Automating Instructional Design, Development, and Delivery

1994 ◽  
Keyword(s):  
Instructional Design ◽  
Design Development

scholarly journals An Integrated Management Approach in a Higher Education Technology Support Unit

2013 ◽  
pp. 206-228
Author(s):  
Lesley G. Boyd ◽  
Jill W. Fresen
Keyword(s):  
Instructional Design ◽  
Project Management ◽  
Quality Management ◽  
Quality Management System ◽  
Integrated Management ◽  
Good Practice ◽  
Management Approach ◽  
Design Development ◽  
Support Unit ◽  
Instructional Design Process

This case study is located in the Department for Education Innovation (EI), a teaching and learning support unit at the University of Pretoria in South Africa. The initial problem was the need to apply project management and quality management principles to the services offered by the department to faculty members. The authors describe the implementation of a formal, online, process-based Quality Management System (QMS) designed to self evaluate, document, and improve the Instructional Design (ID) process that guides the development of educational technology solutions in EI. The project was completed in 2005 and was included in a CEN (European Committee for Standardization) Good Practice Guide for outstanding implementations of quality approaches in e-learning. The QMS provides a mechanism to support a consistent project management approach, and the case illustrates successful integration between three cycles: Project Management (PM), Quality Management (QM), and the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) instructional design process.

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

Games and Simulations

2011 ◽  
pp. 1398-1415 ◽  
Author(s):  
Göknur Kaplan Akilli
Keyword(s):  
Instructional Design ◽  
Learning Environments ◽  
Computer Games ◽  
Teaching And Learning ◽  
Theoretical Framework ◽  
Design Development ◽  
Starting Point ◽  
Games And Simulations ◽  
Definition Of ◽  
Shed Light

Computer games and simulations are considered powerful tools for learning with an untapped potential for formal educational use. However, the lack of available well-designed research studies about their integration into teaching and learning leaves unanswered questions, despite their more than thirty years’ existence in the instructional design movement. Beginning with these issues, this chapter aims to shed light on the definition of games and simulations, their educational use, and some of their effects on learning. Criticisms and new trends in the field of instructional design/development in relation to educational use of games and simulations are briefly reviewed. The chapter intends to provide a brief theoretical framework and a fresh starting point for practitioners in the field who are interested in educational use of games and simulations and their integration into learning environments.

Games and Simulations

2014 ◽  
pp. 272-289 ◽  
Author(s):  
Göknur Kaplan Akilli
Keyword(s):  
Instructional Design ◽  
Learning Environments ◽  
Computer Games ◽  
Teaching And Learning ◽  
Theoretical Framework ◽  
Design Development ◽  
Starting Point ◽  
Games And Simulations ◽  
Definition Of ◽  
Shed Light

Computer games and simulations are considered powerful tools for learning with an untapped potential for formal educational use. However, the lack of available well-designed research studies about their integration into teaching and learning leaves unanswered questions, despite their more than 30 years of existence in the instructional design movement. Beginning with these issues, this chapter aims to shed light on the definition of games and simulations, their educational use, and some of their effects on learning. Criticisms and new trends in the field of instructional design/development in relation to educational use of games and simulations are briefly reviewed. The chapter intends to provide a brief theoretical framework and a fresh starting point for practitioners in the field who are interested in educational use of games and simulations and their integration into learning environments.

Creating G-Class: A gamified learning environment for freshman students

2020 ◽  
Vol 17 (2) ◽  
pp. 94-110 ◽  
Author(s):  
John Aries I Malahito ◽  
Maria Ana T Quimbo
Keyword(s):  
Instructional Design ◽  
Learning Environment ◽  
Digital Media ◽  
Game Design ◽  
Teaching Strategy ◽  
Evaluation Model ◽  
Design Development ◽  
Instructional Task ◽  
Beneficial Effects ◽  
Gamified Learning

In this era of digital media, teachers are competing against technological advancements in gaining students’ engagement and attention. Incorporating game elements in the learning environment known as gamification is a new field of study that re-engages students in learning. This study was done primarily to create a gamified learning environment that will serve as another teaching strategy to engage students in learning. The learning environment was aligned with the principles of gamification and was called Gamified-Class or simply G-Class. Using data gathered from 27 freshman college students, G-Class was developed following the Analysis–Design–Development–Implementation–Evaluation model of instructional design and using the Mechanics–Dynamics–Aesthetics framework of game design. The material was implemented in a General Physics class through a quasi-experimental research design. A G-Class mobile and desktop application together with a user guide was created. G-Class was evaluated both as instructional design material and as instructional task. As an instructional design, it was assessed in terms of content and learning objectives; design, interactivity, and usability; and assessment aligned with learning outcomes. As an instructional task, G-Class was assessed using the Intrinsic Motivation Inventory which consisted of four subscales in a 7-point Likert scale, namely, interest/enjoyment, perceived competence, choice, and pressure/tension. Overall, G-Class was given positive rating both as instructional material and as instructional task. With an overall rating of 5.60, students were found to be more engaged with their subject. Applying gamification in the learning environment pointed to its beneficial effects in enhancing students’ engagement in learning.

