The Distance Education Phenomena

2015 ◽  
pp. 112-142 ◽  
Author(s):  
Caroline M. Crawford
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Development Process ◽  
Instructional Designers ◽  
Community Of Learners ◽  
Global Community ◽  
Comfort Zone ◽  
Design And Development ◽  
Building Relationships ◽  
Instructional Facilitator

The Instructional Design field has been significantly impacted by the distance education phenomena. With the strengthening of the distance education presence, more focus has been framed around concerns related to interactive activities that built upon the importance of communications and building relationships between the course information, the learners, the instructional facilitator, and the larger community wherein the information may be more fully framed. The vast and ever-expanding distance education phenomena is moving beyond the traditional “comfort zone” of procedural Instructional Design expectations, towards a more holistic and innovative thoughtful multimedia-supported design and development process wherein the Instructional Designers must be able to engage more fully in the socio-engagement of the learner within a multimedia-supported global community of learners. This chapter describes the developments of distance education from the perspective of instructional designers.

The Distance Education Phenomena

2020 ◽  
pp. 25-57 ◽  
Author(s):  
Caroline M. Crawford
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Development Process ◽  
Instructional Designers ◽  
Community Of Learners ◽  
Global Community ◽  
Comfort Zone ◽  
Design And Development ◽  
Building Relationships ◽  
Instructional Facilitator

The Instructional Design field has been significantly impacted by the distance education phenomena. With the strengthening of the distance education presence, more focus has been framed around concerns related to interactive activities that built upon the importance of communications and building relationships between the course information, the learners, the instructional facilitator, and the larger community wherein the information may be more fully framed. The vast and ever-expanding distance education phenomena is moving beyond the traditional “comfort zone” of procedural Instructional Design expectations, towards a more holistic and innovative thoughtful multimedia-supported design and development process wherein the Instructional Designers must be able to engage more fully in the socio-engagement of the learner within a multimedia-supported global community of learners. This chapter describes the developments of distance education from the perspective of instructional designers.

Instructional Designers' Perceptions of Their Agency

2011 ◽  
pp. 1-18 ◽  
Author(s):  
Richard A. Schwier ◽  
Katy Campbell ◽  
Richard F. Kenny
Keyword(s):  
Instructional Design ◽  
Social Change ◽  
Graduate Programs ◽  
Change Agents ◽  
Instructional Designers ◽  
Change Agency ◽  
Design And Development ◽  
Societal Dimensions

Instructional designers provide more than service in the design and development of instruction; they also act as social change agents. This chapter draws on the stories of instructional designers to develop a model of change agency that includes interpersonal, professional, institutional and societal dimensions. The model provides guidance for the development of new skills in instructional design, for serious reflection by instructional designers about their own influence as agents, and for graduate programs in instructional design to address agency.

An Instructional Design Model for Design and Development of Adaptive Hypermedia Listening Environments

2021 ◽  
pp. 31-44
Author(s):  
Vehbi Turel
Keyword(s):  
Instructional Design ◽  
Development Process ◽  
Cost Effective ◽  
Development Stage ◽  
Instructional Design Model ◽  
Design Model ◽  
Adaptive Hypermedia ◽  
Design And Development ◽  
Wide Range ◽  
Listening Environments

The design and development of adaptive hypermedia (AH) listening environments consist of different stages. Each stage in design and development of AH listening applications is vital in the design and development process so that cost-effective AH listening software can be designed and developed in a true sense. Pedagogically, epistemologically, and technically, a wide range of design principles and guidelines have to be heeded at each design and development stage so that effective and efficient AH listening environments can be designed and developed.

Strategic Leadership in Instructional Design

2017 ◽  
pp. 1570-1584
Author(s):  
Robin McDaniel
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Instructional Design ◽  
Strategic Leadership ◽  
Instructional Designers ◽  
Leadership Roles ◽  
Design Strategies ◽  
Post Secondary ◽  
Instructional Design Process ◽  
Internet Discussion

The dynamic growth of distance education (DE) in the higher education poses a challenge for both leadership and instructional design strategies in post-secondary institutions. Curricular efficacy and sustainability are dependent upon institutions of higher education adapting to changes by implementing strategies that will work to address the increasing necessity for engaging curriculum for students in the DE environment. Strategic leadership (SL) skills, combined with instructional design (ID) strategy, may provide a pathway towards academic accomplishment for both students and instructors in the higher education sector. Instructional designers with strategic leadership skills may assist institutions in developing and implementing DE courses. The question is, how can instructional designers accommodate the needs of a diverse group of students in the growing technology-rich educational environment, and does strategic leadership play a role? If so, how can instructional designers act strategically to design and develop DE courses that encourage active learning and continued interest in educational attainment? The focus of this chapter is on how instructional designers can take on strategic leadership roles to enhance distance education curriculum and instruction for overall student engagement. For the purposes of this chapter, distance education is defined as learning that occurs over the internet. Discussion includes how integrating strategic leadership into the instructional design process in distance education courses may result in increased student and institutional effectiveness.

scholarly journals Universal instructional design principles for Moodle

2010 ◽  
Vol 11 (2) ◽  
pp. 110 ◽  
Author(s):  
Tanya Elias
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Design Principles ◽  
Online Course ◽  
Instructional Designers ◽  
Teaching Online ◽  
Institutional Level ◽  
Instructional Design Principles

This paper identifies a set of universal instructional design (UID) principles appropriate to distance education (DE) and specifically tailored to the needs of instructional designers and instructors teaching online. These principles are then used to assess the accessibility level of a sample online course and the availability of options in its LMS platform (MoodleTM) to increase course accessibility. Numerous accessibility-sensitive plug-in modules are found to be available to Moodle users, though relatively few features were included in the sample course analysed. This may be because they have not been made available to instructors at the institutional level. The paper offers a series of recommendations to improve the accessibility of online DE to learners with diverse abilities, disabilities, and needs.

scholarly journals Multimedia Web-Based Constructivist Learning Application for Information Literacy Skills Development

2019 ◽  
Vol 6 ◽  
pp. 16-27
Author(s):  
Mohd Nasir Ismail ◽  
Nurfaezah Mamat
Keyword(s):  
Information Literacy ◽  
Development Process ◽  
Literacy Skills ◽  
Constructivist Learning ◽  
Instructional Designers ◽  
Learning Context ◽  
Design And Development ◽  
Web Based ◽  
Information Literacy Skills ◽  
Beta Version

The purpose of this study is to design and develop a multimedia web-based constructivist learning application known as WebOPAC Self Training Tool with Guided Exploration (WSTTG) which is expected to train and access individual’s information literacy skills. This tool has been designed and developed according to the constructivist instructional design theories and constructivist instructional development model. The process design consists of four level processes which were component design, single path prototype, alpha version and beta version. The development process ended with four activities which were summative evaluation, final packaging, diffusion and adoption. Throughout the design and development process, there were two instructional designers and two subject matter experts were participated to review and evaluate the design components of the WSTTG. Three potential learners were also participated to evaluate the beta version prototype whether it is appropriately apply to their learning context. The repetition of reviewing the alpha and beta version prototypes lasted when there were no comments found during the final evaluation. Overall, all experts and learners were satisfied with the interface, surface characteristics, scenario, and instructional strategies used in the prototype after consideration on comments and suggestions have been made accordingly. This tool was recommended to be commercialized as an instructional strategy for library orientation program and to be used by both the librarians and library users for WebOPAC teaching and learning purposes. The design and development of this tool could be a guideline to future instructional designers, web developers and e-learning content specialist in developing a multimedia web-based constructivist application in various fields.

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