Instructional Design in Corporate Settings

2011 ◽  
pp. 28-37
Author(s):  
Feng-Qi Lai ◽  
Lynn Lohmeyer
Keyword(s):  
Educational Technology ◽  
Instructional Design ◽  
Graduate Students ◽  
Real World ◽  
Instructional Designers ◽  
Roles And Responsibilities

This paper discusses instructional design in corporate settings through describing and analyzing six real-world cases of instructional designers’ roles and responsibilities and summarizing key elements of those cases. The intent is to provide graduate students in Instructional/Educational Technology with a better idea of the roles they may take and the skills they will need when they start their careers as an instructional designers in corporate settings.

Designing Games for Learning

2009 ◽  
pp. 1183-1203 ◽  
Author(s):  
Scott J. Warren ◽  
Mary Jo Dondlinger
Keyword(s):  
Instructional Design ◽  
Real World ◽  
Psychological Factors ◽  
Game Design ◽  
Instructional Designers ◽  
Digital Game ◽  
Learning Game ◽  
Games For Learning ◽  
Addie Model ◽  
Instructional Design Principles

This chapter discusses two games that were designed to target learning as well as implications for the design of future games intended for this purpose. It illustrates how the ADDIE model of instructional design can be leveraged to produce digital game spaces as well as the limitations that designers face based on the goals of the project, the chosen technology, and the audience chosen for the digital intervention. The goal of this chapter is to use real-world examples of learning game design processes in order to prepare instructional designers for the complexity of using game and instructional design principles as a means of improving student motivation, learning, and other psychological factors that prepare them for engaging meaningfully in the educational experience.

Application of an Instructional Design Model for Industry Training

2004 ◽  
pp. 29-52
Author(s):  
Elizabeth Hanlis
Keyword(s):  
Instructional Design ◽  
Real World ◽  
Online Courses ◽  
Instructional Design Model ◽  
Design Model ◽  
Summative Evaluation ◽  
Instructional Designers ◽  
High Expectations ◽  
Industry Training

This chapter examines reflections, considerations, and the problems encountered when attempting to apply an instructional design model in the design and development of two online courses for industry training. Recommendations are included for instructional designers to avoid and handle many of the issues that arise in the real world. Specific issues addressed include: tight budgets, limited cooperation from SMEs, high expectations of clients, major changes to ‘finalized designs,’ and the importance of dealing with such matters promptly and effectively. The significance of both formative and summative evaluation and the role of project management are also discussed.

scholarly journals What's in a name! That which we call a course by any other name would smell as sweet

1990 ◽  
Vol 6 (1) ◽  
Author(s):  
James H. Strain ◽  
Alistair Inglis
Keyword(s):  
Educational Technology ◽  
Instructional Design ◽  
Instructional Designer ◽  
Design And Technology ◽  
Educational Technologist ◽  
Instructional Designers ◽  
Name Change ◽  
Course Content ◽  
Major Revision ◽  
Diploma Program

<span>Following a major revision of course content, the former Graduate Diploma in Educational Technology conducted at Victoria College was re-accredited in December 1989 as a Graduate Diploma in Instructional Design and Technology. This paper will examine the significance of the course's name change and explore the distinctions identified between the role profile of an instructional designer and an educational technologist. The authors will outline some of the fundamental changes necessary in providing a graduate diploma program for instructional designers as compared to educational technologists.</span>

scholarly journals Leveraging dynamic decision-making and environmental analysis to support authentic learning experiences in digital environments

2020 ◽  
Vol 20 (64) ◽  
Author(s):  
Jill Stefaniak ◽  
Meimei Xu
Keyword(s):  
Decision Making ◽  
Instructional Design ◽  
Real World ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Dynamic Decision Making ◽  
Instructional Designers ◽  
Design Decisions ◽  
Online Environments ◽  
Authentic Learning Experiences

Authentic learning is a pedagogical approach that situates students in real-world settings. Authentic learning experiences in online environments allow learners to solve real-world problems when they immerse in real-world settings. It thereby requires instructional designers to make contextualized design decisions to enhance students’ online authentic learning experiences. The purpose of this paper is to provide instructional designers with a conceptual framework to help guide their instructional design decisions for authentic learning experiences in online environments. We purport that these design decisions should be guided by three constructs: authentic learning, decision-making, and contextual analysis. We also provide recommendations for future research on decision-making practices and processes in instructional design contexts.

