Instructional Design Issues in Computer-Based Reading:

1987 ◽  
Vol 4 (1) ◽  
pp. 25-36 ◽  
Author(s):  
Jay S. Blanchard
Keyword(s):  
Instructional Design ◽  
Design Issues ◽  
Computer Based

scholarly journals 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.

LARGE-SCALE INTERACTION STRATEGIES FOR ASYNCHRONOUS ONLINE DISCUSSION

2011 ◽  
pp. 70-86
Author(s):  
Paul Giguere ◽  
Scott W. Formica ◽  
Wayne M. Harding ◽  
Michele R. Cummins
Keyword(s):  
Instructional Design ◽  
Learning Environments ◽  
Large Scale ◽  
Online Discussion ◽  
Learning Objectives ◽  
Future Research ◽  
Design Issues ◽  
Scale Interaction ◽  
Large Numbers ◽  
Online Instructional Design

Designing online trainings or courses for large numbers of participants can prove to be challenging for instructors and facilitators. Online learning environments need to be structured in a way that preserves actual or perceived levels of interaction, participant perceptions of value and utility, and achievement of the learning objectives. This chapter describes five Large-Scale Interaction Strategies that offer guidance for addressing some of these online instructional design issues. Evaluation data are presented in support of two of the strategies, and recommendations are provided about how future research in this area might be conducted.

How Teachers Use Instructional Design in Real Classrooms

2005 ◽  
pp. 1344-1348
Author(s):  
Patricia L. Rogers
Keyword(s):  
Virtual Reality ◽  
Instructional Design ◽  
Teaching And Learning ◽  
Instructional Media ◽  
Virtual Reality Technology ◽  
Post Secondary ◽  
Back Seat ◽  
Learning Practices ◽  
Computer Based ◽  
K 12

From filmstrips and mimeographs, to computer-based simulations and virtual reality, technology seems to dominate teachers’ lives as they master the new instructional media for use in their classrooms. Good teaching and learning practices tend to take a back seat while the focus on mastery of the technology reduces teaching into basic presentations and lectures, a format most easily controlled by the instructor. While most pre-K-12 and post-secondary instructors do develop effective courses in which students learn, many would be hard pressed to describe how they arrive at certain goals and teaching strategies.

Microcomputers in Special Education: Implications for Instructional Design

1984 ◽  
Vol 4 (4) ◽  
pp. 1-8 ◽  
Author(s):  
Alan M. Hofmeister ◽  
Ron Thorkildsen
Keyword(s):  
Special Education ◽  
Instructional Design ◽  
Computer Assisted ◽  
Design Issues ◽  
Instructional Task ◽  
Heuristic Procedures ◽  
Rate Of Learning ◽  
Individual Rate

The development of computer-assisted and computer-managed instruction involves a number of instructional design issues. The implications of these instructional design issues for special education populations are discussed. Reference is made to algorithmic and heuristic procedures, individual rate of learning, feedback, and instructional task hierarchies.

Librarians and Instructional Design Challenges

2017 ◽  
pp. 24-59
Author(s):  
Susan L. Rothwell
Keyword(s):  
Instructional Design ◽  
Conceptual Framework ◽  
Design Research ◽  
Design Issues ◽  
Design Problems ◽  
Instructional Role ◽  
The World ◽  
Design Skills ◽  
Design Challenges

The purpose of this chapter is to provide a conceptual and practical perspective on instructional design problems that librarians face, from the perspective of design research. Librarians see increasing need to provide instruction to their users in new ways and on new topics as the world becomes digital and global in nature. The expanding instructional role of librarians requires instructional design skills. However, many librarians have little formal training on instructional design, leading to concerns and confusion about instructional design skills, problems and processes. This chapter discusses design, instructional design issues, concerns and problems (typical and specific to librarians), and explores a conceptual framework to support flexible instructional design based upon the concept of design as a discipline. Examples, recommendations and supporting resources are included.

Librarians and Instructional Design Challenges

2020 ◽  
pp. 282-309
Author(s):  
Susan L. Rothwell
Keyword(s):  
Instructional Design ◽  
Conceptual Framework ◽  
Design Research ◽  
Design Issues ◽  
Design Problems ◽  
Instructional Role ◽  
The World ◽  
Design Skills ◽  
Design Challenges

The purpose of this chapter is to provide a conceptual and practical perspective on instructional design problems that librarians face, from the perspective of design research. Librarians see increasing need to provide instruction to their users in new ways and on new topics as the world becomes digital and global in nature. The expanding instructional role of librarians requires instructional design skills. However, many librarians have little formal training on instructional design, leading to concerns and confusion about instructional design skills, problems and processes. This chapter discusses design, instructional design issues, concerns and problems (typical and specific to librarians), and explores a conceptual framework to support flexible instructional design based upon the concept of design as a discipline. Examples, recommendations and supporting resources are included.

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