Defining Salient Features of “Boutique” Instructional Designs and Implications for Design, Development, and Deployment

2020 ◽  
pp. 151-166
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Human Resources ◽  
Learning Objects ◽  
Full Scale ◽  
Small Scale ◽  
Design Development ◽  
Review Of The Literature ◽  
Shared Learning ◽  
Closed Source

“Boutique” instructional design (ID) projects are fairly common across verticals, especially in higher education, open shared learning, government, and some commercial enterprises. In general, boutique-designed learning is small-scale, with narrowly targeted learners, limited development funding/access to information/development and deployment technology/human resources, and other aspects. The strategies and tactics for successful boutique projects differ in some ways than those used for mid-scale and full-scale/general ID projects. This work explores some of the dimensions of boutique ID projects and the implications of those dimensions on design, development, and deployment strategies and tactics. This work is informed by decades in the profession, a review of the literature, and analyses of related open-source and closed-source online learning objects.

The Challenges and Opportunities of Partnership in Establishing Online Postgraduate Provision

2020 ◽  
pp. 233-243 ◽  
Author(s):  
Faye Taylor
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Lessons Learned ◽  
Monitoring And Control ◽  
Design Development ◽  
Education Services ◽  
Roles And Responsibilities ◽  
Challenges And Opportunities ◽  
Clear Delineation ◽  
And Control

This chapter shares some of the ‘lessons learned' from the author's perspective of adopting a higher education services provider as partner for the design, development, and delivery of online postgraduate provision. Ultimately, partnering with a higher education services provider for the development of online learning offers distinct benefits in terms of marketing support, project management, and instructional design but the key to ensuring the partnership works effectively and impacts positively upon student experience, is to ensure a clear delineation of roles and responsibilities from the outset, avoid unnecessary shifts in personnel, and have a system of monitoring and control in place from the university's perspective to ensure that roles and responsibilities within the partnership are being upheld.

Six Practical Principles for Inclusive Curriculum Design

2013 ◽  
pp. 74-88 ◽  
Author(s):  
Sharon Kerr ◽  
Michaela Baker
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Curriculum Design ◽  
Education Sector ◽  
Review Of The Literature ◽  
Inclusive Curriculum ◽  
Design For All ◽  
Online Distance

Within the context of the Australian higher education sector, this chapter aims to draw together the principles of inclusive curriculum design and Universal Instructional Design (Silver, Bourke, & Strehorn, 1998) to provide lecturers and curriculum designers with concrete advice on how to design curricula that are both inclusive and accessible. Through a review of the literature and the introduction of six practical principles, the chapter sheds light on the importance of inclusive curriculum design for all students, and, more particularly, students studying in online, distance, or blended modes.

scholarly journals Book Review: Creative Instructional Design: Practical Applications for Librarians

2018 ◽  
Vol 57 (3) ◽  
pp. 218
Author(s):  
Joan Plungis
Keyword(s):  
Instructional Design ◽  
Learning Objects ◽  
Learning Goals ◽  
Online Content ◽  
Shared Learning ◽  
Practical Applications ◽  
The Way

The title of this book might lead readers to expect a manual filled with examples of jazzy learning objects; however, the content goes far beyond that, broadly defining instructional design as “intentional, sound instructional or programmatic creation, delivery, and assessment that takes into account the audience, course, or program context, and shared learning goals” (p. ix). Why does instructional design in this larger sense matter for librarians? The way that libraries define themselves has shifted from materials to services, so the quality and relevance of instruction classes, online content, programs, and outreach initiatives are increasingly critical to their success.

Understanding Factors that Influence the Effectiveness of Learning Objects in Secondary School Classrooms

2009 ◽  
pp. 419-435 ◽  
Author(s):  
Robin Kay
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Teaching Strategies ◽  
Self Efficacy ◽  
Subject Area ◽  
Learning Objects ◽  
Learning Object ◽  
Design Development ◽  
K 12

The design, development, reuse, and accessibility of learning objects has been examined in some detail for almost 10 years (Kay & Knaack, 2007c, 2007d), however, research on the effectiveness of learning objects is limited (Kay & Knaack, 2005; Nurmi & Jaakkola, 2006a, 2006b, Sosteric & Hesemeirer, 2004), particularly in the K-12 environment. Until recently, learning objects were solely used in higher education (Haughey & Muirhead, 2005; Kay & Knaack, 2005, 2007c). The purpose of the current chapter is to examine factors that influence the effectiveness of learning objects in secondary school classrooms. These factors will include learning object qualities, gender, self-efficacy, grade, subject area, and teaching strategies.

