Play Attention: Thinking Like a Game Designer with Online Instructional Design

2021 ◽  
pp. 321-339
Author(s):  
Christopher Lindberg ◽  
Meghan Naxer
Keyword(s):  
Instructional Design ◽  
Online Instructional Design ◽  
Game Designer

LARGE-SCALE INTERACTION STRATEGIES FOR ASYNCHRONOUS ONLINE DISCUSSION

2011 ◽  
pp. 70-86
Author(s):  
Paul Giguere ◽  
Scott W. Formica ◽  
Wayne M. Harding ◽  
Michele R. Cummins
Keyword(s):  
Instructional Design ◽  
Learning Environments ◽  
Large Scale ◽  
Online Discussion ◽  
Learning Objectives ◽  
Future Research ◽  
Design Issues ◽  
Scale Interaction ◽  
Large Numbers ◽  
Online Instructional Design

Designing online trainings or courses for large numbers of participants can prove to be challenging for instructors and facilitators. Online learning environments need to be structured in a way that preserves actual or perceived levels of interaction, participant perceptions of value and utility, and achievement of the learning objectives. This chapter describes five Large-Scale Interaction Strategies that offer guidance for addressing some of these online instructional design issues. Evaluation data are presented in support of two of the strategies, and recommendations are provided about how future research in this area might be conducted.

Functional Relevance and Online Instructional Design

2011 ◽  
pp. 1-17
Author(s):  
Glenn E. Snelbecker ◽  
Susan M. Miller ◽  
Robert Z. Zheng
Keyword(s):  
Decision Making ◽  
Instructional Design ◽  
Conceptual Framework ◽  
Teaching And Learning ◽  
Ad Hoc ◽  
The Internet ◽  
Online Learners ◽  
Online Instructional Design ◽  
Decision Making Processes ◽  
Functional Relevance

Online instruction will more likely be effective if it fits with, and is perceived by, students as being functionally relevant for their education, work, or other personal contexts. Existing practice may emphasize an ad hoc approach to online design by being pragmatic and somewhat unsystematic. It is proposed that using a functional relevance perspective, as described in this chapter, is more likely to have designers and online learners attain a greater advantage in using the capacity of the Internet to support teaching and learning. This chapter introduces the concept of functional relevance and identifies some of the underlying theories. Discussions are made on how the concept of functional relevance can be used as a conceptual framework to identify and to drive decision-making processes that occur during the design and development of instruction.

scholarly journals Modelling for Value Systems in a Diverse Online Program in the Caribbean

2018 ◽  
pp. 234-254
Author(s):  
Camille Dickson-Deane ◽  
LeRoy Hill ◽  
Laura E. Gray
Keyword(s):  
Instructional Design ◽  
Cultural Dimensions ◽  
Value Systems ◽  
Instructional Designers ◽  
Online Program ◽  
A Value ◽  
Design Program ◽  
Online Instructional Design ◽  
Diverse Environment ◽  
And Performance

The authors present a conceptual framework to guide the participation of students in an online instructional design program. The online program has socio-cultural influencing factors that confound the already diverse nature of the offering. The framework intends to encourage a value system for students that can be used to guide their knowledge and performance as they pursue the tenets of the field of instructional design. Elmore's mode of leadership, Bourdieu's theory of habitus and Hofstede's cultural dimensions theory are used to create a foundation for the framework whilst acknowledging the complexities of the diverse environment. The framework supports and acknowledges the knowledge expected of novice instructional designers through the use of guides whilst acknowledging the systemic and systematic individualistic change processes that will occur.

Age Issues in Online Teaching

2012 ◽  
pp. 149-164
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Instructional Design ◽  
Lifelong Learning ◽  
Online Teaching ◽  
Online Community ◽  
Learning Attitudes ◽  
Online Instructional Design ◽  
Attitudes Towards Technology ◽  
E Learning ◽  
Online Educators ◽  
Social Use

Age impacts online instructional design and delivery in two ways: developmental/biological and social/cultural. Developmental and generational issues are detailed as they impact e-learning. Attitudes towards technology and its social use are explained in light of age. Because the online community reflects lifelong learning, it behooves online educators to factor in age when developing and delivering online instruction.

scholarly journals Effectiveness of an instructional design in the academic performance of students of an online course

2020 ◽  
Vol 19 (1) ◽  
pp. 79-90
Author(s):  
Celia Yaneth Quiroz Campas ◽  
Lizeth Armenta Zazueta ◽  
Carlos Jesús Hinojosa Rodriguez
Keyword(s):  
Academic Performance ◽  
Instructional Design ◽  
Research Question ◽  
Learning Theories ◽  
Online Course ◽  
Evaluation Instrument ◽  
Natural Class ◽  
Student Sample ◽  
Online Instructional Design ◽  
Experimental Group

The purpose of this research was to elaborate an online instructional design, and to identify the effectiveness of the academic performance on a course of the educational program bachelor’s in administration of a University of northern Mexico. The course was taught in “SAETI, Sistema de apoyo a la educación con tecnologías de internet” (Support System to education with Information Technologies). The instructional design of the course was tested on this platform with students of fourth and fifth semester. This research was done under a quasi-experimental focus with a quantitative approach. Once the online instructional design was developed, an evaluation instrument was applied to measure the effectiveness of the use and application of an online instructional design. The student sample to be selected was made with two natural class groups, one control and one experimental group. In addition, three research questions were answered, the first question refers to the differences in the academic performance of students in an online course, when an instructional design is used. According to the results it is verified that there are significant differences in the experimental group, where an online instructional design was used, and it is demonstrated with the result of the t-student test. For the second research question, the advantages for the student are presented, the effectiveness of the application of an instructional design in the activities of an online course and the third research question investigated what the advantages for the teacher in the use of an instructional design in an online course are; the findings of this research showed that the instructional design used in the two units of competence was effective. Keywords: instructional design, academic performance, instructional design models, learning theories Code JEL: I20, I21, I23 Received: 24/06/2019. Accepted: 12/02/2020.  Published: 27/04/2020

Instructional Design and Online Standards

2021 ◽  
pp. 412-433
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Instructional Design ◽  
Online Education ◽  
Student Learning ◽  
Online Instruction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Design Standards ◽  
Online Teaching And Learning ◽  
Online Instructional Design ◽  
Instructional Design Principles

Online education has a foundation so that beneficial practices can leverage online environments effectively. Besides generic instructional design principles, models of good online instructional design are emerging. These practices and models are codified into online instructional design standards that provide research-based criteria that can be used to measure the degree to which such instructional designs meet those standards and can serve as guidelines of factors to consider when designing online instruction. This chapter provides an overview of instructional design as it applies to online teaching and learning. It also discusses how standards can help improve such instructional design in order to optimize student learning and achievement.

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