Bridging Game Development and Instructional Design

2011 ◽  
pp. 464-479
Author(s):  
James Belanich ◽  
Karin B. Orvis ◽  
Daniel B. Horn ◽  
Jennifer L. Solberg
Keyword(s):  
Instructional Design ◽  
Video Game ◽  
Game Design ◽  
Development Project ◽  
Instructional Video ◽  
Design Development ◽  
Game Development ◽  
Video Game Development ◽  
Video Game Design ◽  
Development Processes

Instructional video game development is occurring in both the commercial game development and the instructional design/development communities, but regularly in isolation from one another. While many proclaim that game-based learning offers an instructional revolution, the empirical results on instructional effectiveness have been mixed. These mixed findings may be due to the contrasting approaches utilized within these two communities. These communities differ with respect to prioritizing goals and design/development processes. However, the creation of an effective instructional video game—one that both motivates and teaches—is dependent on the successful partnering of these communities. Accordingly, this chapter elucidates the commonalities and differences in the development goals and approaches of these communities and discusses how best practices of each community should be blended for optimal instructional video game design. This chapter also includes relevant experiences from an instructional PC-video game development project, illustrating challenges faced and new opportunities afforded via a collaborative development effort.

Evaluation Strategies for Open and Distributed Learning Environments

2011 ◽  
pp. 226-235
Author(s):  
Thomas C. Reeves ◽  
John G. Hedberg
Keyword(s):  
Instructional Design ◽  
Learning Environments ◽  
Evaluation Model ◽  
Distributed Learning ◽  
Systematic Evaluation ◽  
Design Development ◽  
Design Models ◽  
Evaluation Strategies ◽  
Human Practices ◽  
Analysis Design

Evaluation falls into the category of those often neglected human practices such as exercise and eating right. All of us involved in education or training know that we should engage in systematic evaluation when designing or implementing any type of learning environment, but we rarely get around to it. Perhaps this lapse stems from the fact that most instructional design models such as the ubiquitous ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model (Molenda, 2003) appear to suggest that we can postpone evaluation until the end of the process. Whatever the reason, evaluation often remains in the realm of promises made, but not kept, such as “I’ll eat better tomorrow.”

ActiveHealth

2011 ◽  
pp. 331-348 ◽  
Author(s):  
Lori Lockyer ◽  
John Patterson ◽  
Gregg Rowland ◽  
Doug Hearne
Keyword(s):  
Instructional Design ◽  
Community Of Practice ◽  
Implementation Process ◽  
Design Team ◽  
Health Educators ◽  
Online Environment ◽  
Design Development ◽  
Implementation Processes ◽  
Design And Implementation ◽  
Instructional Design Principles

This chapter explores the perspectives of an instructional design team that designed and developed an online environment to facilitate the Australian physical and health educators’ community of practice. The objective of the multidisciplinary design team was to determine what activities and supporting technologies would help invigorate senior members and initiate novice members to this well-established community. The chapter describes the community and the particular challenges it faces; details the design, development and implementation processes for the online environment and activities; identifies the issues addressed during the design and implementation process; and, analyses the experiences of the initial implementation. The authors hope that the instructional design principles derived from examining the challenges and successes for this particular community of practice will support designers and researchers working with other communities to address similar issues.

Instructional Design, Development, and Context Expertise

2011 ◽  
pp. 127-151 ◽  
Author(s):  
Cathy Gunn ◽  
Beth Cavallari
Keyword(s):  
Instructional Design ◽  
Case Studies ◽  
Professional Relationships ◽  
Instructional Designers ◽  
Working Relationships ◽  
Design Development ◽  
Educational Design ◽  
Representative Case ◽  
Development Teams ◽  
Complex Process

The work of instructional designers in the current higher educational context is part of a complex process that traverses a range of professional relationships and communities of practice. The requisite professional skills include the ability to operate and communicate effectively across these different professional cultures. The term “culture” is used in a novel way to reflect the “academic tribes” concept described in the literature, and to highlight the complexity of working relationships in teams that are often transitory. This chapter presents a model that situates the instructional designers’ role within the process of educational design and development. The model is derived from many years experience of managing development teams of different size and composition. Representative case studies provide evidence of its effectiveness across a range of projects and situations.

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