Instructional Design: Impact of Subject Matter and Cognitive Styles.

1987 ◽  
Author(s):  
Linda J. Buehner
Keyword(s):  
Instructional Design ◽  
Subject Matter ◽  
Cognitive Styles

Designing Meaningful Instruction

2017 ◽  
Author(s):  
Birch P. Browning
Keyword(s):  
Instructional Design ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Subject Matter ◽  
Self Assessment ◽  
Relevant Feedback ◽  
Pedagogical Content ◽  
Learning Plan ◽  
Instructional Context

The chapter outlines and discusses many steps in instructional design as well as assessing its effectiveness. The role of knowledge of subject matter, pedagogy, how students learn, and instructional context is stressed. The six challenging questions relating to pedagogical content knowledge are presented and discussed. Designing instruction is a temporally backward process, in that the first step is to determine the desired outcomes. The reader is taken through the three major stages of planning instruction: defining outcomes, planning assessment, and designing the learning plan. The importance of timely and relevant feedback is stressed. Teacher self-assessment is key as well. The author states that the height of professionalism is the consistent willingness to evolve for the students’ benefit.The chapter concludes with a detailed sample lesson project.

Instructional Design and Cognitive Styles of Teachers in Elementary Schools

1981 ◽  
Vol 52 (1) ◽  
pp. 335-338 ◽  
Author(s):  
Marc C. Mahlios
Keyword(s):  
Instructional Design ◽  
Elementary Schools ◽  
Cognitive Styles ◽  
Sixth Grade ◽  
Elementary Classrooms ◽  
Instructional Behaviors ◽  
Field Independent ◽  
Field Dependent ◽  
Teaching Conditions ◽  
Perceptual Differentiation

To determine approaches in the design of classroom instruction, and how these differences compared to those observed under simulated teaching conditions, 12 fifth and sixth grade field-dependent ( n = 6) and field-independent ( n = 6) teachers were observed for 96 hr. in regular elementary classrooms. Over-all, the results supported several instructional principles associated with differences in teachers' cognitive style obtained under simulated teaching conditions. Statistically significant differences were obtained for 8 out of 10 instructional behaviors observed between field-dependent and field-independent teachers. The findings support certain aspects of Witkin's perceptual differentiation theory as they relate to how teachers teach.

scholarly journals PENGEMBANGAN MODEL PEMBELAJARAN RESPONSIF GENDER DI PAUD AININA MEJOBO KUDUS

2018 ◽  
Vol 1 (1) ◽  
pp. 119
Author(s):  
Siti Malaiha Dewi
Keyword(s):  
Instructional Design ◽  
Gender Equality ◽  
Gender Bias ◽  
Gender Inequality ◽  
Subject Matter ◽  
Teaching And Learning ◽  
Implementation Process ◽  
Learning Activities ◽  
Design Models ◽  
The Subject

<p>One that perpetuates gender inequality is education at various levels.<br />Then break ing the early gender bias chain through gender responsive learning<br />at Pre-school (PAUD) on the agenda are not inevitable. Manipulating gender<br />responsive learning can be taught in two aspects: teaching materials and teachinglearning process. The subject matter development is done by inserting a gender quality message into the subject matter. While the development of teaching and learning activities is carried out since teachers set instructional design models to the classroom learning implementation process. They are packaged so that the<br />gender equality implementation could be realized.</p>

Volunteer Subject Matter Experts (SMEs) on an eLearning Development Project

2013 ◽  
pp. 274-294
Author(s):  
Jackie Dobrovolny ◽  
Marianne Horner ◽  
Lee Ann Kane ◽  
Margaret Miller ◽  
Travis Chillemi
Keyword(s):  
Instructional Design ◽  
Project Management ◽  
Subject Matter ◽  
Development Project ◽  
Project Manager ◽  
Staff Nurses ◽  
Team Development ◽  
Subject Matter Experts ◽  
Healthcare Organizations ◽  
Volunteer Subject

Representatives from eight different organizations collaborated to develop a self-paced elearning course to teach preceptor skills to staff nurses in various healthcare organizations. The course employed a constructivist theory of learning and simulated many of the conversations and relationships staff nurses experience when performing preceptor responsibilities. Three of the four subject matter experts were volunteers and never compensated financially for their work on the course. The project manager used an iterative instructional design model and a generic project management methodology. The team considers the project a success because the course is complete, albeit two years later than scheduled, and generating a small amount of revenue. Additionally, the team progressed through the four stages of team development, reaching the “performing” stage, and the course is part of an effective three-pronged solution to avert a potential nursing shortage in the state.

