Instructional Design Models to support Collaborative Open Books for Open Education

2014 ◽  
Author(s):  
Virginia Rodés ◽  
Pollyana Notargiacomo Mustaro ◽  
Ismar Frango Silveira ◽  
Nizam Omar ◽  
Xavier Ochôa
Keyword(s):  
Instructional Design ◽  
Open Education ◽  
Design Models ◽  
Open Books ◽  
Instructional Design Models

Open Education and Instructional Design Models

2019 ◽  
pp. 59-85
Keyword(s):  
Instructional Design ◽  
Future Research ◽  
Open Education ◽  
High Quality ◽  
Design Models ◽  
Instructional Design Models ◽  
Open Learning Environment ◽  
Practical Experiences

Open education is about the way people produce, insight, share, and build on knowledge in an open learning environment. Proponents of open education believe that high-quality educational resources and practical experiences of higher qualified specialists should be freely available for everyone. However, they neglect two important drivers: Cartesian view and social learning. In the context of the other chapters of this book, it appeared to be appropriate for this chapter to focus on metasystems transition perspective of instructional design. This chapter aims to understand the correlation between instructional design models and metasystems transition perspective. The book chapter concludes with solutions with recommendations for future research concerning the role of metasystems in learning theory and design.

Instructional Design Models

2013 ◽  
pp. 607-615 ◽  
Author(s):  
Andrew S. Gibbons ◽  
Elizabeth Boling ◽  
Kennon M. Smith
Keyword(s):  
Instructional Design ◽  
Design Models ◽  
Instructional Design Models

Compatibility of Common Instructional Models With the DACUM Process

2016 ◽  
Vol 28 (2) ◽  
pp. 69-75
Author(s):  
Warren Wyrostek ◽  
Steven Downey
Keyword(s):  
Instructional Design ◽  
Resource Availability ◽  
Instructional Models ◽  
Design Models ◽  
Occupational Roles ◽  
Instructional Design Models

Practitioners use an expansive array of instructional design models. Although many of these models acknowledge the need for analyzing occupational roles, they do not define steps for conducting these analyses. This article reviews prominent models and provides prescriptive guidance for selecting appropriate models given a project’s (a) Product Requirements, (b) Resource Availability, and (c) Philosophical Compatibility with DACUM (Developing a CurriculUM) procedures.

An evaluation on instructional systems design

2020 ◽  
Vol 12 (1) ◽  
pp. 30-41
Author(s):  
Huseyin Uzunboylu ◽  
Emine Kosucu
Keyword(s):  
Instructional Design ◽  
Systems Approach ◽  
Instructional System ◽  
Systems Design ◽  
Specific Model ◽  
Instructional System Design ◽  
Instructional Systems Design ◽  
Instructional Systems ◽  
Design Models ◽  
Instructional Design Models

Instructional design and instructional systems design concepts different from the direction of the field lead to confusion as it includes similar use cases from time to time. Instructional design models have different characteristics, and in different areas, in line with the needs of nature according to the purpose of alternating the use of different models, it affects the efficiency. Each model is developed that fixing the underlying spots is the best way to a need for designs designed which varies depending on the model. Some models of the objectives underlying the selection and use of different models have the highest level while improving strategies constitute a more important structure. With this assessment, the instructional design, instructional systems design, systems approach and instructional system design models, by examining the historical development of these models and their distinctive features, will be explained in connection with curriculum development. Thus, referring to the different points of each model and specific model, with respect to instructional systems design, the difference in instructional design, space and design process is studied. Keywords: Instructional systems design, instructional design, instructional design models.

scholarly journals Content analysis of research trends in instructional design models: 1999-2014

2017 ◽  
Vol 10 (2) ◽  
pp. 85 ◽  
Author(s):  
Idris Göksu ◽  
Kursat Volkan Özcan ◽  
Recep Cakir ◽  
Yuksel Göktas
Keyword(s):  
Content Analysis ◽  
Instructional Design ◽  
Science Citation Index ◽  
Citation Index ◽  
Social Science Citation Index ◽  
Sampling Interval ◽  
Science Citation ◽  
Instructional Designers ◽  
Design Models ◽  
Instructional Design Models

<p class="JLDAbstract">This study examines studies on instructional design models by applying content analysis. It covers 113 papers published in 44 international Social Science Citation Index (SSCI) and Science Citation Index (SCI) journals. Studies on instructional design models are explored in terms of journal of publication, preferred model, country where the study was conducted, research method, data collection tool, data analysis method, sampling interval, and field in which the model was applied. Studies are also examined in terms of variables, focusing on connections with model used, relevant results, and orientation of the model (e.g., system-oriented, class-oriented, or product-oriented). Results identified the most preferred models as ADDIE, ARCS, Gagne and Briggs, 4C-ID, and Dick and Carey. System-based instructional design models were most common. These results show recent trends in instructional design models and will contribute to both researchers and instructional designers.</p>

Sign in / Sign up

Export Citation Format

Share Document