ISD在企业培训中应用状况的实证调研与启示

教学系统设计(Instructional System Design,ISD)由学校教育领域向企业培训领域拓展在国外已成为一个重要趋势,国内在这一领域的实践和学术研究都还相对缺乏.本文运用自编的“培训场所教学系统设计应用状况”问卷,对河北42家企业进行了实证调查,结果发现ISD技术在企业培训中的应用状况并不理想.薄弱环节突出体现在培训需求分析、培训策略制定和培训效果评估三个方面.本研究在系统分析调研结果的基础上,进一步得出了ISD在企业培训中应用的启示和建议.     

教学系统设计方法在企业培训中的应用

教学系统设计方法在发达国家企业培训中早已被广泛应用。该文在介绍教学系统设计方法模型的基础上,具体分析了在企业培训中如何运用、实施教学系统设计方法。同时指出国内一些企业培训在采用教学系统设计方法过程中如何应对出现的问题,即作者的一些观点和看法。     

教育技术在企业员工培训中的应用研究与探索

本文在分析教育技术应用于员工培训的可行性基础上,提出了基于教学系统设计的培训模型,并阐述了教育技术在培训实施过程中的具体应用途径,最后对教育技术在企业的进一步应用领域进行了预测和展望。     

系统设计教学研究的兴起与现状

系统设计教学研究兴起的缘由是为了在学习理论和教学实践之间建立起桥梁，广泛利用教学技术的优势及推动系统科学在教学领域中的渗透，20世纪80年代以来，出现了一批有重要影响的教学设计流派或理论，出版了一批相对成熟的教科书和专，系统设计教学理论在培训与教学领域得以广泛运用并继续深化发展。     

ISD方法在企业培训中的应用研究

一、ISD的定义及研究教学系统设计(Instructional Sys-tem Design,简称ISD),它作为教育技术领域的一个重要分支是一个系统计划的过程。具体地说,就是应用系统方法分析教学问题,确定教学目标,建立解决问题的策略方案、试行解决方案、评价试行结果和对方案进行修正的过程。lSD最早萌芽于军队和工业培训领域,目前,lSD正广泛应用于学校教育、工业企业、军事和服务等行业的职业教育和培训领域中。下面,本文介绍一种ISD过程的模式,这种模式是在教学设计的实践中逐渐形成的。从图一中我们可以得出,学习者、目标、策略和评价是构成ISD的四个…     

ADDIE教学设计模式在中职教师培训中的应用——以广西中职教师现代教育技术培训为例

ADDIE是教学系统设计模式中最常用的系统设计方法,文章以2010—2011年第三、四期广西中职教师现代教育技术与课程整合培训、2013年广西"区培计划"中职现代教育技术能力提升培训等为例,从分析、设计、开发、实施、评价五个环节探讨了ADDIE模式在中职师资培训项目中的应用过程、内容及效果,为中职师资培训提供参考和借鉴。     

ADDIE教学设计模式在中职教师培训中的应用——以广西中职教师现代教育技术培训为例

ADDIE是教学系统设计模式中最常用的系统设计方法,文章以2010—2011年第三、四期广西中职教师现代教育技术与课程整合培训、2013年广西“区培计划”中职现代教育技术能力提升培训等为例,从分析、设计、开发、实施、评价五个环节探讨了ADDIE模式在中职师资培训项目中的应用过程、内容及效果,为中职师资培训提供参考和借鉴。     

混沌理论在教学设计中的应用

本文介绍了混沌理论中蝴蝶效应、分形、奇异吸引子等基本概念，探讨了上述概念在教学系统设计、认知学习及学习评测等领域的应用。     

混沌理论在教学设计中的应用

本文介绍了混沌理论中蝴蝶效应、分形、奇异吸引子等基本概念，探讨了上述概念在教学系统设计、认知学习及学习评测等领域的应用。     

自上而下的数字系统设计

在教育信息化建设不断发展的背景下,应用计算机技术和网络技术进行教学实践成为提高教学工作效率的重要手段。本文基于作者的教学工作实践,采用自上而下的数字系统设计方法设计实现了一种车载电路系统,并阐述了这种设计方法在信息化教学中的应用及效果。     

