design theories and practices would make LG more effective in global competition. The purposes of the research reported in this article were to evaluate the effectiveness of the ISD training program in terms of transfer of training and to gain information on how to improve future training programs. The findings of the study support the goals that were established for the ISD training program. The program participants are more confident and competent in using the ISD process for analyzing needs for performance improvement and designing and developing quality training products. The article suggests ways of solving barriers to transfer training and evaluation and improving future programs.     

Developing Mobile Based Instruction

This paper describes an instructional design class??s experience developing instruction for the mobile web. The class was taught at a southeastern university in the United States in a master??s level computer based instruction course. Two example projects are showcased and student reflections on design issues are highlighted. Additionally, challenges and lessons learned from this experience are described. This case study will benefit those who are considering teaching a course on designing mobile learning; also to those who are considering developing mobile instructional websites.     

The use of schema theory in the design of instructional materials: A physics example

What are the implications of cognitive science for the design of instructional materials given its central concern with meaningful learning? This question was addressed during an attempt to improve the quality of learning in an introductory non-calculus college physics course where a major intellectual problem that many students face is the development of a coherent view of the information provided to them. The absence of a conceptual framework may contribute to the rapid loss of information often observed among many students shortly after their taking a test. Lack of a conceptual framework also may account for the frequent use of trial-and-error approaches to using formulae. This report cites the use of schema theory for the development of a generative schema or a set of schemas that could be used by students to integrate all of the physics content, and for the design of a means for representing and teaching the schema(s) in a set of instructional materials.     

Examining Instructional Design Principles Applied by Experienced Designers in Practice

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.     

A distributed collaborative science learning laboratory on the internet

Abstract

A Distributed Collaborative Science Learning Laboratory (DCSLL) was designed, prototyped, and pilot‐tested as the “Electrical Circuit Simulator.” This laboratory was part of a module on electricity within an introductory distance course for postsecondary students on the scientific method. The concept of DCSLL emerged from work in distance education and new technologies, cooperative/collaborative learning, and science education. Instructional design principles derived from these areas are presented, and their implementation in the DCSLL is described, followed by results from the pilot test. Analysis of the results led to the articulation of six instructional design guidelines, identified as being key to the development of such learning environments.     

The effect of egruleg versus ruleg and teacher-centredness versus student-centredness on pupil gain and satisfaction

Concerning the course construction project Engineering Design, a decision had to be made about the instructional procedures of the seminar stage of the course. In order to come to this decision in a more justifiable way an experiment was designed to compare four instructional procedures (viz. a teacher-centred egruleg-, a student-centred egruleg-, a teacher-centred ruleg-, and a student-centred ruleg procedure) on cognitive pupil gain and satisfaction. For testing the hypotheses an analysis of variance design was used. Twelve groups of ca. 20 students were divided into the four cells of a 2×2 factorial design with one completely nested factor.The results of the experiment have shown that there are no differences between the procedures as to pupil gain and satisfaction. However, differences were found between the separate student groups (nested factor), irrespective of the instructional procedures. A plausible explanation seems to be the effect of interaction between instructional procedures, teachers and students.Translated from the Dutch by Mrs. Rommes-Ruyters.     

面向高阶认知发展的成长式问题化学习(GPBL)研究--概念、设计与案例

促进学习者高阶认知和问题解决能力的发展,是当代教学设计的核心诉求之一。问题化学习(PBL)虽致力于此,但实践效果却不够理想。面向高阶认知发展的成长式问题化学习(GPBL),是在分析PBL的价值与困境的基础上所提出的一种扬长避短的教学设计方法。它将学习置于复杂而真实的问题空间中,使其难度可随学习者能力发展而循序渐进动态变化,进而促进其高阶认知发展。以此方法开展的“教育游戏设计”教学案例表明,学习者在复杂问题解决、远迁移、合作及编程等能力上,都有较为明显的发展,这在一定程度上验证了设计目的。     

Native peoples of the southwest: Development of a multicultural instructional program

This article reports on the development of a set of instructional programs, theNative Peoples of the Southwest curriculum, designed to educate elementary school children about Native American cultures. The curriculum, its components, development, and field testing over a 3-year period, is described. Based on the experience of the development process, guidelines are offered for the design of instructional programs about nonmainstream cultures.     

A Problem‐based Learning Model for Teaching the Instructional Design Business Acquisition Process

There is a growing emphasis on utilizing a problem‐based learning [PBL] pedagogy to help instructional design students gain an understanding of the complex forces operating within an actual design environment. However, little literature exists to suggest that PBL is being used to teach the process by which instructional design firms and practitioners secure work—the Instructional Design Business Acquisition Process (IDBAP). This study outlines a conceptual framework for using an adapted problem‐based learning model for teaching the IDBAP, which consists of writing a response to a request for proposal (RFP), developing a working prototype, and orally presenting the solution. This study also examines the impact of a PBL pedagogy on students' perception of their confidence in solving instructional design problems. The results of this empirical research indicate that students who participate in a problem‐based learning pedagogy gain confidence in their abilities to solve instructional design problems, view themselves in emotional control when solving an instructional design problem, and are more inclined to approach similar problems in the future.