THE "THEORY OF INSTRUCTIONAL DIALOGUE"

2011 ◽  
pp. 47-69 ◽  
Author(s):  
Paul Gorsky ◽  
Avner ◽  
Avner ◽  
Caspi ◽  
Caspi
Keyword(s):  
Instructional Design ◽  
Initial Conditions ◽  
Cognitive Domain ◽  
Unified Theory ◽  
Instructional Systems ◽  
Instructional Outcomes ◽  
Design Theories ◽  
Single Discipline ◽  
Instructional Dialogue ◽  
Instructional Modeling

This chapter presents a unified theory of instructional design in the cognitive domain; this includes, of course, online instructional modeling. The theory differs from specific instructional design theories in that it describes how all instructional systems operate (regardless of their goals) in terms of resources and dialogues common to all instructional systems; it predicts certain instructional outcomes (related to groups of learners, not to individual learners) based on given initial conditions. The theory affords practical and theoretical advantages. Practically, it (1) simply and accurately describes the mechanisms at play in instructional systems, (2) presents readily quantifiable operational definitions, (3) suggests hypotheses that may be evaluated empirically and (4) points the way toward optimizing instructional systems. Theoretically, it (1) subsumes all current theories of instructional design and (2) views campus-based, distance and online instructional systems as a single discipline.

An evaluation on instructional systems design

2020 ◽  
Vol 12 (1) ◽  
pp. 30-41
Author(s):  
Huseyin Uzunboylu ◽  
Emine Kosucu
Keyword(s):  
Instructional Design ◽  
Systems Approach ◽  
Instructional System ◽  
Systems Design ◽  
Specific Model ◽  
Instructional System Design ◽  
Instructional Systems Design ◽  
Instructional Systems ◽  
Design Models ◽  
Instructional Design Models

Instructional design and instructional systems design concepts different from the direction of the field lead to confusion as it includes similar use cases from time to time. Instructional design models have different characteristics, and in different areas, in line with the needs of nature according to the purpose of alternating the use of different models, it affects the efficiency. Each model is developed that fixing the underlying spots is the best way to a need for designs designed which varies depending on the model. Some models of the objectives underlying the selection and use of different models have the highest level while improving strategies constitute a more important structure. With this assessment, the instructional design, instructional systems design, systems approach and instructional system design models, by examining the historical development of these models and their distinctive features, will be explained in connection with curriculum development. Thus, referring to the different points of each model and specific model, with respect to instructional systems design, the difference in instructional design, space and design process is studied. Keywords: Instructional systems design, instructional design, instructional design models.

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.

Can Cognitive Style Predict How Individuals Use Web-Based Learning Environments?

2011 ◽  
pp. 1553-1563
Author(s):  
Martin Graff
Keyword(s):  
Instructional Design ◽  
Information Processing ◽  
Individual Differences ◽  
Cognitive Style ◽  
Learning Environments ◽  
Instructional Systems ◽  
Web Based ◽  
Web Based Learning

This chapter considers the question of whether Web-based learning environments can be employed to effectively facilitative learning. Several questions are considered around this issue, principally whether variations in hypertext architecture, and individual differences in information processing are salient factors for consideration. Furthermore, whether the effectiveness of learning depends precisely upon how learning is defined. Finally, differences in hypertext navigational strategies are assessed in terms of whether these can be predicted by individual differences in cognitive style. The chapter ends by concluding that the research on Web-based instructional systems is to some extent promising, although the field of cognitive style is diverse, and realistic predictions regarding the use of this construct in instructional design is, as yet, tenuous.

Expertise Development for Next-Generation Digital Learners

2018 ◽  
pp. 38-59 ◽  
Author(s):  
Eulho Jung ◽  
Doo Hun Lim ◽  
Soo Jeoung Han
Keyword(s):  
Instructional Design ◽  
Empirical Studies ◽  
Next Generation ◽  
Expertise Development ◽  
Digital Learners ◽  
Design Theories

As the nature of work has become much more complex and sociotechnical, the needs for developing expertise are high. Research on expertise development are diverse (Bjork, 1994; Einstein & McDaniel, 2005; Schneider et al., 2002), but empirical studies intended to bridge expertise development and instructional design theories are relatively scarce (Ertmer et al., 2008; Fadde, 2009). This chapter addresses why and how scholars and practitioners should foster expertise development skills for Next-Generation digital learners.

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