Transfer Evaluation of Knowledge and Skill Development: A Case Study of an Instructional Systems Development Training Program

Program evaluation involves a systematic process to collect and convert data into information which is used to improve programs, measure their effects, track quality, act on results, and improve decision making. Beginning in 1992, the LG Group of Korea was involved in an instructional systems development (ISD) training program for its human resource development professionals in cooperation with Indiana University. The LG ISD training program stressed that learning instructional design theories and practices would make LG more effective in global competition. The purposes of the research reported in this article were to evaluate the effectiveness of the ISD training program in terms of transfer of training and to gain information on how to improve future training programs. The findings of the study support the goals that were established for the ISD training program. The program participants are more confident and competent in using the ISD process for analyzing needs for performance improvement and designing and developing quality training products. The article suggests ways of solving barriers to transfer training and evaluation and improving future programs.     

Integrating cognitive task analysis into instructional systems development

Traditional methods for task analysis and training design, such as those embodied in Instructional Systems Development (ISD), decompose jobs into discrete tasks composed of specific action sequences and identify prerequisite knowledge and skills for each task. Although these methods have been effective for designing training for simple procedural skills, they offer little insight for analysis or training of jobs involving complex cognitive skills, which increasingly require training today. Because of this, cognitive considerations need to be incorporated into ISD, particularly in the task analysis phase. Recently, cognitive methods have begun to be used to conduct task analysis for training program development and human-computer system development. In this article, recent developments in cognitive task analysis are reviewed, and The Integrated Task Analysis Model (ITAM), a framework for integrating cognitive and behavioral task analysis methods within the ISD model, is presented. Discussed in detail are ITAM's three analysis stages—progressive cycles of data collection, analysis, and decision making—in three components of expertise: skills, knowledge, and mental models. This research was supported in part by the U.S. Air Force Armstrong Laboratory, Human Resources Directorate, Operational Training Division. The views contained herein are solely those of the authors and do not necessarily reflect the views of the U.S. Air Force or the Department of Defense. Both authors contributed equally to this article. Joan M. Ryder is with CHI Systems, Inc. Richard E. Redding is with Human Technology, Inc. Drs. Bernell Edwards and Thomas Killion were the technical monitors and provided valuable guidance. The authors thank John Cannon, Sharon Fisher, Wayne Zachary, and the participants of an AL/HR Workshop on Cognitive Skills Acquisition for helpful comments.     

What can we learn from chaos theory? An alternative approach to instructional systems design

In this article, the “goodness of fit” between ISD and chaos theory is explored by applying the key concepts of chaos theory to the process of developing an alternative ISD model. After a brief introduction to chaos theory and an exploration of the limitations of and/or the problems with conventional ISD models, the theoretical implications for developing an alternative ISD model are explored. The assumptions of a conventional ISD model are compared to those of chaos theory and dynamic nonlinear systems in order to derive theoretical implications and recommendations for future research and practice in instructional systems design and development.     