Cognitive styles and instructional design in university learning

2010 ◽  
Vol 20 (3) ◽  
pp. 197-202 ◽  
Author(s):  
Patrick R. Thomas ◽  
Jacinta B. McKay
Keyword(s):  
Instructional Design ◽  
Cognitive Styles

Instructional Design Rules for Algorithmic Subject Matter

2008 ◽  
Vol 3 (2) ◽  
pp. 2-15 ◽  
Author(s):  
Richard F. Schmid ◽  
Vernon S. Gerlach
Keyword(s):  
Instructional Design ◽  
Subject Matter ◽  
Design Rules

scholarly journals Pengembangan Buku Ajar Biologi Topik Ekologi Kelas Vii SMP Berbasis Penemuan Terbimbing dengan Memanfaatkan Lingkungan Kebun Sayur

2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Tresia Valentina Depari ◽  
Binari Manurung ◽  
Mufti Sudibyo
Keyword(s):  
Instructional Design ◽  
Product Development ◽  
Small Group ◽  
Subject Matter ◽  
Group Testing ◽  
Field Trials ◽  
Subject Matter Experts ◽  
Guided Discovery ◽  
Individual Trial

This study aim to generate a decent textbook to use, easy to learn and can be used for leaners individual learning which produce teaching materials based on guided discovery. This research is the development of a research model product development Borg and Gall combined with a model of Dick and Carey instructional design. The research method consisted of: (1) validation of subject matter experts; (2) validation of expert instructional design; (3) validation of biology teacher; (4) individual trial; (5) small group testing; (6) limited field trials. Test subjects consisted of two subject matter experts biology, one expert instructional design, three students for individual trials, nine students to test small group and 38 students to a limited field test. Value about the quality of the product development is collected by questionnaire and analyzed with quantitative analysis techniques descriptive. The result showed: (1) subject matter experts are very well qualifications (90,14%); (2) test of instructional design experts are very well qualifications (88,06%); (3) biology teachers are in very well qualifications (93%); (4) individual trials are in well qualifications (91,07%); (5) small group trials are in very well qualifications (90,67%); (6) limited group trial in very good qualifications (87,55%).

Cognitive styles: Some information and implications for instructional design

ECTJ ◽  
1978 ◽  
Vol 26 (4) ◽  
pp. 337-354
Author(s):  
Lynna J. Ausburn ◽  
Floyd B. Ausburn
Keyword(s):  
Instructional Design ◽  
Cognitive Styles

Beginnings in Instructional Design and Culture

2009 ◽  
pp. 1-24
Author(s):  
Patricia A. Young
Keyword(s):  
Instructional Design ◽  
Learning Theory ◽  
Subject Matter ◽  
Experimental Psychology ◽  
Teaching And Learning ◽  
Religious Experiences ◽  
Muscle Response ◽  
The World ◽  
History Of ◽  
The Relationship

If the history of the world is properly searched, the birth of innovation in learning theory as a practice and psychology as a science can be found in the literature of scholars across nations. In Germany, Wilheim A. Lay (1903) studied the relationship between psychology (i.e., memory, perception, muscle response) and the practice of teaching subject matter (i.e., reading, writing, and arithmetic). Lay believed that educational topics could benefit from an experimental approach that explored “not only the psychological but also the biological, anthropological, hygienic, economic, logical, ethical, aesthetic, and religious experiences of the pupil and his community by means of observation, statistics and the experiment (Lay, 1936, p. 139).” In Geneva, Edouard Claparède (1905) argued that the type of teaching should be dependent on the knowledge the child brings with them. Claparède believed that the learner needed to know how to learn in order to learn. Ernst Meumann (1907), in Germany, continued with this line of inquiry into experimental psychology and experimental pedagogy examining the application of psychology methods to pedagogical problems. Given the increased demands on children to learn more information, Meumann sought to develop psychologically based methods to improve teaching and learning.

scholarly journals Individual differences and technology attributes: An examination of educational technology considerations related to trade and industry training

1987 ◽  
Vol 3 (2) ◽  
Author(s):  
Mavis Bird ◽  
Gerald Gill
Keyword(s):  
Educational Technology ◽  
Instructional Design ◽  
Individual Differences ◽  
Cognitive Styles ◽  
Future Directions ◽  
Technology And Learning ◽  
Learner Differences ◽  
The Relationship ◽  
Technology Attributes ◽  
Industry Training

<span>This paper focuses on one of the major components of educational technology - instructional design. The paper deals with an examination of aspects of technology and learning which may have implications for future directions and developments in educational technology. It describes a study which examined the relationship between training technologies (computer and print) and individual learner differences (visual and haptic cognitive styles), in assisting learners' retention of information presented visually.</span>

Sign in / Sign up

Export Citation Format

Share Document