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 Pengembangan Bahan Ajar Berbasis Blended Learning Pada Mata Kuliah Dasar-Dasar Matematika

2021 ◽  
Vol 3 (2) ◽  
pp. 46
Author(s):  
Atik Wintarti ◽  
Rudianto Artiono ◽  
Budi Priyo Prawoto
Keyword(s):  
Instructional Design ◽  
Blended Learning ◽  
Design Process ◽  
Development Model ◽  
Design Development ◽  
Teaching Materials ◽  
Study Program ◽  
Story Line ◽  
Process Step ◽  
Instructional Design Process

Penelitian ini bertujuan untuk mengembangkan bahan ajar pada mata kuliah Dasar-Dasar Matematika di Program Studi Matematika, Universitas Negeri Surabaya.Model yang digunakan untuk pengembangan bahan ajar pada penelitian ini adalah model pengembangan ADDIE yang terdiri 5 tahap, yaitu tahap Analisis (Analysis), Perancangan (Design), Pengembangan (Development), Implementasi (Implementation), dan Evaluasi (Evaluation). Sementara, metode yang digunakan untuk menganalisis data adalah metode ceklist pada setiap langkah pada Instructional Design Process Step/Action Checklist, jika tidak maka harus ada langkah alternatif yang dilakukan atau ada alasan yang relevan yang tidak mempengaruhi proses pengembangan. Perkuliahan Dasar-Dasar Matematika menggunakan bahan ajar blended learning telah disusun berdasarkan model pengembangan ADDIE. Setiap langkah pada Instructional Design Process Step/Action Checklist telah dilaksanakan dan telah menghasilkan bahan ajar berbasis blended learning. Penelitian ini diawali dengan pembuatan story line yang merupakan panduan dalam pengembangan bahan ajar. Dari hasil analisis angket respon mahasiswa, diperoleh lebih dari 75% mahasiswa memberikan respon positif tidak hanya pada bentuk perkuliahan yang menggabungkan antara perkuliahan online dan offline melalui blended learning tetapi juga tentang ketergunaan materi yang disampaikan secaran online melalui Vi-learn Unesa.Kata kunci: bahan ajar, blended learning, ADDIEThis study aims to develop teaching materials in the Basic Mathematics course in the Mathematics Study Program, Surabaya State University. The model used for the development of teaching materials in this study is the ADDIE development model consisting of 5 stages, namely the Analysis, Design (Design), Development (Development), Implementation (Implementation), and Evaluation (Evaluation). Meanwhile, the method used to analyze data is the checklist method at each step in the Instructional Design Process Step / Action Checklist, if not then there must be an alternative step taken or there is a relevant reason that does not affect the development process. Lectures on Basic Mathematics using blended learning teaching materials have been prepared based on the ADDIE development model. Every step in the Instructional Design Process Step / Action Checklist has beencarried out and has produced teaching materials based on blended learning. This research begins with the creation of a story line which is a guide in the development of teaching materials. From the analysis of student questionnaire responses, it was obtained that more than 75% of students gave positive responses not only to the form of lectures that combined online and offline lectures through blended learning but also about the use of material delivered online through Vi-learn Unesa.Keywords: ADDIE, blended learning, teaching materials

Instructional Design and Quality

2013 ◽  
pp. 236-250
Author(s):  
Anna Busquets ◽  
Muriel Gómez
Keyword(s):  
Instructional Design ◽  
Teaching And Learning ◽  
East Asian ◽  
Drop Out ◽  
Instructional Design Process ◽  
Course Materials ◽  
E Learning ◽  
Two Phases ◽  
East Asian Studies

Quality in e-learning should be measured from three perspectives: technology, pedagogy, and management and administration. This paper examines the pedagogical and methodological perspective, specifically in the work developed by the professors of the course “East Asian Geography”, a compulsory course of the Programme of East Asian Studies. The authors consider that the teaching and learning methodology applied to the UOC model has reached the proper level of quality when students are satisfied, follow the courses and not drop out, and perform appropriately. In that sense, satisfaction, permanence, and academic performance are the three levels of measurement of the quality of the each course and program, as well as the UOC model in general. On the basis of the data obtained and results of the first two years 2003-2004 and 2004-2005, in terms of performance and satisfaction of the students in the course “East Asian Geography”, is considered for revision and improvement. This process has two phases. In the first one, during 2005-2008, the authors focus on the instructional design process and the conceptualization of the course plan with new activities; in the second, from 2009 to present, the authors examine the design and diversification of course materials and e-learning activities.

