Instructional design for heuristic-based problem solving

ECTJ ◽  
1988 ◽  
Vol 36 (4) ◽  
pp. 211-230
Author(s):  
Albert L. Ingram
Keyword(s):  
Instructional Design ◽  
Problem Solving

Strategic and Tactical “Focused Time Learning” Design for Online Learning

2020 ◽  
pp. 54-64
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Problem Solving ◽  
Research Collaboration ◽  
Learning Experience ◽  
Learning Design ◽  
High Concentration ◽  
Time Awareness

The design of learning does not often emphasize on how much high-concentration “focused time” and other time learners spend on particular endeavors: reading, viewing, listening, writing, assessing, problem-solving, researching, communicating, collaborating, and others. And yet, how time is spent in purposeful learning—in assignments, fieldwork, research, collaboration, invention, co-design, and assessments—is thought to have a clear impact on the learning and the learning experience. This work explores some of the research in the area of time in learning and proposes some methods for including “focused time” design and time awareness in instructional design for online learning, particularly given the available tools for learner check-ins, time monitoring, and other tools.

A Taxonomy of Educational Games

2010 ◽  
pp. 1-23 ◽  
Author(s):  
Dan O’Brien ◽  
Kimberly A. Lawless ◽  
P. G. Schrader
Keyword(s):  
Instructional Design ◽  
Problem Solving ◽  
Learning Outcomes ◽  
Educational Research ◽  
Cognitive Functions ◽  
Theoretical Basis ◽  
Educational Games ◽  
Digital Games ◽  
Educational Objectives ◽  
Different Types

Digital games are a relatively new tool for educators, who often misunderstand their value for education. This is partly since they perceive many very different types of games in the same way. The authors propose a taxonomy of digital games in education based on the features that are relevant to instructional design and educational research. The taxonomy outlines four genres into which games fall, depending on the cognitive functions and skills they engage. The theoretical basis for the taxonomy the authors develop draws from R. M. Gagne’s Five Categories of Learning Outcomes, Bloom’s Taxonomy of Educational Objectives, and D. H. Jonassen’s Typology of Problem Solving. The links between these theories and the educational games taxonomy will allow educators and researchers to understand games in the light of their educational affordances. Instructional design based on these theories can more effectively integrate games into the classroom.

scholarly journals Scaffolding Novice Instructional Designers' Problem-Solving Processes Using Question Prompts in a Web-Based Learning Environment

2005 ◽  
Vol 33 (2) ◽  
pp. 219-248 ◽  
Author(s):  
Xun Ge ◽  
Ching-Huei Chen ◽  
Kendrick A. Davis
Keyword(s):  
Instructional Design ◽  
Problem Solving ◽  
Learning Environment ◽  
Design And Technology ◽  
Instructional Designers ◽  
Web Based ◽  
Question Prompts ◽  
Web Based Learning ◽  
Multiple Case ◽  
Structured Problem Solving

The present study investigated the effects of question prompts in scaffolding novice instructional designers solving ill-structured, instructional design problems in a Web-based learning environment. The effects of question prompts were studied under different prompting conditions (Question-Elaboration vs. Question-Guidance), taking into consideration various levels of learners' prior knowledge and experience. The study employed a comparative, multiple-case study design using the technique of think-aloud protocols, which were followed by interviews. Eight graduate students from the program of Instructional Design and Technology participated in the study. While the qualitative findings supported the previous research on the advantages of question prompts in scaffolding ill-structured problem solving, they also shed light on the specific cognitive and metacognitive functions, as well as limitations, of question prompts in different conditions. The study has implications for designing instructional scaffolds for supporting ill-structured problem solving of various domains in a Web-based learning environment.