Review of Network Flow Algorithms David P. Williamson

2021 ◽  
Vol 52 (1) ◽  
pp. 12-15
Author(s):  
S.V. Nagaraj
Keyword(s):  
Graduate Students ◽  
Real World ◽  
Network Flow ◽  
Network Flows ◽  
Optimization Problems ◽  
Capacity Constraints ◽  
Incoming Flow ◽  
Network Flow Problems ◽  
Flow Problems ◽  
Real World Problems

This book is on algorithms for network flows. Network flow problems are optimization problems where given a flow network, the aim is to construct a flow that respects the capacity constraints of the edges of the network, so that incoming flow equals the outgoing flow for all vertices of the network except designated vertices known as the source and the sink. Network flow algorithms solve many real-world problems. This book is intended to serve graduate students and as a reference. The book is also available in eBook (ISBN 9781316952894/US$ 32.00), and hardback (ISBN 9781107185890/US$99.99) formats. The book has a companion web site www.networkflowalgs.com where a pre-publication version of the book can be downloaded gratis.

scholarly journals Leveraging Final Degree Projects for Open Source Software Contributions

Electronics ◽  
2021 ◽  
Vol 10 (10) ◽  
pp. 1181
Author(s):  
Juanan Pereira
Keyword(s):  
Graduate Students ◽  
Software Engineering ◽  
Computer Science ◽  
Open Source ◽  
Communication Skills ◽  
Open Source Software ◽  
Real World ◽  
Practical Experience ◽  
Multiple Challenges ◽  
Final Degree

(1) Background: final year students of computer science engineering degrees must carry out a final degree project (FDP) in order to graduate. Students’ contributions to improve open source software (OSS) through FDPs can offer multiple benefits and challenges, both for the students, the instructors and for the project itself. This work reports on a practical experience developed by four students contributing to mature OSS projects during their FDPs, detailing how they addressed the multiple challenges involved, both from the students and teachers perspective. (2) Methods: we followed the work of four students contributing to two established OSS projects for two academic years and analyzed their work on GitHub and their responses to a survey. (3) Results: we obtained a set of specific recommendations for future practitioners and detailed a list of benefits achieved by steering FDP towards OSS contributions, for students, teachers and the OSS projects. (4) Conclusion: we find out that FDPs oriented towards enhancing OSS projects can introduce students into real-world, practical examples of software engineering principles, give them a boost in their confidence about their technical and communication skills and help them build a portfolio of contributions to daily used worldwide open source applications.

scholarly journals Educational elements of instructional design to enhance the construction of virtual learning environments

2020 ◽  
pp. 1-7
Author(s):  
Nadia Sarahi URIBE-OLIVARES ◽  
Paul Rafael SIORDIA-MEDINA ◽  
Aldo ZEA-VERDÍN
Keyword(s):  
Instructional Design ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Virtual Education ◽  
Instructional Designers ◽  
Administrative Staff ◽  
Educational Model ◽  
Professional Profile

From the perspective of experts in instructional design, what pedagogical elements favor the construction of virtual learning environments? It is the question that guides the present investigation. Education has had significant changes in recent decades, so institutions would be expected to transform. The management of educational change must be carried out from within the institutions themselves, who, through the operability of their educational model, foster the learning of their students. The innovation elements of an institution involve the entire educational community. The pedagogical foundations must permeate the management team, teachers and administrative staff to achieve true educational quality in any educational modality. This research focuses on the particularities of the virtual modality. It aims to analyze the different perspectives of instructional designers of institutions of higher and higher education regarding what pedagogical elements are necessary in offering virtual education. It also analyzes the professional profile of those who exercise the role of instructional designer in the different institutions.

scholarly journals Historical and Philosophical Foundations of Learning Objects

10.28945/2913 ◽  
2005 ◽  
Author(s):  
Stephen L. Martin
Keyword(s):  
Instructional Design ◽  
Learning Objects ◽  
Reflective Learning ◽  
Learning Object ◽  
Instructional Designers ◽  
Philosophical Foundations ◽  
Practical Development ◽  
Computer Based ◽  
Knowledge Objects ◽  
The Relationship