Cultural Adaptation of E-Learning Courseware

2012 ◽  
pp. 192-209
Author(s):  
Randall Stieghorst ◽  
Andrea L. Edmundson
Keyword(s):  
Instructional Design ◽  
Design Process ◽  
Ethical Dilemmas ◽  
Code Of Conduct ◽  
Corporate Environment ◽  
Web Based ◽  
Global Organizations ◽  
Learning Modules ◽  
Instructional Design Process ◽  
E Learning

Web-based and self-paced learning modules have become a common-and sometimes primary-tool used by the Ethics & Compliance departments of global organizations to educate employees worldwide. These e-learning modules provide guidance around such topics as the company’s Code of Conduct, specific policies or laws, globally applicable corporate standards, and how best to manage ethical dilemmas in a corporate environment. In this case, the authors describe the instructional design process that were used on various ethics and compliance courses to achieve a more global, regional, or country-specific applicability, including an overview of changes made to content and methodology that was originally perceived as “very American.”

scholarly journals PENGEMBANGAN E-LEARNING BERBASIS MOODLE UNTUK MENINGKATKAN PEMAHAMAN ISI TEKS ANEKDOT PADA SISWA SMA KELAS X

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Abdul Haris Munandar ◽  
Herman Dwi Surjono
Keyword(s):  
High School ◽  
High School Students ◽  
Development Model ◽  
Design And Development ◽  
School Students ◽  
E Learning ◽  
Three Stages ◽  
Text Content ◽  
Bahasa Indonesia ◽  
Senior High School Students

Abstrak: Penelitian ini bertujuan untuk: (1) menghasilkan e-learning berbasis Moodle untuk meningkatkan pemahaman isi teks anekdot pada siswa SMA Kelas X; (2) mengetahui kelayakan e-learning; (3) mengetahui efektivitas pembelajaran Bahasa Indonesia setelah menggunakan e-learning. Model pengembangan yang digunakan adalah model pengembangan yang diadaptasikan dari model Alessi dan Trollip. Prosedur pengembangan meliputi tahap perencanaan, desain dan pengembangan. Hasil penelitian menunjukkan bahwa: (1) produk e-learning berbasis Moodle untuk meningkatkan pemahaman isi teks anekdot anekdot pada siswa SMA Kelas X dihasilkan sesuai dengan model pengembangan Alessi dan Trollip (2001) melalui tiga tahap, yakni perencanaan, perancangan, dan pengembangan; (2) produk e-learning berbasis Moodle untuk meningkatkan pemahaman isi teks anekdot pada siswa SMA kelas X dinyatakan layak digunakan dalan proses pembelajaran ditinjau dari media, materi, dan penilaian siswa; (3) Produk e-learning yang dikembangkan menggunakan aplikasi Moodle dinilai efektif karena dapat meningkatkan pemahaman isi teks anekdot. Hal ini dibuktikan dengan hasil nilai pretest dengan rata-rata 66,88, dan nilai posttest dengan rata-rata nilai 93,63. Porsentase ketuntasan belajar siswa 100% (32 siswa). Dari hasil penelitian tersebut, dapat disimpulkan bahwa e-learning yang dikembangkan layak, dan efektif digunakan dalam pembelajaran khususnya pada materi teks anekdot. Kata Kunci: e-learning, moodle, efektivitas, teks anekdot Abstract: This study aims to: (1) produce e-learning based on Moodle to increase the understanding of the anecdotes text content of senior high school students class X; (2) determine the feasibility of e-learning; (3) determine the effectiveness of learning Indonesian after using e-learning. The development model used a model adapted from the Alessi & Trollip. The procedure included the development of planning, design, and development. The result shows that: (1) the product Moodle-based e-learning inproved the understanding of the text content of anecdotes in SMA students class X is produced in accordance with the development model Alessi and Trollip (2001) through three stages: planning, design, and development; (2) the product Moodle-based e-learning improved the understanding of the anecdotes text content in SMA students class X and is declared eligible for use in the leaning process in terms of media, materials, and student’s assessment; (3) e-learning products development using Moodle application is considered effective because it could improve the understanding of the text content of anecdotes. This is evidenced by the result of the pretest with an average of 66.88, and posttest volue with an average of 93.63. The precentage of complete mastery of the student learning is 100% (32 students). From these results, it could be concluded that the e-learning developed is feasible, and effective to be used in learning, especially on anecdotes text material. Keywords: e-learning, moodle, effectiveness, anecdotes text

Theorizing a Multiple Cultures Instructional Design Model for E-Learning and E-Teaching

2011 ◽  
pp. 130-154 ◽  
Author(s):  
Lyn Henderson
Keyword(s):  
Instructional Design ◽  
Theoretical Model ◽  
Cultural Training ◽  
Design Models ◽  
Learning And Teaching ◽  
Learning Contexts ◽  
Multiple Cultures ◽  
E Learning ◽  
English Speaking ◽  
Equitable Outcomes

This chapter demonstrates the inadequacy of multicultural and internationalization instructional design models as the solution for equitable outcomes in the learning, credentialing, and employment stakes in the 21st century. Internationalizing learning and teaching eclipsed multiculturalism as the acclaimed strategy when Western universities entice international non-English-speaking-background students to their campuses or offer degrees to such e-learning students who reside in their own countries. Global and Western businesses establishing niches in overseas countries also use the concept of internationalizing their e-learning materials for the cultural training of staff. In their place, a theoretical model of multiple cultures provides the rationale and strategies for creating and adapting e-learning resources for local, national, and international e-learning contexts.

