Inspiring the Instructional Design Process Through Online Experience Sharing

2016 ◽  
pp. 551-554
Author(s):  
Grégory Bourguin ◽  
Bénédicte Talon ◽  
Insaf Kerkeni ◽  
Arnaud Lewandowski
Keyword(s):  
Instructional Design ◽  
Design Process ◽  
Instructional Design Process ◽  
Online Experience

Designed Learner Interactions in Blended Course Delivery

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Reba-Anna Lee ◽  
Brian Dashew
Keyword(s):  
Instructional Design ◽  
Best Practices ◽  
Design Process ◽  
Course Delivery ◽  
Student Interactions ◽  
Face To Face ◽  
Instructional Design Process ◽  
Hybrid Delivery ◽  
Academic Technology ◽  
Blended Course

In transitioning to a hybrid delivery model, faculty are presented with an opportunity to engage in a systematic instructional design process which can bring coursework in line with pedagogical best practices that may not exist in traditional face-to-face classes. This paper presents a model whereby Marist College Academic Technology & eLearning staff focuses faculty attention on designing effective student interactions with content, the instructor, and other students. These interactions promote deeper levels of engagement in student learning.

scholarly journals Pengembangan Bahan Ajar Berbasis Blended Learning Pada Mata Kuliah Dasar-Dasar Matematika

2021 ◽  
Vol 3 (2) ◽  
pp. 46
Author(s):  
Atik Wintarti ◽  
Rudianto Artiono ◽  
Budi Priyo Prawoto
Keyword(s):  
Instructional Design ◽  
Blended Learning ◽  
Design Process ◽  
Development Model ◽  
Design Development ◽  
Teaching Materials ◽  
Study Program ◽  
Story Line ◽  
Process Step ◽  
Instructional Design Process

Penelitian ini bertujuan untuk mengembangkan bahan ajar pada mata kuliah Dasar-Dasar Matematika di Program Studi Matematika, Universitas Negeri Surabaya.Model yang digunakan untuk pengembangan bahan ajar pada penelitian ini adalah model pengembangan ADDIE yang terdiri 5 tahap, yaitu tahap Analisis (Analysis), Perancangan (Design), Pengembangan (Development), Implementasi (Implementation), dan Evaluasi (Evaluation). Sementara, metode yang digunakan untuk menganalisis data adalah metode ceklist pada setiap langkah pada Instructional Design Process Step/Action Checklist, jika tidak maka harus ada langkah alternatif yang dilakukan atau ada alasan yang relevan yang tidak mempengaruhi proses pengembangan. Perkuliahan Dasar-Dasar Matematika menggunakan bahan ajar blended learning telah disusun berdasarkan model pengembangan ADDIE. Setiap langkah pada Instructional Design Process Step/Action Checklist telah dilaksanakan dan telah menghasilkan bahan ajar berbasis blended learning. Penelitian ini diawali dengan pembuatan story line yang merupakan panduan dalam pengembangan bahan ajar. Dari hasil analisis angket respon mahasiswa, diperoleh lebih dari 75% mahasiswa memberikan respon positif tidak hanya pada bentuk perkuliahan yang menggabungkan antara perkuliahan online dan offline melalui blended learning tetapi juga tentang ketergunaan materi yang disampaikan secaran online melalui Vi-learn Unesa.Kata kunci: bahan ajar, blended learning, ADDIEThis study aims to develop teaching materials in the Basic Mathematics course in the Mathematics Study Program, Surabaya State University. The model used for the development of teaching materials in this study is the ADDIE development model consisting of 5 stages, namely the Analysis, Design (Design), Development (Development), Implementation (Implementation), and Evaluation (Evaluation). Meanwhile, the method used to analyze data is the checklist method at each step in the Instructional Design Process Step / Action Checklist, if not then there must be an alternative step taken or there is a relevant reason that does not affect the development process. Lectures on Basic Mathematics using blended learning teaching materials have been prepared based on the ADDIE development model. Every step in the Instructional Design Process Step / Action Checklist has beencarried out and has produced teaching materials based on blended learning. This research begins with the creation of a story line which is a guide in the development of teaching materials. From the analysis of student questionnaire responses, it was obtained that more than 75% of students gave positive responses not only to the form of lectures that combined online and offline lectures through blended learning but also about the use of material delivered online through Vi-learn Unesa.Keywords: ADDIE, blended learning, teaching materials

How to Design an Active E-Course?

