scholarly journals Autoethnographic Research to Explore Instructional Design Practices for Distance Teaching and Learning in a Cross-Cultural Context

TechTrends ◽  
2021 ◽  
Author(s):  
Xinyue Ren
Keyword(s):  
Instructional Design ◽  
Cultural Context ◽  
Teaching And Learning ◽  
Cross Cultural ◽  
Distance Teaching ◽  
Design Practices ◽  
Instructional Design Practices

Virtual and Augmented Reality

2019 ◽  
pp. 12-23 ◽  
Author(s):  
Liston William Bailey
Keyword(s):  
Virtual Reality ◽  
Instructional Design ◽  
Augmented Reality ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Instructional Designers ◽  
Common Elements ◽  
Research Institutions ◽  
Virtual And Augmented Reality ◽  
Instructional Design Practices

This chapter focuses on virtual reality (VR) and augmented reality (AR) as tools for teaching and learning. Attainment of skills and knowledge can be supported through the use of VR/AR applications that are being developed both in the commercial sector and at various research institutions. An overview of what differentiates VR and AR is provided to the reader along with considerations of how such applications might be used to support learning environments in the future. If instructional designers and programmers can synchronize their efforts it may be possible to make VA/AR a common feature across learning environments nationally. Common elements of a VR/AR system are discussed here as well as the need to incorporate instructional design practices into the design of learning applications that use VR/AR.

Teacher-Designers

2011 ◽  
pp. 1-17 ◽  
Author(s):  
Patricia L. Rogers
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Design Process ◽  
Teaching And Learning ◽  
New Knowledge ◽  
Design For Learning ◽  
Design Activities ◽  
Successful Design ◽  
Instructional Design Practices ◽  
Systematic Thinking

If you are a practicing teacher at any level—primary, secondary, or higher education—you already know quite a lot about designing instruction. Your work, prior to teaching a course, includes finding out what your students already know when they walk into the first day of class and determining what knowledge you hope they will gain by the end of the course. You design activities that enhance their new knowledge and allow them to practice with it. You plan tests that help the students demonstrate their newfound understanding. Every time you teach the course, and even at some points during the course, you make changes based on “how things are going” and later on you think about “what happened” throughout the course. The next time you teach the course, it is (hopefully!) much improved. That is, in essence, exactly what instructional design is all about. But instructional design practices proceed from a more formal and systematic way of thinking about the teaching and learning process. Such systematic thinking helps designers focus on each component of the design process that ensures a successful design for learning.

Instructional Design in Human Resource Development Academic Programs in the USA

2019 ◽  
pp. 48-72
Author(s):  
Sunyoung Park ◽  
Doo Hun Lim ◽  
Minkyoung Kim
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Human Resource Development ◽  
Human Resource ◽  
Resource Development ◽  
Academic Programs ◽  
Current Status ◽  
Design Practices ◽  
The Usa ◽  
Instructional Design Practices

The purpose of this chapter is to identify the current status of instructional design courses in human resource development (HRD) graduate programs. The authors examined the curricular content of HRD academic programs in the USA and suggested critical considerations to improve instructional design practices in higher education settings. By reviewing information about 124 institutions with graduate HRD programs, they found that 27 of the institutions (21.8%) offer required and/or elective instructional design courses. In addition, the authors conducted an in-depth review of those 27 institutions to identify the affiliations and features of their HRD programs (college, school, department, program names, degrees, and the existence of online programs). To better understand the instructional design practices in higher education settings, they also discuss three instructional approaches for instructional design, consideration for using technology-mediated instructional design, and instructional design models for learning transfer. Finally, the authors present conclusions and recommendations for future research.

Behavioral Objectives from Research to Reality

1982 ◽  
Vol 10 (3) ◽  
pp. 285-291
Author(s):  
James M. Lewis
Keyword(s):  
Educational Technology ◽  
Instructional Design ◽  
Research Evidence ◽  
Review Process ◽  
Negative Attitudes ◽  
Continuous Review ◽  
Design Practices ◽  
Funding Agencies ◽  
Instructional Design Practices

This article appeals for an empirical review of behavioral objectives to assist educational technology practitioners. This review process has intrinsic and extrinsic constraints — confusion in the literature, negative attitudes of the professionals, and disrespect by funding agencies. Nevertheless, the article lists six guidelines for the use of behavioral objectives. These may change as research evidence increases and different conclusions may be drawn. The article contends that a continuous review process is needed to modify traditional instructional design practices.

Instructional Design

2011 ◽  
pp. 418-422
Author(s):  
George Pate ◽  
Jianxia Du
Keyword(s):  
Older Adults ◽  
Instructional Design ◽  
Total Population ◽  
Cognitive Learning ◽  
Instructional Designers ◽  
Learning Needs ◽  
Retirement Income ◽  
Design Practices ◽  
Instructional Design Practices

Because of the growing number of older adults per total population, discussion has grown regarding the cognitive learning needs of older adults. In this article, I will look at what research has discovered and what actions have been taken in regard to meeting those needs. I also wanted to know whether instructional designers needed to consider those learning needs in their instructional design practices. But why should instructional designers even consider the cognitive learning needs of older adults. Aren’t these older adults past the point of learning or having the need to learn? Aren’t they just going to retire, relax, travel, do hobbies, visit the grandchildren, and live off of their retirement income?

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