scholarly journals Science and math teachers as Instructional Designers: Linking ID to the ethic of caring

2008 ◽  
Vol 34 (1) ◽  
Author(s):  
Ellen Rose ◽  
Kate Tingley
Keyword(s):  
Instructional Design ◽  
Central Component ◽  
Instructional Decisions ◽  
Design Activity ◽  
Instructional Designers ◽  
Design Models ◽  
Math Teachers ◽  
Ethic Of Caring ◽  
Exploratory Inquiry ◽  
The Relationship

In this exploratory inquiry into the nature of the relationship between systematic instructional design models and teachers’ planning practices and needs, the researchers conducted open-ended interviews with six teachers of science and math in order to discover how they conceptualized and practiced instructional design. The most important finding to emerge from this research was that, from the teachers’ perspective, caring must be a central component of any instructional design activity. Regardless of gender and grades taught, the teachers indicated that they need to be able to make instructional decisions based upon their caring relationships with individual learners. Les enseignant de sciences et mathématiques comme concepteurs pédagogiques: relier l’identité et l'éthique de la sollicitude Résumé : Dans cette enquête exploratoire de la nature de la relation entre les modèles systématiques de conception pédagogique et les besoins ainsi que la pratique de planification des enseignants, les chercheures ont effectué des entrevues ouvertes avec six enseignants de sciences et mathématiques afin de découvrir leurs représentations et leurs pratiques de la conception pédagogique. Le résultat le plus important émergent de cette enquête a été que selon la perspective des enseignants, la sollicitude se doit d’être une des composantes centrales de n’importe quelle activité de conception pédagogique. Indépendamment du genre et du niveau d’enseignement, les enseignants ont indiqué qu’ils doivent être en mesure de pouvoir faire des décisions pédagogiques en fonction de leurs relations empathiques avec les apprenant individuels.

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.

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>

Instructional Design for Technology-Based Systems

2011 ◽  
pp. 38-56
Author(s):  
Gary R. Morrison ◽  
Gary J. Anglin
Keyword(s):  
Instructional Design ◽  
Instructional Strategies ◽  
Instructional Designer ◽  
Instructional Designers ◽  
Design Models ◽  
Instructional Interactions ◽  
Instructional Design Models ◽  
Technological Affordances

As technologies continue to evolve and develop, instructional designers are presented with a growing list of possibilities for designing and delivering instruction. It is easy for an instructional designer to be seduced by a new or even older technology and focus on the affordances of the technology resulting in instruction that is both ineffective and inefficient while appearing to appeal to the learner. In this chapter, we show how existing instructional design models are capable of designing instruction for a variety of technologies. We will address the features of design models, analyze instructional interactions, examine technological affordances, and describe the importance of research-based instructional strategies.

scholarly journals Homenagem: Remembering the Life and Work of Abdias Nascimento

2021 ◽  
pp. 002193472110115
Author(s):  
Keisha-Khan Y. Perry ◽  
Anani Dzidzienyo
Keyword(s):  
Military Service ◽  
Black Studies ◽  
Central Component ◽  
Special Issue ◽  
Art And Politics ◽  
Black Politicians ◽  
Brown University ◽  
Black World ◽  
The Relationship

This essay provides a brief introduction to this special issue focused on the life and work of Black Brazilian scholar-activist Abdias Nascimento. The contributors include, Vera Lucia Benedito, Ollie Johnson, Zachary Morgan, Elisa Larkin Nascimento, and Cheryl Sterling who all participated in a 2015 conference at Africana Studies at Brown University. This group of scholars aptly illustrate that Nascimento had long contributed to the internationalization of Black Studies as a field in US academe and he was crucial in establishing Brazil as a central component of the Black World. The essays have much to teach us about Nascimento’s views on the relationship between art and politics, the role of military service in shaping his activism, the significance of black politicians in the reconceptualization of Brazilian democracy, and the importance of preserving archives and expanding our understanding of the Black radical tradition.

scholarly journals The Relationship between Affect Integration and Psychopathology in Patients with Personality Disorder: A Cross-Sectional Study

Medicina ◽  
2021 ◽  
Vol 57 (6) ◽  
pp. 627
Author(s):  
Christina Frederiksen ◽  
Ole André Solbakken ◽  
Rasmus Wentzer Licht ◽  
Carsten René Jørgensen ◽  
Maria Rodrigo-Domingo ◽  
...  
Keyword(s):  
Personality Disorder ◽  
Personality Disorders ◽  
Interpersonal Problems ◽  
Symptom Distress ◽  
Central Component ◽  
Psychotherapeutic Treatment ◽  
Cross Sectional ◽  
Personality Functioning ◽  
Emotional Dysfunction ◽  
The Relationship