The Context

2008 ◽  
pp. 29-41
Author(s):  
Richard Caladine
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Human Resource Development ◽  
New Technologies ◽  
Learning Technologies ◽  
Review Of The Literature ◽  
Theoretical Frameworks ◽  
Design Learning ◽  
Higher Education Organizations ◽  
Selection Of

Today there is a range of technologies available to those who design learning events, from the old and simple to the new and complex. Key attempts have been made to develop theoretical frameworks of learning technologies and are reported in the literature of the fields of higher education, human resource development, and instructional design. These three fields are not discrete and some overlap occurs. For example, commentators in the field of instructional design state that their designs are intended for learning in many contexts including schools, higher education, organizations, and government (Gagné, Briggs, & Wager, 1995; Reigeluth, 1983). In many cases the theoretical frameworks are intended to guide the selection of learning technologies but often the conceptualizations have not kept pace with the changes in existing technologies and with the advent of new technologies. A review of the literature of these fields will help to evaluate the suitability of conceptualizations of learning technologies to their selection in the process of designing learning events.

scholarly journals Gauging the Effectiveness of Six-week Internship Duration in Business Education in Pakistan: Implications for Policy and Practice

2018 ◽  
Vol 5 (2) ◽  
pp. 45
Author(s):  
Sarwat Nauman ◽  
Nasreen Hussain
Keyword(s):  
Higher Education ◽  
Business Education ◽  
Learning Objectives ◽  
Small Scale ◽  
Review Of The Literature ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Time Period ◽  
Education Commission

<p>This small scale research was conducted to understand whether the duration of six-week internship which has been set by Higher Education Commission Pakistan is enough for interns to fulfill their desired objectives or not. To understand the issue at hand, semi-structured interviews were conducted with 22 interns who had completed their internship, regarding their views on time period of six-weeks. It was revealed that even though the majority of the interns thought that a six-week time period was not enough for them to achieve their learning objectives, the review of the literature and intern interviews discovered that the internships were not designed effectively and therefore could not deliver the desired results in the specified time.</p><p><strong> Keywords:</strong> interns, internships, HEC Pakistan.</p><p> </p><p> </p>

Penyuluhan Manajemen Sumber Daya Manusia untuk Pengembangan Karang Taruna Kampung Serua Poncol, Sawah Baru, Tangerang Selatan

2020 ◽  
Vol 2 (2) ◽  
pp. 123-127
Author(s):  
Jasmani Jasmani ◽  
Noryani Noryani ◽  
Yossy Wahyu Indrawan ◽  
Reni Hindriari ◽  
Lia Asmalah
Keyword(s):  
Higher Education ◽  
Resource Management ◽  
Human Resources ◽  
Human Resource Management ◽  
Human Resource ◽  
Community Service ◽  
Organizational Goals ◽  
Service Activity ◽  
The Village

Tujuan dari kegiatan pengabdian kepada masyarakat ini adalah untuk memenuhi kewajiban dosen untuk melakukan tridharma perguruan tinggi. Untuk itu sudah menjadi kewajiban bagi dosen berbagi pengetahuan dan wawasan melalui penyuluhan pengembangan manajemen sumber daya manusia agar senantiasa berupaya mencapai tujuan organisasi dengan efektif dan efisien. Dan juga bertujuan Karang Taruna Kampung serua poncol dapat menjalankan fungsi dan perannya secara optimal sehingga mendatangkan manfaat bagi Kampung serua poncol. Pengembangan juga dimaksudkan untuk meningkatkan kualitas sumber daya manusia dalam melaksanakan tugasnya sehingga lebih positif dalam berkontribusi tenaga dan pikiran untuk memajukan Kampung serua poncol.Kata Kunci : Manajemen Sumber Daya ManusiaABSTRACTThe purpose of this community service activity is to fulfill the obligations of lecturers to do tridharma of higher education. For that reason, it has become an obligation for lecturers to share their knowledge and insights through counseling the development of human resource management so that they always strive to achieve organizational goals effectively and efficiently. And also aims at Karang Taruna Kampung Serua Poncol can carry out its functions and roles optimally so that it brings benefits to Kampung Seronc Poncol. The development is also intended to improve the quality of human resources in carrying out their duties so that it is more positive in contributing energy and thoughts to advance the village of all poncol.Keywords: Human Resource Management 

Development of Physics Learning Module Based on Guided Inquiry with Light Wave Material in Class XI of Senior High School

2020 ◽  
Vol 1 (1) ◽  
pp. 1-10
Author(s):  
Evi Rahmawati ◽  
Irnin Agustina Dwi Astuti ◽  
N Nurhayati
Keyword(s):  
Large Scale ◽  
Learning Strategy ◽  
Student Response ◽  
Average Score ◽  
Small Scale ◽  
Design Development ◽  
Teacher Response ◽  
Student Responses ◽  
Analysis Design ◽  
Scientific Skills

IPA Integrated is a place for students to study themselves and the surrounding environment applied in daily life. Integrated IPA Learning provides a direct experience to students through the use and development of scientific skills and attitudes. The importance of integrated IPA requires to pack learning well, integrated IPA integration with the preparation of modules combined with learning strategy can maximize the learning process in school. In SMP 209 Jakarta, the value of the integrated IPA is obtained from 34 students there are 10 students completed and 24 students are not complete because they get the value below the KKM of 68. This research is a development study with the development model of ADDIE (Analysis, Design, Development, Implementation, and Evaluation). The use of KPS-based integrated IPA modules (Science Process sSkills) on the theme of rainbow phenomenon obtained by media expert validation results with an average score of 84.38%, average material expert 82.18%, average linguist 75.37%. So the average of all aspects obtained by 80.55% is worth using and tested to students. The results of the teacher response obtained 88.69% value with excellent criteria. Student responses on a small scale acquired an average score of 85.19% with highly agreed criteria and on the large-scale student response gained a yield of 86.44% with very agreed criteria. So the module can be concluded receiving a good response by the teacher and students.

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