Learning Problem-Solving Strategies in Virtual Worlds That Encourage People to Respect Human Rights

2019 ◽  
pp. 201-225 ◽  
Author(s):  
Kara Bennett
Keyword(s):  
Human Rights ◽  
Instructional Design ◽  
Problem Solving ◽  
Virtual Environment ◽  
Virtual Worlds ◽  
Second Life ◽  
Learning Experience ◽  
Learning Problem ◽  
New Models ◽  
Problem Solving Strategies

This chapter will discuss educational projects for learning problem-solving strategies in virtual worlds that encourage people to respect human rights as a lifelong learning experience. The discussion includes philosophical issues concerning the need to design new models for virtual learning that engage a person's own ways of thinking and interacting with the educational content. For example, the instructional design for these projects is based on adapting the think aloud and means-end analysis research methods for evaluating how learning about human rights in a virtual environment might transfer to the real-world community. The projects have been presented over the past 10 years in the virtual worlds of Second Life and the Open Sims.

Structuring an Emergent and Transdisciplinary Online Curriculum

2014 ◽  
pp. 299-331
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Instructional Design ◽  
Problem Solving ◽  
One Health ◽  
Paradigm Shifts ◽  
Emergent Curriculum ◽  
Online Curriculum ◽  
Health Course ◽  
New Research ◽  
Developmental Phases ◽  
Paradigm Shifting

Subject domains are in constant transition as new research and analysis reveal fresh insights, and occasionally, there may be paradigm shifts or new conceptual models. Transdisciplinary approaches may be understood as such a shift, with new approaches for conceptualization, analysis, and problem solving via recombinations of domain fields. Such transitory paradigm-shifting moments remove the usual touchpoints on which a curriculum is structured. There are often few or none of the accepted sequential developmental phases with identified concepts and learning outcomes in book chapters, thematic structures, and historical or chronological ordering. An emergent curriculum requires a different instructional design approach than those that have assumed curricular pre-structures. Based on a year-and-a-half One Health course build, this chapter offers some insights on the processes of defining and developing an emergent curriculum.

Enhancing Direct Instruction on Introductory Physics for Supporting Students’ Mental-Modeling Ability

2016 ◽  
Vol 9 (6) ◽  
pp. 32
Author(s):  
Jusman Mansyur ◽  
Darsikin Darsikin
Keyword(s):  
Instructional Design ◽  
Problem Solving ◽  
Direct Instruction ◽  
Formative Research ◽  
Introductory Physics ◽  
External Representation ◽  
Experimental Phase ◽  
Final Model ◽  
Research Results ◽  
Mental Modeling

<p class="apa">This paper describes an instructional design for introductory physics that integrates previous research results of physics problem-solving and the use of external representation into direct instruction (DI). The research is a part of research in obtaining an established instructional design to support mental-modeling ability. By integrating with the previous research results of problem-solving and external representation with the characteristics of DI, we obtained stages of a hypothetical design. The hypothetical design has been developed by implementing phases of formative research to obtain a final model of enhanced direct instruction (EDI). Results of experimental phase showed that EDI can support the students’ mental-modeling ability.</p>

scholarly journals Web-Based Problem-Solving System for Learner Motivation of Engineering Students

2020 ◽  
Author(s):  
Ehsan Ahmed ◽  
Musfiq Rahman ◽  
Hafizur Rahman
Keyword(s):  
Instructional Design ◽  
Problem Solving ◽  
Student Motivation ◽  
Engineering Students ◽  
Evaluation Process ◽  
Web Based ◽  
Learner Motivation ◽  
Novel Approach ◽  
The Impact ◽  
The Web

This paper addresses the construction of a novel approach to enhance learner motivation as it relates to the learning process. The foundational principles of motivation are discussed. The impact of instructional technology on student motivation through an innovative web-based problem-solving system is the main focus of this study. The development of the web-based problem-solving system and its evaluation process are considered for addressing the foundational principles of motivation. The proposed system is customizable to provide feedback to both students and instructors. The outcome of this research will help establish a suitable instructional design model of motivation for engineering students. The process also has prospects for applications in other disciplines.

Sign in / Sign up

Export Citation Format

Share Document