Flash遮罩动画教学设计

本文通过故事到实例到问题到探究学习的方式设计了这节Flash动画课,有效地运用五个实例和精心设计的问题,通过教师启发引导,使学生在探究活动中逐步掌握遮罩动画的原理和制作方法.     

The Instructional Design Environment: technology to support design problem solving

The problems of efficiently producing effective instruction in areas such as industry, military, and vocational education are exacerbated by several complex factors: increasingly rapid change in technology; substantial variation in training needs and target populations within large organizations; inefficient mechanisms for performing formative evaluations; and a lack of means for efficiently incorporating new models of design into practice. In the context of these increasingly difficult problems, we present the Instructional Design Environment (IDE), a hypermedia system for designing and developing instructional material, including texts, interactive video disk, and intelligent tutoring systems. The representation of design analyses and specifications, and the design activities of IDE users are not constrained by any particular model of instructional design, but can be tailored to suit a wide range of such models. Although the system is continually evolving and exists in several forms, (Swartz and Russell, 1989) we discuss how the features of IDE suggest how computer-based design environments may provide ways simplifying the design problems for technical training in rapidly changing areas.     

Instructional design for distance education

Summary The instructional design process provides the framework for planning. It is essential that the instructor take the time to plan and organize the learning experience prior to implementation when engaged in teaching at a distance. The instruction will be at a standard that is acceptable in all venues. The students will be engaged and the instructor will be satisfied. Planning makes the difference in a successful learning environment     

网络课程中的教学设计

建构主义理论指导下的教学设计,在远程教育网络教学中的应用主要体现在网络课程资源的设计与开发和网络课程的教学过程控制两个方面。在遵循教学设计一般规律的同时,还应充分考虑网络环境的创设和条件的限制。     

Instructional design for distance learning

An intrinsic link exists between instructional design (ID) and distance learning (DL). Their inextricability in the real world raises specific problems of interest in the field of ID. In no other teaching/learning situation is ID so essential as in DL. The conditions of DL make it a necessity to have long-term instructional planning, cost analysis, curriculum and course development, instructional materials development and maintenance, delivery plans, and detailed evaluation rules. Without all of these components, DL simply could not happen. It took some time for this neccessity to be acknowledged, as can be seen in the history of DL. However, ID becomes even more critical as increasingly costly and complex means are used. Conditions of learning have special features in DL, such as the role of media, since the professor, teacher or instructor is replaced by media for either transmitting information or for organizing learning activities. In this paper, the term distance learning will be used to mean media-based, remote or asynchronous learning supported by an instructional system. This paper introduces general features of DL and examines essential aspects of ID for DL, with special emphasis on ID methodologies and on media selection.     

Instructional design for meaningful learning

The instructional design and student learning literature is reviewed for guidelines for instruction which would encourage deep rather than surface learning. A taxonomy is presented which values student conceptions of key phenomena and skills for the self-discovery of knowledge as more important than the accumulation of information. Strategy elements suggested for the selection and sequencing of content, therefore, focus on revealing the interrelationship between key concepts. Evidence is presented of the persistent nature of existing conceptions and the difficulty of changing conceptual frameworks. Diagnostic questions are suggested as a means of exposing existing conceptions. It then seems necessary to provide a challenge to revealed or anticipated misconceptions so that students pass through a disequilibrium phase before re-forming their existing conceptions. As there is growing evidence of a mis-match between the goals and practice of teachers, action research is suggested as a method of implementation.     

Instructional design for situated learning

The design of situated learning must be closely linked to the ecological psychology of situated cognition, as exemplified by problem solving in a complex situated context, the Jasper Series. The extreme view of situated learning contends thatall thinking must be viewed as situated, and is therefore better explained by concepts of perception and action than by the concepts of information processing psychology. In this article, ideas of ecological psychology provide the background for describing four broad tasks for the design of situated learning: selecting the situations, providing scaffolding, determining and supporting the role of the teacher, and assessing situated learning. Further, three metrics for evaluating situated learning are suggested: affording transfer, providing meaning, and providing an anchor for cross-curricular investigation.     

Instructional conceptions: Analysis from an instructional design perspective

Learners are active actors in learning environments and not mere consumers of instructional designers' products. In line with mediating paradigm instructional conceptions of students are analysed. These conceptions act as cognitive filters that affect students' use of both instructional interventions and support in learning environments. To gain insight in the complexity of students' instructional conceptions, the concept is analysed and its theoretical assumptions scrutinised. Next, research findings regarding instructional conceptions are reviewed. Attention is paid to the nature and development of students' instructional conceptions and to the relationship with similar conceptions. In the Discussion section, current limitations of both the conceptualisation and instrumentation of instructional conceptions are described and perspectives are opened on further research.     

Instructional design of interactive multimedia: A cultural critique

Instructional design is socially and culturally constructed. The article explores the proposition that the selective traditions of instructional design consist of values, ideologies and images which act in the interests of particular cultural (class and gendered) groups. It examines this premise and argues for multiple cultural, rather than multicultural, contextualization of instructional design. It situates the multiple cultural model in an eclectic paradigm that appropriately combines elements from (a) behaviorist, constructivist, and critical theory paradigms and (b) weak and strong culturally contextualized design strategies. Cultural context is the very stuff, the scaffolding, of instructional design if users are to be positioned as active participants who are given and take responsibility in the learning-teaching paradigm. Her fields of teaching and research interest concern the cultural contextualization of instructional design of interactive multimedia (IMM) and the World Wide Web (WWW). Other research interests focus on the mental models, thinking processes, and teaching-learning strategies used by teachers and learners when interacting with electronic databases, IMM, and the WWW.     

教学设计:你准备好了吗?

教学设计是教育技术领域中很重要的一个分支，在我国的发展已有20余年的时间。目前天津电大正在实施的“课程一体化设计”与本质意义的“教学设计”尚有较大差距。为推动教学模式改革，教学设计是必不可少的。教师作为教学实践活动的实施，应发挥自身优势，敢于迎接挑战，提高自身的信息素养，搞好教学设计，不断提高教学效果和教学质量。     

Instructional design project success factors: An empirical basis

Instructional design and development (ID) projects are undertaken every day, with project stakeholders attempting to concentrate their efforts and resources on the factors leading to a successful project. What are the factors that contribute to ID project success? Are they equally important to all stakeholders in an ID project? This article addresses these questions regarding ID project success. Using a variety of data-gathering techniques and incorporating the perspective of four stakeholder groups, this study identified twenty-three ID project success factors that were grouped into four categories. Data analysis revealed significant differences among: (a) the four stakeholder groups in terms of the importance they attached to the factors; and (b) the four success factor categories in terms of their importance to ID project success. Also, an interaction was found between stakeholder groups and success factor categories.