Cultural Adaptation of E-Learning Courseware

2011 ◽  
pp. 263-279
Author(s):  
Randall Stieghorst ◽  
Andrea L. Edmundson
Keyword(s):  
Instructional Design ◽  
Design Process ◽  
Ethical Dilemmas ◽  
Code Of Conduct ◽  
Corporate Environment ◽  
Web Based ◽  
Global Organizations ◽  
Learning Modules ◽  
Instructional Design Process ◽  
E Learning

Web-based and self-paced learning modules have become a common-and sometimes primary-tool used by the Ethics & Compliance departments of global organizations to educate employees worldwide. These e-learning modules provide guidance around such topics as the company’s Code of Conduct, specific policies or laws, globally applicable corporate standards, and how best to manage ethical dilemmas in a corporate environment. In this case, the authors describe the instructional design process that were used on various ethics and compliance courses to achieve a more global, regional, or country-specific applicability, including an overview of changes made to content and methodology that was originally perceived as “very American.”

Strategic Management of Workplace E-Learning

2016 ◽  
pp. 1603-1613
Author(s):  
Jason G. Caudill ◽  
Barry Reeves
Keyword(s):  
Instructional Design ◽  
Cost Effectiveness ◽  
Strategic Management ◽  
Continuing Education ◽  
Design Process ◽  
Knowledge Worker ◽  
Strategic Positioning ◽  
Instructional Design Process ◽  
E Learning ◽  
Modern Knowledge

Continuing education has become a necessary component of the modern knowledge worker and, by extension, of the modern firm. Increasingly, cost effectiveness points firms to using e-learning solutions in the workplace over older, more traditional methods. This chapter explores the strategic positioning of e-learning in the workplace, the instructional design process, and different types of training that are necessary in the workplace.

Cultural Adaptation of E-Learning Courseware

2015 ◽  
pp. 729-740
Author(s):  
Randall Stieghorst ◽  
Andrea Edmundson
Keyword(s):  
Instructional Design ◽  
Design Process ◽  
Ethical Dilemmas ◽  
Code Of Conduct ◽  
Corporate Environment ◽  
Web Based ◽  
Global Organizations ◽  
Learning Modules ◽  
Instructional Design Process ◽  
E Learning

Web-based and self-paced learning modules have become a common-and sometimes primary-tool used by the Ethics & Compliance departments of global organizations to educate employees worldwide. These e-learning modules provide guidance around such topics as the company's Code of Conduct, specific policies or laws, globally applicable corporate standards, and how best to manage ethical dilemmas in a corporate environment. In this case, the authors describe the instructional design process that were used on various ethics and compliance courses to achieve a more global, regional, or country-specific applicability, including an overview of changes made to content and methodology that was originally perceived as “very American.”

Principles of Concurrent E-Learning Design

2013 ◽  
pp. 48-75
Author(s):  
Knut Arne Strand ◽  
Arvid Staupe ◽  
Tor Atle Hjeltnes
Keyword(s):  
Instructional Design ◽  
Design Process ◽  
Methodological Approach ◽  
Learning Design ◽  
Erp Systems ◽  
Domain Experts ◽  
Instructional Design Process ◽  
Administrative Personnel ◽  
Novel Approach ◽  
E Learning

Instructional design is a process that in many cases requires multidisciplinary collaboration among several stakeholders. Domain experts, pedagogues, technical experts, economists, administrative personnel, customer representatives, instructors, and learners may have very different preferences, and sometimes it is a great challenge to coordinate them all. In this chapter, the authors present the principles of concurrent e-learning design. Concurrent e-learning design is a novel approach to computer supported and cooperative instructional design where several stakeholders actively participate in the design process. The results from a concurrent e-learning design project can typically be a comprehensive design document containing details regarding how higher education e-learning courses should be developed and delivered. The authors have worked to codify this methodological approach for several years and conducted a qualitative analysis of data collected during this period. This analysis has yielded sixteen principles, which are grouped into five categories and presented in this chapter. The chapter describes each principle in detail, discusses whether ERP systems can be of assistance in the instructional design process, and outlines a plan for testing ERP systems in connection with the concurrent e-learning design approach.

Strategic Management of Workplace E-Learning

2014 ◽  
pp. 17-27 ◽  
Author(s):  
Jason G. Caudill ◽  
Barry Reeves
Keyword(s):  
Instructional Design ◽  
Cost Effectiveness ◽  
Strategic Management ◽  
Continuing Education ◽  
Design Process ◽  
Knowledge Worker ◽  
Strategic Positioning ◽  
Instructional Design Process ◽  
E Learning ◽  
Modern Knowledge

Continuing education has become a necessary component of the modern knowledge worker and, by extension, of the modern firm. Increasingly, cost effectiveness points firms to using e-learning solutions in the workplace over older, more traditional methods. This chapter explores the strategic positioning of e-learning in the workplace, the instructional design process, and different types of training that are necessary in the workplace.

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