How can organisations learn: an information systems development perspective

This article sets out to argue that organisations can learn but that they cannot do so in their own right without infrastructural support. This article further examines the notion that individuals in organisations also require the cognitive participation of the organisation itself as a learning entity to learn. The close reliance and affiliation required between individuals and organisations to enable their learning from one another are discussed. In continuation of this, specific examples are provided through the industry sector of information systems development (ISD) projects to illustrate of how organisations can learn. Finally, the question of how one identifies organisational learning is analysed. Following on from the ISD and its use in the analogy of organisational learning, the article discusses an organisational empirical research project currently being undertaken by the authors, which utilises blogs. Though there are many potential organisational learning connotations associated with blogs, they could be perceived as a type of information system. The ongoing research being undertaken with the company using the blogs will attempt to identify indicators of learning at the individual, group and organisational levels. The significance of the issues explored in this article lies in the fact that it addresses an ISD approach to study how an organisation learns, and why this perspective is useful towards understanding the process of organisational learning. This article contributes to the organisational learning debate through an illustrative industry example of ISD projects. In doing so, we wish to argue that though individual learning can occur in ISD projects, the collective nature of projects primarily engenders the interpretive aspect of organisational learning. We further believe that it is the interactive nature of an ISD project that allows an organisation to learn in tandem with project members as exemplified through the stages of a project life cycle. We feel that this article contributes to the ISD and organisational learning literature in terms of linking both concepts together.     

教学设计的现实困境与未来取向

文章从对教学设计历史演进的简要总结出发，概括了传统ISD模式面临的挑战与现实困境。并结合国外的一个案例探索了教育情景和需求发生改变的情况下，教学设计模式及方法的变革取向。进而讨论未来教学设计的取向与教学设计过程中各角色的变化。     

Constructivist values for instructional systems design: Five principles toward a new mindset

In this article, the implications of constructivism for instructional systems design (ISD) are summarized as five principles that integrate the affective and cognitive domains of learning. In contrast to current views, it is suggested that constructivist philosophy offers instructional designers an alternative set of values that may significantly influence the emphasis of ISD methods without undermining the coherence and consistency of the ISD model. Distinguishing characteristics of the two approaches are described, based on a review of recent literature. The article concludes with the assertion that the influence of constructivist philosophy on ISD should be to focus attention on critical enabling objectives traditionally overlooked by instructional designers.     

Instructional systems design and public schools

A great deal has been written in the last several years about the use or lack of use of instructional systems design (ISD) in public schools. The general discussion has revolved around why ISD has not been accepted by public schools; why instructional design experts have not been hired by public school systems; and primarily what an educational technologist can do to change the situation. The focus of most discussions by educational technologists is: how can schools and teachers alter their practice to benefit from ISD? In this article, we maintain that one reason why ISD has not been adopted in schools is that there may not be a fit between the philosophies, needs, resources, and constraints of schools and the benefits of adopting ISD. We also argue that for ISD to have a significant influence in public schools, it must be accepted by teachers. The general question we ask in this paper is this: are we attempting to redesign schools and classrooms to accommodate our technologies with insufficient attention to the perceived needs of clients and to the consequences of adopting ISD? Our approach to answering this question was to search the literature to uncover perceived inconsistencies between ISD theory and practice on the one hand and teacher needs, wants, and practices on the other.     

Training higher education teachers for instructional design of competency-based education: Product-oriented versus process-oriented worked examples

Teachers involved in the development of competency-based higher education (CBE) are expected to fulfil a new role of instructional designer. As a consequence, they are confronted with the problem to translate abstract new curriculum principles into concrete learning tasks. Recent studies have shown that teachers can be trained to apply an instructional systems design methodology. After this training the teachers were able to design better learning tasks for CBE in comparison with their experienced-based design efforts. In order to optimize the training, this study compares an experimental condition with process-oriented worked examples with a conventional training condition with emphasis on product-oriented worked examples. After the training, the participants—25 higher education teachers—had to apply the ISD methodology to two design problems. The quality of the resulting design materials, as rated by experts, was higher in the product-oriented worked examples condition than in the process-oriented worked examples condition. The significance of this finding for training approaches to design methodology for CBE is discussed.     

Rapid prototyping in automated instructional design

In this article the impact of the tools being developed as part of the Second Generation Instructional Design (ID₂) Research Program on the process of instructional design is described. ID₂ supports rapid prototyping as a design and development process. Rapid prototyping is described and contrasted with the instructional systems development (ISD) process. This article is based on research supported by Utah State University, Human Technology Inc., and the U.S. Office of Personnel Management.