2020 ◽  
pp. 197-224
Author(s):  
Lilia Cheniti Belcadhi ◽  
Sonia Ayachi Ghannouchi
Keyword(s):  
Instructional Design ◽  
Design Process ◽  
Student Attitudes ◽  
Online Courses ◽  
Teaching Method ◽  
Online Version ◽  
Web Based ◽  
Face To Face ◽  
Instructional Design Process

Active Learning improves student attitudes and develops thinking and writing skills. It is increasingly recommended as a teaching method to improve learning. In this paper the authors are interested in the transformation of a face-to-face active course into a web-based active course. An instructional design approach based on meta-models for transforming active-based courses into online courses is proposed. This approach provides a detailed description of meta-models and processes of instructional design for active e-courses as well as the main involved actors. In order to evaluate and validate the proposed meta-models a case study has been carried out. It concerned the transformation of an entrepreneurship active course into an online version and its deployment. The proposed instructional design process constitutes the kernel of an authoring tool for the design of an active e-course, which permits to support the instructional designer in the production of active e-courses.

Cultural Adaptation of E-Learning Courseware

2012 ◽  
pp. 192-209
Author(s):  
Randall Stieghorst ◽  
Andrea L. Edmundson
Keyword(s):  
Instructional Design ◽  
Design Process ◽  
Ethical Dilemmas ◽  
Code Of Conduct ◽  
Corporate Environment ◽  
Web Based ◽  
Global Organizations ◽  
Learning Modules ◽  
Instructional Design Process ◽  
E Learning

Web-based and self-paced learning modules have become a common-and sometimes primary-tool used by the Ethics & Compliance departments of global organizations to educate employees worldwide. These e-learning modules provide guidance around such topics as the company’s Code of Conduct, specific policies or laws, globally applicable corporate standards, and how best to manage ethical dilemmas in a corporate environment. In this case, the authors describe the instructional design process that were used on various ethics and compliance courses to achieve a more global, regional, or country-specific applicability, including an overview of changes made to content and methodology that was originally perceived as “very American.”

Perception of Communication in Virtual Learning Environments

2019 ◽  
pp. 1973-1987
Author(s):  
Latonia M. Ayscue
Keyword(s):  
Instructional Design ◽  
Learning Environments ◽  
Design Process ◽  
Virtual Learning ◽  
Sensory Systems ◽  
Learning Objectives ◽  
Virtual Learning Environments ◽  
Learning Theories ◽  
Instructional Design Process ◽  
Tactile Communication

Perception research helps to understand how stimuli (gist) interacts with learners' sensory systems (visual, auditory, tactile). Communication in virtual learning environments is significant because when the laws of perception are manifested, the strategy should include discovering how the relationships between the instructional design process (analyze, design, develop, implement and evaluate) synthesizes learning theories and learners' experience to create effective communication in virtual instructional events, learning objectives and goals.

Instructional Re-design for an Active Flipped Classroom

2016 ◽  
pp. 91-105
Author(s):  
Kim A. Hosler
Keyword(s):  
Instructional Design ◽  
Design Process ◽  
Flipped Classroom ◽  
Process Model ◽  
Course Design ◽  
Design Principles ◽  
Instructional Design Process ◽  
Flipped Classrooms ◽  
Design Process Model ◽  
Evidenced Based

The purpose of this chapter is to present and discuss the instructional design process model -- ADDIE, and nine flipped course design principles, which when used in parallel, offer a means to support the development and implementation of a hybrid or flipped classroom. Discussion of the pedagogical terms hybrid, blended, flipped classrooms, and active learning, are followed by an overview of the instructional design process model ADDIE, along with evidenced-based flipped classroom design principles. A partial example of how these two frameworks may be applied to the re-design of a fully online course into a flipped or hybrid course is demonstrated, and emergent design-consideration questions are offered.

Deepening the Understanding of Students´ Study-Related Media Usage

2018 ◽  
Vol 8 (3) ◽  
pp. 45-59
Author(s):  
Joachim Stöter
Keyword(s):  
Social Media ◽  
Cluster Analysis ◽  
Factor Analysis ◽  
Instructional Design ◽  
Design Process ◽  
Qualitative Interviews ◽  
Media Usage ◽  
Short Questionnaire ◽  
Instructional Design Process ◽  
Usage Patterns

This article describes how numerous studies on student usage of various digital applications, social media and networks are available but studies on study-related media usage typologies are rare. Based on the instruments developed by Zawacki-Richter, Müskens, Krause, Alturki, and Aldraiweesh, as well as Zawacki-Richter, Kramer and Müskens, a short questionnaire was developed and tested with a cohort of 72 students. The results of the factor analysis suggest statistically relevant scales, which are suitable for classifying students along their media usage patterns through a subsequent cluster analysis. The three clusters that were determined can be compared with the usage types from Zawacki-Richter et al. During the instructional design process these heterogeneous groups and their media usage should be taken into consideration. The identified items can be applied in order to develop qualitative interviews for a deeper understanding of the usage types.

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