Optimizing Instructional Design Methods in Higher Education

2019 ◽  
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Design Methods

The Role of Instructional Design in Surfacing the Hidden Curriculum

2019 ◽  
pp. 176-182
Author(s):  
Linda Rafaela Lemus ◽  
Yianna Vovides
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Hidden Curriculum ◽  
Design Methods ◽  
Learning Space ◽  
Left Behind ◽  
Hidden Curricula

This chapter examines the role of instructional design in relation to the hidden curriculum in higher education. It also discusses the potential and limitations of instructional design methods to make explicit different aspects of what is hidden. The hidden curriculum, both offline and online, includes important practices that should be brought to the surface and not left behind as an afterthought. The authors promote a proactive, not reactive, curriculum by arguing that the learning space should guide both formal and hidden curricula. They also urge for the reader to consider the tensions between the formal and hidden curricula in higher education.

The Evolving Landscape of Instructional Design in Higher Education

2019 ◽  
pp. 1-8
Author(s):  
Yianna Vovides ◽  
Linda Rafaela Lemus
Keyword(s):  
Higher Education ◽  
Organizational Change ◽  
Instructional Design ◽  
Adaptive Capacity ◽  
Current Practice ◽  
Course Design ◽  
Design Methods ◽  
Online Course ◽  
Online Course Design

This chapter introduces the readers to the current practice of instructional design in higher education and describes the need for optimizing instructional design methods and practice to increase its nimbleness and adaptive capacity. It also aims to challenge the readers to imagine how instructional design methods in higher education could serve as a catalyst for solving adaptive and complex systemic challenges. The authors argue that instructional design is no longer a process that should be relegated to online course design but is, in fact, a process that can bring about organizational change.

On the ADDIE-Based Effective Instructional Design for Higher Education Classrooms

2011 ◽  
Vol 271-273 ◽  
pp. 1542-1547
Author(s):  
Ming Jian Fang ◽  
Xu Xu Zheng ◽  
Wei Qin Hu ◽  
Yu Shen
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Systematic Approach ◽  
Instructional Methods ◽  
Instructional Effectiveness ◽  
Course Development ◽  
Current State ◽  
Instructional Activities ◽  
Expected Outcomes

ADDIE instructional design is a systematic approach for course development and instructional activities. It consists of analyzing the current state and needs of the learner, defining the end goal and expected outcomes of instruction, determining the instructional methods and approach, selecting the instructional means, synthesizing instructional plan, organizing and implementing instructional activities, and monitoring and evaluating instructional effectiveness. It gives a detailed illustration of the process of effectively designing and creating instructional activities for higher education classrooms and provides higher education lecturers with a well-defined structured procedures for instructional design.

Historical Review of Distance and Online Education from 1700s to 2021 in the United States: Instructional Design and Pivotal Pedagogy in Higher Education

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Kristen Betts ◽  
Brian Delaney ◽  
Tamara Galoyan ◽  
William Lynch
Keyword(s):  
Higher Education ◽  
United States ◽  
Instructional Design ◽  
Online Education ◽  
Teaching And Learning ◽  
Historical Review ◽  
The United States ◽  
Face To Face ◽  
Education Leaders ◽  
Higher Education Leaders

In March 2020, the coronavirus disease 2019 (COVID-19) pandemic disrupted education worldwide. In the United States, the pandemic forced colleges and universities across the nation to adopt quickly emergency remote teaching and learning. The ability to pivot instruction seamlessly and effectively across learning formats (e.g., face-to-face, hybrid, online) while supporting student engagement, learning, and completion in an authentic and high-quality manner challenged higher education leaders. This historical review of the literature examines distance and online education from the 1700s to 2021 to identify how external and internal pressures and opportunities have impacted and influenced the evolution of educational formats pre-COVID-19, and how they will continue to evolve post pandemic. This historical review also explores how instructional design and pedagogy have been and continue to be influenced by technological advancements, emerging research from the Learning Sciences and Mind (psychology), Brain (neuroscience), and Education (pedagogy) science.

