Interpersonal skill-building for instructional developers

Although competence in the area of interpersonal skills has long been recognized as important by those in the instructional development (ID) profession, few academic programs instruct students in those skills. As they enter the field, students from such programs soon discover that it takes more than ID skills to be an effective instructional designer-developer. Positive interaction with SMES, clients, and colleagues soon emerges as equally important to getting the job done successfully. In an attempt to provide training in interpersonal skill-building, a course was implemented at Syracuse University's Area of Instructional Design, Development and Evaluation. The main goal of this course was for students to gain competence and confidence in their ability to interact with people. This article provides information about and insight into the content and activities of this course and personal reactions of the students who participated in it.     

Avoiding legal liability for adult educators,human resource developers,and instructional designers by John Sample

John Sample, SPHR, has his PhD from Florida State University, where he was an associate professor in human resources development. He has 35 years of experience as a consultant, educator, and administrator in human resources management, training, and development. He has served as an expert witness. Avoiding Legal Liability for Adult Educators, Human Resource Developers, and Instructional Designers (ISBN 13: 978–1–57524–273–6 and 10: 1–57524– 273–7) is published by Krieger Publishing Co. This publisher may be reached online at http://www.kreiger‐publishing.com.     

Enhancing instructional design efficiency: Methodologies employed by instructional designers

Instructional systems design (ISD) has been frequently criticised as taking too long to implement, calling for a reduction in cycle time—the time that elapses between project initiation and delivery. While instructional design research has historically focused on increasing learner efficiencies, the study of what instructional designers do to increase efficiency during the design of instruction, including web‐based training, has not yet been fully examined. The purpose of this qualitative developmental study was to identify and understand the methodologies used by experienced instructional designers to increase the efficiency of the instructional design process. Data were gathered from 11 instructional designers working within two business and industry consulting firms that provide learning solutions to global clients. Results revealed 47 efficiency methodologies found within the four categories of design model, instructional design team member roles, instructional design processes and instructional design tools. Additionally, 14 supporting instructional designer competencies were found within the category of instructional designer knowledge, skills and attitudes.     

A profile of instructional designers in Australia

This paper reports on the findings of a questionnaire which elicited information from ninety‐nine instructional designers in Australia about their qualifications, the activities they undertake, and perceptions of their role. Over half of those surveyed have what they consider to be qualifications in instructional design. The range of activities undertaken is large. There are slight variations in the activities performed by instructional designers at universities compared with instructional designers at Technical and Further Education (TAFE) institutes. There was very little difference in the frequency of activities performed by those with instructional design qualifications and those without. The research shows that many people are confused about the role of instructional designers. There are many negative perceptions of the role held by people with whom instructional designers work and these perceptions can adversely affect the instructional designers' work.     

Exploring the potential of a computer tool for instructional developers

Information and communication technology tools currently permeate almost every professional domain. Those geared toward the field of instructional development have emerged in recent years. This article explores the potential for linking the domains of computer support and instructional development.This article reports on the design and evaluation of CASCADE (Computer Assisted Curriculum Analysis, Design and Evaluation), a computer system that supports instructional developers during formative evaluation efforts. Five prototypes of CASCADE were created and evaluated on the basis of their validity (reflection of state-of-the-art knowledge and internal consistency); practicality (ability to meet the needs, wishes and contextual constraints of the target group); and effectiveness (improved user task performance).The results of this study suggest that the use of CASCADE could: (a) improve the consistency of formative evaluation plans and activities; (b) motivate developers by elevating their confidence in using formative evaluation activities; (c) save time; and (d) help to provide justifications for decisions made.     

The compelling argument for harassment prevention training: Implications for instructional designers

The purpose of this article is to inform instructional design and development specialists on the importance of harassment prevention training in organizations. The review includes a summary of relevant case law, a review of litigation costs associated with harassment litigation, and the value of return on investment for such instruction. Good‐faith effort as a strategy to avoid litigation and punitive damages is emphasized. Recommendations for designing and implementing harassment prevention instruction are proposed.     

Work models: Beyond instructional objectives

While instructional objectives have provided a cornerstone for the practice and science of instruction, they have also locked us into a lexically based conceptual system. In order to realize the interactive potential of computer-based instructional systems, we need a new way of representing performance. This paper presents the concept of a work model which is a unit of practice which allows replication of both information and interaction. In addition, the work model idea also addresses some of the fundamental problems with objectives such as their inability to capture the richness of terminal behavior or how to relate objectives to content.     

Increasing empathic capabilities of instructional developers: Evaluation of a three-phase instructional strategy

Thomas Aquinas, who knew more about education and persuasion than almost anybody who ever lived, once said that when you want to convert someone to your point of view, you go over to where he is standing, take him by the hand (mentally speaking), and guide him to where you want him to go. You don’t stand across the room and shout at him. You don’t call him a dummy. You don’t order him to come over to where you are. You start where he is, and work from that position. That’s the only way to get him to change. Sidney Harris (1973)     

课堂教学目标的编写

当前,课堂教学目标的表述方式陈旧是课堂教学设计中存在的一个主要问题。本文通过教学目标编写的实例分析,指出存在的问题;最后,通过实例阐明教学目标的编写方法。