教学系统设计方法在培训领域中的应用

教学系统设计方法在国内外企业培训领域中占有主导地位。本文阐述了教学系统设计在培训领域的应用方法和过程,并对如何在培训中实施教学系统设计做了具体深入的分析。另外,本文也探讨了随着社会的发展,教学系统设计在培训领域的应用中出现的问题,并对此给出了作者的几点看法。     

Leveraging theories in instructional design: a reflective response to OLSit framework

Educational technology research and development - This paper is in response to the article entitled A Design Framework for Enhancing Engagement in Student-Centered Learning: Own It, Learn It, and...     

Formative assessment and the design of instructional systems

The theory of formative assessment outlined in this article is relevant to a broad spectrum of learning outcomes in a wide variety of subjects. Specifically, it applies wherever multiple criteria are used in making judgments about the quality of student responses. The theory has less relevance for outcomes in which student responses may be assessed simply as correct or incorrect. Feedback is defined in a particular way to highlight its function in formative assessment. This definition differs in several significant respects from that traditionally found in educational research. Three conditions for effective feedback are then identified and their implications discussed. A key premise is that for students to be able to improve, they must develop the capacity to monitor the quality of their own work during actual production. This in turn requires that students possess an appreciation of what high quality work is, that they have the evaluative skill necessary for them to compare with some objectivity the quality of what they are producing in relation to the higher standard, and that they develop a store of tactics or moves which can be drawn upon to modify their own work. It is argued that these skills can be developed by providing direct authentic evaluative experience for students. Instructional systems which do not make explicit provision for the acquisition of evaluative expertise are deficient, because they set up artificial but potentially removable performance ceilings for students.     

The strategic impact model: An integrative approach to performance improvement and instructional systems design

Conclusion The Strategic Impact Model is distinctive in its portrayal of the integration of instructional and non-instructional interventions and its suggestion that all performance interventions undergo an analysis-design-development-production cycle, just as instruction does. It also differs from other similar models in its use of evaluative activities at each stage to assure alignment with strategic needs as well as quality control, and its suggestions for improving the chances of successful implementation by carrying out change management activities at each phase of the development process. He has special interests in distance education, historical and philosophical foundations of instructional technology and instructional development processes. He has special interests in planning and evaluating performance improvement initiatives, including training. An erratum to this article is available at .     

The role of epistemology in instructional design

The Generic Tutoring Environment (GTE) is an authoring environment for the development of courseware. Claims with regard to GTE's epistemological foundations are analyzed and explored. GTE's assumptions are thereby shown to reveal a somewhat reductionist bias, which is to say that GTE has placed emphasis on computational approaches to instructional modeling. Nevertheless, pragmatic concerns with regard to GTE's utility and effectiveness are of interest to the developers and to other researchers in the fields of courseware design and instructional modeling. In general, GTE is seen to be both ambitious and powerful. While GTE does not truly provide an epistemology of instructional design, it does provide a powerful framework within which effective tutors can be efficiently generated.     

Evaluation criteria as control variables in the design of instructional systems

Many of the concepts and principles used in cybernetics are helpful in examining and designing instructional systems. However, the operational utility of cybernetic models is dependent on the match between the phenomenon being modelled and the model itself. In this paper, the position is taken that except in those forms of learning where the criteria for success are independent, fixed, and few in number, the cybernetic paradigm cannot be applied to curriculum development without a modified interpretation of how evaluation criteria can act as system control variables.     

From concepts of motivation to its application in instructional design: Reconsidering motivation from an instructional design perspective

This paper explores the concepts of motivation, including extrinsic motivation and intrinsic motivation. It describes how motivation becomes a major concern in the field of instructional design (ID). Furthermore, a motivation model—the ARCS model—is identified and discussed. Finally, it provides an example of how to apply the motivational design process in ID. The aim of this paper is to facilitate a deeper understanding of motivation and to inform professionals about its importance in learning     

中等职业学校专业设置现状与趋势

专业是职业学校面向社会的桥梁,是连接教育与经济的纽带,专业设置是职业学校教育教学的基础。针对北京市中等职业学校的专业设置进行分析,阐述专业设置的特点,寻找专业设置存在的问题,探讨专业设置的发展趋势。     

The role of context in learning and instructional design

Context is a pervasive and potent force in any learning event. Yet instructional design models contain little guidance about how to accommodate contextual elements to improve learning and transfer. This paper defines context, outlines its levels and types, specifies some pertinent contextual factors within these types, suggests methods for conducting a contextual analysis and utilizing its results for instructional design, and outlines future issues for context-based instructional design. The incorporation of a contextual approach to instruction will make our design models systemic as well as systematic.     

职业教育教学组织系统说

伴随职业教育学习过程组织的范式演变，相应地出现了四种形式的学习过程组织系统，即教程形式的学习系统、产品形成的学习系统、项目形式的学习系统，市场形式的学习系统。     

Review of current studies in instructional design theory in Korea: major trends and future directions

This article reviewed recent studies of instructional design theory in Korea to explore major trends and suggest future directions. Based on the analysis of 40 articles from the Journal of Educational Technology between 1994 and 2006, this study identified six trends: little emphasis on the conceptualization of instructional design theory; dominant interest in instructional design theories for higher-order thinking skills or self-regulated learning; special interest in instructional design theories for motivation and interactivity; emergent studies on the generic topic of instructional theories; heavy emphasis on instructional design theory for computer or Web environment; and sparse developmental research. Future directions of study for instructional design theory in Korea are suggested in response to issues arising from these trends.     

职业教育教学思想的设计说

传统静态的教育观认为,普通教育重视个性需求,其目标是内隐的;职业教育重视社会需求,其目标是外显的。换句话说,普通教育的培养目标是“非功利性”的,而职业教育的培养目标是“功利性”的。现代动态的教育观则认为,目标外显的就业导向的职业教育,同样可以做到既满足社会需求,又满足个性需求。这意味着,职业教育绝不是等同于一般职业培训的纯功利性的教育活动。