The Instructional Design of a Web-Based Self-reflective Learning Portfolio for Skill Training

Historical and Philosophical Foundations of Learning Objects

10.28945/2913 ◽

2005 ◽

Author(s):

Stephen L. Martin

Keyword(s):

Instructional Design ◽

Learning Objects ◽

Reflective Learning ◽

Learning Object ◽

Instructional Designers ◽

Philosophical Foundations ◽

Practical Development ◽

Computer Based ◽

Knowledge Objects ◽

The Relationship

Briefly the objective of this presentation is to provide an overview of the origin of the concept and term of learning object in instructional design within the context of standardized, sharable, computer-based operations. Secondly, the philosophical foundations will be discussed mainly in terms of the framework of the crucial distinction between learning objects as mere external knowledge objects and the process of self-reflective learning that is needed to make the use of learning objects truly successful. Both the historical and philosophical foundations of learning objects will be treated in terms of the relationship between learning objects and learning subjects. The latter includes both instructional designers in the historical and practical development of learning objects, and the audience for which learning objects are intended to help educate. Particularly, historical and philosophical foundations should recognize the dual trajectory towards producing standardized small curricular units and at the same time affecting, educating and even transforming learners.

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How to Design an Active E-Course?

Multicultural Instructional Design ◽

10.4018/978-1-5225-9279-2.ch009 ◽

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.

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Cultural Adaptation of E-Learning Courseware

Cases on Cultural Implications and Considerations in Online Learning ◽

10.4018/978-1-4666-1885-5.ch010 ◽

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.”

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Instructional Design and E-Training

Handbook of Research on Virtual Workplaces and the New Nature of Business Practices ◽

10.4018/978-1-59904-893-2.ch017 ◽

2011 ◽

pp. 223-240

Author(s):

Julia D. Sweeny

Keyword(s):

Instructional Design ◽

Instructional Strategies ◽

Online Training ◽

Future Trends ◽

Online Instructors ◽

Web Based ◽

Face To Face ◽

Face To Face Instruction ◽

Primary Focus ◽

Based Instruction

Online training or, e-training, can be less expensive, more efficient, and more productive than traditional face-to-face instruction. This chapter reviews why businesses are adopting Web-based instruction, characteristics of exemplary e-trainers and skills online instructors must attain. The primary focus of the chapter is on the importance of instructional design in analyzing the online audience and context; developing instructional strategies and online materials; implementing a Web-based course; and evaluating an online training program. Future trends and a conclusion complete the chapter.

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Educational Responsibility in the Deepfake Era

Deep Fakes, Fake News, and Misinformation in Online Teaching and Learning Technologies - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-6474-5.ch001 ◽

2021 ◽

pp. 1-23

Author(s):

Rebecca J. Blankenship

Keyword(s):

Artificial Intelligence ◽

Instructional Design ◽

Student Learning ◽

Learning Outcomes ◽

Student Learning Outcomes ◽

Web Based ◽

Student Work ◽

Integrated Classrooms ◽

The Right ◽

Design Challenges

Choosing the right technologies to match student learning outcomes in today's technology-integrated classrooms presents educators with multiple instructional design challenges including selecting appropriate technologies to match desired student learning outcomes. As students continue to have broad access to information from a variety of web-based platforms, teachers are increasingly tasked with ensuring the information used to complete key assignments is authentic and from a verifiable resource. As such, the era of deep fakes in images, audio, videos, and digital texts is more prevalent than ever as numerous programs using artificial intelligence (AI) can significantly alter original content to fundamentally change the intent of original content. A discussion of educational and pedagogic responsibility in the era of deep fakes will serve as the primer for reform of the TPACK construct with recommendations for remediating student work in which deep fake resources were utilized.

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Measuring Student Satisfaction Level Regarding Instructional Design and Technical Dimension in Web-Based Distance Education Programs

Present and Future Paradigms of Cyberculture in the 21st Century - Advances in Human and Social Aspects of Technology ◽

10.4018/978-1-5225-8024-9.ch011 ◽

2021 ◽

pp. 202-219

Author(s):

Serhat Koca ◽

Birol Gulnar ◽

Murat Aytas

Keyword(s):

Distance Education ◽

Instructional Design ◽

Public Education ◽

Student Satisfaction ◽

Spiritual Guidance ◽

Satisfaction Level ◽

Education Programs ◽

Web Based ◽

Guidance Program ◽

Private And Public

Web-based distance education method (WBDE) is used by many private and public education institutions today. Through this educational application, instructors can deliver training content to students or participants from all over the world, synchronously and asynchronously. Within the scope of WBDE applications, trainings are carried out through websites with many different structures and interfaces. In this direction, in the process of conveying the said training method to the recipients, the way the education is provided in terms of instructional design and technical dimension becomes very important for the satisfaction of the recipients. In this context, the measurement of student satisfaction level regarding instructional design and technical dimension in web-based distance education programs has been studied on the example of Spiritual Guidance program. In this direction, it is thought that the study of distance education programs in terms of instructional design and technical dimension will contribute to the researches to be put forward in this direction.

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Individualized Web-Based Instructional Design

Instructional Design ◽

10.4018/978-1-60960-503-2.ch212 ◽

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.

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