共查询到20条相似文献,搜索用时 15 毫秒
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Roger Kaufman 《Performance Improvement》2008,47(9):45-48
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. 相似文献
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Howard Sullivan Kay Ice Fred Niedermeyer 《Educational technology research and development : ETR & D》2000,48(4):87-99
This article describes the development and implementation in the schools over a 20-year period of the Energy Source Program,
a comprehensive K-12 energy education curriculum. The program was developed beginning in 1980 using state-of-the-art development
procedures for that time and has been used to date by more than 12 million American students to learn about energy and energy
issues. End-of-unit posttest scores for the elementary and high school units averaged above 80% for their field tests. Data
obtained from a large sample during the first three years of installation of the program in the schools indicated that posttest
scores remained at a level during installation similar to that during the field-test phase. A study conducted in the early
1990s by an independent research organization to assess the program's long-term effects revealed that grade 6 students who
had used one or more units from the program had significantly greater energy knowledge and better energy conservation habits
than students who had not used any units. A set of 10 guidelines are offered for long-term instructional development and implementation
projects.
He supervised the development of the Energy Source Program from 1980 to 1984 while serving as a consultant to EDS.
Kay Ice was Director of Program Development at EDS, and she was a primary writer and developer of the Energy Source Program.
She has been president of EDS since 1999.
Fred Niedermeyer was the founding president of EDS. He was project director of the Energy Source project, and he played a
major role in all aspects of the project from its inception until his retirement in 1999. 相似文献
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The compelling argument for harassment prevention training: Implications for instructional designers
John A. Sample 《Performance Improvement》2007,46(7):18-26
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. 相似文献
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Eddy W. Boot Jeroen J. G. van Merri?nboer Arja L. Veerman 《Educational technology research and development : ETR & D》2007,55(6):647-666
The development of instructional software is a complex process, posing high demands to the technical and didactical expertise
of developers. Domain specialists rather than professional developers are often responsible for it, but authoring tools with
pre-structured templates claim to compensate for this limited experience. This study compares instructional software products
made by developers with low production experience (n = 6) and high production experience (n = 8), working with a template-based authoring tool. It is hypothesized that those with high production experience will be more
productive and create software with a higher didactical quality than those with low production experience, whereas no differences
with regard to technical and authoring quality are expected. The results show that the didactical quality was unsatisfactory
and did not differ between groups. Nevertheless the templates compensated for differences in experience because the technical
and authoring quality was equal for both groups, indicating that templates enable domain specialists to participate successfully
in the production process. 相似文献
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ALAN H. SCHOENFELD 《课程研究杂志》2013,45(2):237-255
Fostering a Community of Learners (FCL) exemplifies a class of pedagogical approaches aimed at having students become reasoners and sense‐makers in various content domains. While the pedagogical practices among these approaches vary to some degree, they tend to overlap in philosophy and general pedagogical style. Hence issues confronted by those attempting to implement FCL will be confronted by those hoping to implement similar activities. The three‐level commentary in this paper begins with specific reactions to the preceding papers, which focused on attempts to implement FCL in different content areas. It continues with a discussion of what counts in FCL: for example, is it a set of participant structures such as jigsawing, or a set of underlying principles? It concludes with a discussion of systemic issues that will be faced by any pedagogical approach focusing on having students engage in reasoning and sense‐making in the classroom. 相似文献
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Samuel A. Helms 《Interactive Learning Environments》2013,21(6):804-810
This article explores some of the literature on blended/hybrid learning and identifies recommendations for instructional designers and faculty. Terminology and definitions are discussed first including the debate between the words “blended” and “hybrid.” A working definition for the article is discussed but the article does not propose a standard definition for the field. The learning advantages of using a blended/hybrid format are identified from the literature including improved grades, retention and communication and teamwork. The recommendations are discussed in four broad categories: (a) face to face and online scheduling, (b) communication, (c) course content, and (d) other recommendations. The article concludes with a call for future research into blended/hybrid learning and how to best construct blended/hybrid courses from an instructional design standpoint. 相似文献
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Distance education has provided the foundation for new generations of learning, including courses delivered through various web-based educational technologies, also referred to as online learning. Many post-secondary institutions face the challenge of creating processes and systems to support instructors who are required to design, deliver, and frequently update online courses. Effective online course design prioritizes a student-centered pedagogical approach through active learning and meaning-making using modern technologies. This requires a wide spectrum of experience, technological skills, and pedagogical knowledge that is difficult to achieve. On one hand of the spectrum, are instructors with experience in online course delivery, learning technologies, and knowledge of online learning pedagogies. On the other hand of the spectrum, are instructors with insufficient experience, technological skills and awareness of online pedagogies. This disparity in instructors’ experiences, skills and knowledge results at times in a gap in ability. By providing a flexible and interactive model of support to instructors, instructional designers can shorten this gap in theoretical knowledge and practical skills. This paper explores the skill gap that some instructors face in the online learning domain and presents selected approaches to support instructors when transitioning to online courses based on the authors’ professional experiences. This paper considers two models of course design support from two unique higher educational institutions in the United States and in Canada, using different learning management systems. The results show that while these models have different contexts, they offer significant insights about common goals, flexible content, and learner-centered course design. 相似文献
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Gregory Clinton Brad Hokanson 《Educational technology research and development : ETR & D》2012,60(1):111-130
This article presents a discussion of research and theoretical perspectives on creativity and instructional design, offering
a conceptual model of the connection between these two constructs that was originally proposed in the dissertation work of
the first author (Clinton, Creativity and design: A study of the learning experience of instructional design and development
graduate students, Unpublished doctoral dissertation, University of Georgia, Athens, 2007) and that we call the Design/Creativity
Loops (DCL) model. Central to the model is a representation of the iterative, looping problem-solving cycle that can include
established stages of creative thinking. As an instructional designer is routinely confronted with the next task or design
problem in a project, these tasks or problems spawn iterative mental excursions that are opportunities for creative thinking.
This article also explores ways that the design and development process can benefit from an emphasis on creativity and offers
suggested directions for future research. 相似文献