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 of a distance education cultural awareness course to enhance currency and authenticity

This paper describes the development of a virtual learning environment using a blend of collaborative technologies and human resources to provide US preservice teachers with an authentic experience of another culture. A core design component is the use of ‘embedded instructors’ who are natives of and living in the target country (N. Ireland) while delivering the course in the USA. The wider issue of the potential depersonalisation of online learning is also addressed, and effective strategies for promoting the human dimension and sustaining learner engagement are described. In the context of globalisation, as well as of the constantly increasing provision of online courses, the course model could be of interest to both the academic and the corporate world.     

Instructional support for distance education and faculty motivation, commitment, satisfaction

The purpose of this study is to examine the faculty perceptions of instructional support in relation to faculty members' motivation, commitment, and satisfaction associated with distance teaching. Findings indicated that faculty motivation and commitment toward distance teaching were strong in general. However, faculty motivation and commitment were higher in the institutions with well-provided instructional support.     

论远程教学中的导学设计

远程教学实践中,许多教师的教学行为看起来是"指导",实则是控制;看起来是"创设",实则是一种安排;看起来是"支助",实则是包办.为在远程教学中保证学生学习的主体地位,教师在导学设计时需要把握五组导学行为之间的关系,即指导但不主导,创设但不诱设,调控但不主控,督导但不强导,持续但不连续.     

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 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.     

Cognitive task analysis for instructional design: Applications in distance education

The increasing complexity of the subjectmatters taught through distance education calls for a cognitive approach to instructional design. Cognitive task analysis‐based instructional design (CTA‐BID) is especially appropriate for distance education, which requires high‐fidelity instructional materials that teach cognitive content with little or no classroom instruction. CTA‐BID organises instructional materials around the results of a cognitive task analysis that identifies the optimal knowledge structures, mental models, strategies, and skills underlying expertise in the subject matter. CTA‐BID has produced innovative instructional programmes aimed at teaching cognitive skills, accelerating the development of expertise, and improving student performance and training efficiency. This article provides an overview of CTA‐BID and its applications in the design of instructional and testing materials for distance education. I also review recent developments in education, psychology, and instructional design that complement CTA‐BID.     

Competencies for distance education professionals

The purpose of this study was to identify the roles and competencies of distance education professionals within the United States and Canada. A population of 103 distance education experts was identified, and their perceptions regarding this information were sought in a modified two-round Delphi process. The results of the study include a competency model for distance education. It illustrates the final top ten competencies and eleven roles which were identified by the study. In addition, a supplemental table outlining outputs and competencies by individual role was developed. The top ten competencies portray the dual importance of both communication and technical skills in distance education. These ten competencies are: (1) Interpersonal Communication, (2) Planning Skills, (3) Collaboration/Teamwork Skills, (4) English Proficiency, (5) Writing Skills, (6) Organizational Skills, (7) Feedback Skills, (8) Knowledge of Distance Education Field, (9) Basic Technology Knowledge, and (10) Technology Access Knowledge. The resulting competency model will be useful in serving as a research foundation for development training and certification programs for distance education professionals. She is also Editor of the International Review section of this journal.     

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.