TPACK INSTRUCTIONAL DESIGN MODEL IN VIRTUAL REALITY FOR DEEPER LEARNING IN SCIENCE AND HIGHER EDUCATION: FROM “APATHY” TO “EMPATHY”

2020 ◽  
Author(s):  
Maria Fragkaki ◽  
Stylianos Mystakidis ◽  
Ioannis Hatzilygeroudis ◽  
Konstantinos Kovas ◽  
Zuzana Palkova ◽  
...  
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Instructional Design ◽  
Instructional Design Model ◽  
Design Model

Instructional Design Technology in Higher Education System

2020 ◽  
pp. 812-839
Author(s):  
Lakshmi Sunil Prakash ◽  
Dinesh Kumar Saini
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Design Technology ◽  
Higher Education System ◽  
Creative Learning ◽  
Higher Educational ◽  
Instructional Frameworks

Higher educational Institutions all over the world are grappling with increased student population, several domains of learning and varied disciplines and instructors with varied experiences in using instructional design technologies. The chapter focuses on how it is possible to facilitate instructional design experiences for the stakeholders in higher education for creative learning. The chapter addresses the emergence of Instructional Design Technology (IDT). The role of IDT and its importance in higher educational institutions is studied with current practices in the field. The impact that this field had made in the evolution of instructional frameworks across the different layers of tertiary educational system is studied especially with regard to improving the teaching and learning experiences of educators and students respectively. The role of Creative Learning technologies' is discussed based on the success that these systems have enjoyed in improving instructional design.

Online Learning and Metacognition

2020 ◽  
pp. 310-331
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Instructional Design ◽  
Student Success ◽  
Learning Environments ◽  
Learning Experiences ◽  
Great Emphasis ◽  
Education Students ◽  
Online Learning Environments ◽  
Metacognitive Scaffolding

Online learning experiences are becoming the norm for an increasing number of higher education students. Although there are clear advantages to online learning in terms of flexibility and access, many students struggle to succeed, especially in purely online learning environments. To a large extent student success in online learning environments is dependent on students' ability to self-regulate and ‘learn for themselves'- both abilities related to academic metacognition. Unfortunately, even at university, many students do not have well developed metacognition. It is therefore important to consider carefully metacognitive scaffolding in the design of online learning experiences. However, the models of instructional design commonly used in online learning tend not to place great emphasis on the importance of metacognitive scaffolding. The aim of the present chapter is therefore to increase awareness of metacognition, as one of the important considerations in the design of online learning environments that can help to maximize chances of student success. Towards this end, a framework of instructional design that is more sensitive to metacognition is developed.

Instructional Design for Adult and Continuing Higher Education

2019 ◽  
pp. 73-100 ◽  
Author(s):  
Doo Hun Lim ◽  
Jieun You ◽  
Junghwan Kim ◽  
Jihee Hwang
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Curriculum Development ◽  
Continuing Higher Education ◽  
Development Trends ◽  
Comprehensive Review ◽  
Adult And Continuing

The field of adult and continuing higher education has lagged behind in the development of new theories and approaches of instructional design and curriculum development, creating an urgent need for new perspectives and practices among practitioners and instructional faculty. This chapter provides a comprehensive review of instructional design and curriculum development trends, approaches and theoretical/conceptual perspectives and approaches that could be useful in adult and continuing higher education. Based on the review, the chapter proposes contemporary views and implications for practice and research.

Instructional Design for Millennials

2016 ◽  
pp. 1980-2004
Author(s):  
William Loose ◽  
Teri Marcos
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
State Standards ◽  
Institutions Of Higher Education ◽  
Course Content ◽  
Face To Face ◽  
Changing Practice ◽  
New Knowledge ◽  
K 12 ◽  
Delivery Models

The authors have worked since 2000 to prepare school leaders at two California Institutions of Higher Education (IHE) in partnership with K-12 public, private, and charter schools. While transforming their programs into virtual delivery models, as an option for students, both online and face-to-face hybrid formats require conditions that help students effectively succeed as learners. Over fifteen years the authors have narrowed discussions for efficient facilitation and mapping to course content while personalizing lessons to deeply engage their learners' creation of new knowledge. They make twenty-three recommendations for streamlining course content, assignments, and assessments to meet individual needs of students while meeting the expectations and challenges of changing national and state standards. The authors conclude that ‘thinking anew' through faculty ideation is a must for IHEs as the changing learner demands changing practice.

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