Background and Objectives: Emotional dysfunction is considered a key component in personality disorders; however, only few studies have examined the relationship between the two. In this study, emotional dysfunction was operationalized through the Affect Integration Inventory, and the aim was to examine the relationships between the level of affect integration and the levels of symptom distress, interpersonal problems, and personality functioning in patients diagnosed with personality disorder according to the Diagnostic and Statistical Manual of Mental Disorders, fifth edition. Materials and Methods: Within a hospital-based psychiatric outpatient setting, 87 patients with personality disorder referred for treatment were identified for assessment with the Affect Integration Inventory and other measures (e.g., the Symptom Checklist-90, Revised, the Inventory of Interpersonal Problems 64 circumplex version, and the Severity Indices of Personality Problems). Results: The analyses revealed that problems with affect integration were strongly and statistically significantly correlated with high levels of symptom distress, interpersonal problems, and maladaptive personality functioning. Additionally, low scores on the Affect Integration Inventory regarding discrete affects were associated with distinct and differentiated patterns of interpersonal problems. Conclusion: Taken together, emotional dysfunction, as measured by the Affect Integration Inventory, appeared to be a central component of the pathological self-organization associated with personality disorder. These findings have several implications for the understanding and psychotherapeutic treatment of personality pathology. Furthermore, they highlight the importance of considering the integration of discrete affects and their specific contributions in the conceptualization and treatment of emotional dysfunction in patients with personality disorders.

scholarly journals Tracking eye movements when solving geometry problems with handwriting devices

2014 ◽  
Vol 7 (1) ◽  
Author(s):  
John J. H. Lin ◽  
Sunny S. J. Lin
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Dwell Time ◽  
Problem Area ◽  
Instructional Designers ◽  
Perceived Difficulty ◽  
Problem Solvers ◽  
Similar Triangles ◽  
The Relationship ◽  
Sensitive Pressure

The present study investigated the following issues: (1) whether differences are evident in the eye movement measures of successful and unsuccessful problem-solvers; (2) what is the relationship between perceived difficulty and eye movement measures; and (3) whether eye movements in various AOIs differ when solving problems. Sixty-three 11th grade students solved five geometry problems about the properties of similar triangles. A digital drawing tablet and sensitive pressure pen were used to record the responses. The results indicated that unsuccessful solvers tended to have more fixation counts, run counts, and longer dwell time on the problem area, whereas successful solvers focused more on the calculation area. In addition, fixation counts, dwell time, and run counts in the diagram area were positively correlated with the perceived difficulty, suggesting that understanding similar triangles may require translation or mental rotation. We argue that three eye movement measures (i.e., fixation counts, dwell time, and run counts) are appropriate for use in examining problem solving given that they differentiate successful from unsuccessful solvers and correlate with perceived difficulty. Furthermore, the eye-tracking technique provides objective measures of students’ cognitive load for instructional designers.

scholarly journals Educational elements of instructional design to enhance the construction of virtual learning environments

2020 ◽  
pp. 1-7
Author(s):  
Nadia Sarahi URIBE-OLIVARES ◽  
Paul Rafael SIORDIA-MEDINA ◽  
Aldo ZEA-VERDÍN
Keyword(s):  
Instructional Design ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Virtual Education ◽  
Instructional Designers ◽  
Administrative Staff ◽  
Educational Model ◽  
Professional Profile

From the perspective of experts in instructional design, what pedagogical elements favor the construction of virtual learning environments? It is the question that guides the present investigation. Education has had significant changes in recent decades, so institutions would be expected to transform. The management of educational change must be carried out from within the institutions themselves, who, through the operability of their educational model, foster the learning of their students. The innovation elements of an institution involve the entire educational community. The pedagogical foundations must permeate the management team, teachers and administrative staff to achieve true educational quality in any educational modality. This research focuses on the particularities of the virtual modality. It aims to analyze the different perspectives of instructional designers of institutions of higher and higher education regarding what pedagogical elements are necessary in offering virtual education. It also analyzes the professional profile of those who exercise the role of instructional designer in the different institutions.

scholarly journals Design models as emergent features: An empirical study in communication and shared mental models in instructional

2006 ◽  
Vol 32 (2) ◽  
Author(s):  
Lucca Botturi
Keyword(s):  
Instructional Design ◽  
Empirical Study ◽  
Development Model ◽  
Design And Development ◽  
Practice Model ◽  
Design Models ◽  
Instructional Design Process ◽  
Emergent Feature ◽  
E Learning ◽  
Specific Project

This paper reports the results of an empirical study that investigated the instructional design process of three teams involved in the development of an e-learning unit. The teams declared they were using the same fast-prototyping design and development model, and were composed of the same roles (although with a different number of SMEs). Results indicate that the design and development model actually informs the activities of the group, but that it is interpreted and adapted by the team for the specific project. Thus, the actual practice model of each team can be regarded as an emergent feature. This analysis delivers insights concerning issues about team communication, shared understanding, individual perspectives and the implementation of prescriptive instructional design models.

scholarly journals Synergetic Learning Model: The Sum is Greater

2020 ◽  
Vol 13 (1) ◽  
pp. 62
Author(s):  
Kevin S. Thompson
Keyword(s):  
Instructional Design ◽  
Human Resource Development ◽  
Learning Model ◽  
Learning Objectives ◽  
Evidence Based ◽  
Improve Performance ◽  
Design Models ◽  
Design Learning ◽  
And Performance ◽  
Extract Information

<p>Instructional design models provide process insight that guides learning solution designers in their work to meet learning objectives and improve performance. Human resource development scholars often focus on individual learning components that support meeting learning and performance objectives. Learning practitioners who design learning solutions must review significant amounts of research studies to extract information that may assist them in their roles. This paper introduces the evidence-based Synergetic Learning Model, focused exclusively on design, intended to leverage the work of scholars holistically for the benefit of learning practitioners.</p>

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