Inquiry into the Practices of Expert Courseware Designers: A Pragmatic Method for the Design of Effective Instructional Systems

2005 ◽  
Vol 33 (4) ◽  
pp. 419-450 ◽  
Author(s):  
Kurt Rowley
Keyword(s):  
Instructional Design ◽  
Instructional Strategies ◽  
Design Process ◽  
Success Factors ◽  
Design Guidelines ◽  
Instructional Systems ◽  
Design Task ◽  
Final Version ◽  
Final Goal ◽  
Multi Stage

A multi-stage study of the practices of expert courseware designers was conducted with the final goal of identifying methods for assisting non-experts with the design of effective instructional systems. A total of 25 expert designers were involved in all stages of the inquiry. A model of the expert courseware design process was created, tested, and refined through four try-outs. The final version of the model included instructional design task descriptions and electronic worksheets. The study revealed a common expert process that included the use of rapid prototypes, an opportunistic method of applying 14 key instructional design tasks, 8 success factors related to courseware design, and design guidelines for 10 preferred instructional strategies for courseware.

Learning Environment Design

1994 ◽  
Vol 22 (3) ◽  
pp. 225-233 ◽  
Author(s):  
Philippe Duchastel
Keyword(s):  
Instructional Design ◽  
Learning Environment ◽  
Design Process ◽  
Systems Design ◽  
Instructional Systems Design ◽  
Environment Design ◽  
Instructional Systems ◽  
Instructional Design Process ◽  
The Past ◽  
Learning Environment Design

Learning Environment Design (LED) is an instructional design process that is geared to the design of flexible and user-centered learning resources that constitute inviting environments for learning. LED is a possible successor to Instructional Systems Design (ISD), the process that has flourished in the instructional design field over the past three decades. LED is rooted in a conception of learning that emphasizes information, interest, structure, and regulation. LED explicitly distinguishes between the content and strategy facets of design in order to bring out the importance of both.

Consensus Building Using Quality Improvement Tools During the Instructional Design Process

2020 ◽  
pp. 142-165
Author(s):  
Julie A. Bridges ◽  
Mily J. Kannarkat ◽  
Brooke Hooper ◽  
Catherine J. F. Derber ◽  
Bruce Britton ◽  
...  
Keyword(s):  
Quality Improvement ◽  
Instructional Design ◽  
Design Process ◽  
Systems Design ◽  
Instructional Systems Design ◽  
Instructional Systems ◽  
Instructional Design Process ◽  
The Third ◽  
Healthcare Improvement ◽  
Common Understanding

This case outlines the process of using quality improvement tools during the instructional systems design process. The clerkship curriculum of the third year of medical school was undergoing a complete reform in terms of time and content. An instructional designer was utilized to complete a needs analysis and participate in the instructional systems design process. A need for a common understanding of the language of medical education and instructional design drove the team to utilize the Institute for Healthcare Improvement (IHI) Quality Improvement tools. The reform took 11 months, involved six clerkship directors, multiple administrators, and resulted in consensus among the clerkship directors regarding the knowledge, skills, and attitudes appropriate for a third-year medical student curriculum.

scholarly journals The Essentials of Instructional Design Process in a Digital Age

2017 ◽  
Vol 4 (2) ◽  
pp. 27 ◽  
Author(s):  
A.O. Egbedokun ◽  
T.A. Oteyola ◽  
A. O. Akinlabi ◽  
M. Adejumo ◽  
P. Ayodele
Keyword(s):  
Instructional Design ◽  
Needs Assessment ◽  
Instructional Strategies ◽  
Design Process ◽  
Digital Age ◽  
Instructional Design Process ◽  
Instructional Objectives ◽  
Key Issues

The thrust of this paper is to examine some important issues relating to instructional design in the digital age. The paper does not intend to discuss the details of model of instructional design but key issues such as instructional objectives specification, needs assessment, instructional strategies and media and also how learning takes place.

A Framework for Choosing Communication Activities in E-Learning

2011 ◽  
pp. 229-242
Author(s):  
Tannis Morgan ◽  
Karen Belfer
Keyword(s):  
Instructional Design ◽  
Instructional Strategies ◽  
Design Process ◽  
Transactional Distance ◽  
Transactional Distance Theory ◽  
Instructional Design Process ◽  
E Learning ◽  
Conducting Research

In this chapter, we present a framework for planning communication activities according to the level of structure and potential dialogue desired in a given course. This framework serves as a tool for making decisions about how to give students more or less autonomy, how a series of course activities can be scaffolded, and the amount of structure or instructor facilitation that is needed. The framework we have developed uses each variable of the transactional distance theory as a dimension, which displayed as a quadrant allows us to represent instructional strategies and various communication activities for e-learning. This framework is beneficial as a tool for planning the instructional design process, informing pedagogy, and conducting research.

Designed Learner Interactions in Blended Course Delivery

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Reba-Anna Lee ◽  
Brian Dashew
Keyword(s):  
Instructional Design ◽  
Best Practices ◽  
Design Process ◽  
Course Delivery ◽  
Student Interactions ◽  
Face To Face ◽  
Instructional Design Process ◽  
Hybrid Delivery ◽  
Academic Technology ◽  
Blended Course

In transitioning to a hybrid delivery model, faculty are presented with an opportunity to engage in a systematic instructional design process which can bring coursework in line with pedagogical best practices that may not exist in traditional face-to-face classes. This paper presents a model whereby Marist College Academic Technology & eLearning staff focuses faculty attention on designing effective student interactions with content, the instructor, and other students. These interactions promote deeper levels of engagement in student learning.

Specialty Space: Breast Care Centers

2021 ◽  
pp. 193758672199056
Author(s):  
Diane Guevara
Keyword(s):  
Design Process ◽  
Interior Design ◽  
Care Center ◽  
Geographical Location ◽  
Design Guidelines ◽  
Relevant Evidence ◽  
The World ◽  
Hospital Gowns ◽  
Breast Care ◽  
Color Scheme

As background, breast care centers around the world vary in interior design based on geographical location and the trends of the healthcare design process at the time of construction. However, at the forefront of healthcare interior design is the evidence-based design (EBD) process and the Universal Design (UD) guidelines. The Center for Health Design states that the EBD process differs from the linear design process, in that EBD uses relevant evidence to educate and guide the design decisions. The objective of this study was to support future EBD and UD use in the development of patient areas in breast care center interior design. The methods for this study incorporated an extensive review of the literature, examples of eight breast care centers around the world, observations, an interview, and a staff survey concerning the interior design of a local breast care center. The results revealed that using the EBD process and UD, to develop guidelines for patient areas in breast care centers’ interior design, directors could use guidelines to evaluate existing breast care centers or preconstruction for new breast care centers. This study concluded with design guidelines for patient areas in breast care center interior design. The recommended guidelines targeted the following features: robes (vs. hospital gowns), spa-like atmosphere, monochromatic color scheme, use of wood and stone, private check-in areas, wayfinding, room temperature comfort, seating comfort, seating style choices including bariatric, personal items storage, access to natural light, indirect artificial lighting, living plants, views of nature, flooring comfort, and wheelchair accessibility.

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

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