Formative Research on the Refinement of Web-based Instructional Design and Development Guidance Systems for Teaching Music Fundamentals at the Pre-college Level

2002 ◽  
pp. 124-133
Author(s):  
Wen Hao Chuang
Keyword(s):  
Instructional Design ◽  
Formative Research ◽  
College Level ◽  
Design And Development ◽  
Web Based ◽  
Guidance Systems ◽  
Instructional Design And Development ◽  
Teaching Music ◽  
Music Fundamentals

Individualized Web-Based Instructional Design

2011 ◽  
pp. 375-388
Author(s):  
Fethi Inan ◽  
Michael Grant
Keyword(s):  
Instructional Design ◽  
Individual Differences ◽  
Adaptive Methods ◽  
Design And Development ◽  
Web Based ◽  
Individualize Instruction ◽  
Web Based Instruction ◽  
Individual Needs ◽  
Based Instruction ◽  
Instruction Design

Adaptive (Individualized) Web-based instruction provides mechanisms to individualize instruction for learners based on their individual needs. This chapter will discuss adaptive Web-based instruction, paying particular attention to (a) the implications of individual differences to Web-based instruction, (b) the adaptive methods that are available to designers and developers, and (c) the considerations for instruction design and development with adaptive Web-based instruction. The primary purpose of this chapter is to provide a framework to shape the development of future individualized Web-based instruction.

The Respective Roles of Broad and Deep Research in Instructional Design and Development Work

2020 ◽  
pp. 168-182
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Instructional Design ◽  
Design Research ◽  
Development Work ◽  
Subject Matter Experts ◽  
Research Strategies ◽  
Design And Development ◽  
Content Learning ◽  
Design Projects ◽  
Instructional Design And Development ◽  
The Many

The work of instructional design (ID) requires new content learning, which often requires various types of published or secondary research as well as direct elicitations from the cooperating subject matter experts (SMEs) about the topic. For instructional design projects, both design and development, a range of information is required: who the target learners are; what content knowledge is required (as knowledge, skills, and abilities); what pedagogical designs may be most effective; what technologies will be required for the build; what learning sequences, objects, assignments, and assessments are needed; what legal and technological standards need to be abided by. This work describes research strategies for instructional design, research documentation, research citations, and applying the many acquired research insights to the instructional design and development work.

Designing a Systematized Program in Instructional Design and Development

1977 ◽  
Vol 5 (3) ◽  
pp. 191-214 ◽  
Author(s):  
Richard C. Boutwell
Keyword(s):  
Instructional Design ◽  
Systems Thinking ◽  
Role Model ◽  
Florida State University ◽  
State University ◽  
Instructional Systems ◽  
Educational Problem ◽  
Design And Development ◽  
Planning And Design ◽  
Instructional Design And Development

The Instructional Design and Development (IDD) Program at Florida State University is described and offered as a role model for other institutions. The planning and design of the IDD program include consideration of factors such as career fields of graduates and areas of competency in instructional systems. The matching of career fields and competency areas is then carried out. The IDD program itself is an example of applying systems thinking to an educational problem.

Individualized Web-Based Instructional Design

2011 ◽  
pp. 582-595 ◽  
Author(s):  
Fethi Inan ◽  
Michael Grant
Keyword(s):  
Instructional Design ◽  
Individual Differences ◽  
Adaptive Methods ◽  
Design And Development ◽  
Web Based ◽  
Individualize Instruction ◽  
Web Based Instruction ◽  
Individual Needs ◽  
Based Instruction ◽  
Instruction Design

Adaptive (Individualized) Web-based instruction provides mechanisms to individualize instruction for learners based on their individual needs. This chapter will discuss adaptive Web-based instruction, paying particular attention to (a) the implications of individual differences to Web-based instruction, (b) the adaptive methods that are available to designers and developers, and (c) the considerations for instruction design and development with adaptive Web-based instruction. The primary purpose of this chapter is to provide a framework to shape the development of future individualized Web-based instruction.

Structural Coupling as a Foundation for Instructional Design

2011 ◽  
pp. 363-379
Author(s):  
Jeanette Bopry ◽  
Donald J. Cunningham
Keyword(s):  
Instructional Design ◽  
Design And Development ◽  
Structural Coupling ◽  
Instructional Design And Development ◽  
Humberto Maturana

In this chapter, we describe an alternative to the cognitive and neo-behavioral views of learning that currently dominate the field of instructional design and development. Founded in the work of Chilean biologists Humberto Maturana and Francisco Varela, this view questions the fundamental notions that the environment can actually be “instructive” and that instruction can be prescribed to change learners in predictable ways. Instead we offer a proscriptive model of instructional design, one that embeds the process in the basic foundation that learners are organizationally closed, structurally determined, and coupled with their environment. Instead of threatening the field of instructional design, as some writers have expressed, we argue that this approach actually “sets it free”!

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