Briefly the objective of this presentation is to provide an overview of the origin of the concept and term of learning object in instructional design within the context of standardized, sharable, computer-based operations. Secondly, the philosophical foundations will be discussed mainly in terms of the framework of the crucial distinction between learning objects as mere external knowledge objects and the process of self-reflective learning that is needed to make the use of learning objects truly successful. Both the historical and philosophical foundations of learning objects will be treated in terms of the relationship between learning objects and learning subjects. The latter includes both instructional designers in the historical and practical development of learning objects, and the audience for which learning objects are intended to help educate. Particularly, historical and philosophical foundations should recognize the dual trajectory towards producing standardized small curricular units and at the same time affecting, educating and even transforming learners.

scholarly journals Lesson Study: A Tool for an Improved Instructional Design in Teaching Integration by Parts

2021 ◽  
Vol 12 (3) ◽  
pp. 3862-3869
Author(s):  
Daisy Lyn F. Mariano Et.al
Keyword(s):  
Instructional Design ◽  
Real World ◽  
Classroom Environment ◽  
Lesson Study ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Integration Technique ◽  
Careful Planning ◽  
Integration By Parts ◽  
Tabular Method

This study aimed to develop instructional design in teaching the Integration by Parts in Calculus. By engaging in a Lesson Study, the researchers underwent careful planning of the design, executed it through a research lesson, noted key observations during the delivery of the lesson, and conducted a post-lesson conference. From the observations and insights during the post-conference, two themes emerged from where recommendations were drawn. The first theme pivoted on the propensity of teaching Integration by Parts as highly procedural and mechanical despite attempts at activating students’ higher-order thinking. However, the extent to which the tabular method could be advantageous should be explained to the students to clarify misconceptions about using it as a shortcut in performing Integration by Parts. The second theme revolved around how supportive classroom environment and the use of Tabular Method made the students more engaged. Nevertheless, providing learning experiences where students can be work on higher-order thinking and where they can process results of their collaboration was recommended to be incorporated in the instructional design. Generally, both Tabular and Conventional Methods play a crucial role in developing students’ mastery of this integration technique and may eventually allow them to make connections to the real world

scholarly journals Science and math teachers as Instructional Designers: Linking ID to the ethic of caring

2008 ◽  
Vol 34 (1) ◽  
Author(s):  
Ellen Rose ◽  
Kate Tingley
Keyword(s):  
Instructional Design ◽  
Central Component ◽  
Instructional Decisions ◽  
Design Activity ◽  
Instructional Designers ◽  
Design Models ◽  
Math Teachers ◽  
Ethic Of Caring ◽  
Exploratory Inquiry ◽  
The Relationship

In this exploratory inquiry into the nature of the relationship between systematic instructional design models and teachers’ planning practices and needs, the researchers conducted open-ended interviews with six teachers of science and math in order to discover how they conceptualized and practiced instructional design. The most important finding to emerge from this research was that, from the teachers’ perspective, caring must be a central component of any instructional design activity. Regardless of gender and grades taught, the teachers indicated that they need to be able to make instructional decisions based upon their caring relationships with individual learners. Les enseignant de sciences et mathématiques comme concepteurs pédagogiques: relier l’identité et l'éthique de la sollicitude Résumé : Dans cette enquête exploratoire de la nature de la relation entre les modèles systématiques de conception pédagogique et les besoins ainsi que la pratique de planification des enseignants, les chercheures ont effectué des entrevues ouvertes avec six enseignants de sciences et mathématiques afin de découvrir leurs représentations et leurs pratiques de la conception pédagogique. Le résultat le plus important émergent de cette enquête a été que selon la perspective des enseignants, la sollicitude se doit d’être une des composantes centrales de n’importe quelle activité de conception pédagogique. Indépendamment du genre et du niveau d’enseignement, les enseignants ont indiqué qu’ils doivent être en mesure de pouvoir faire des décisions pédagogiques en fonction de leurs relations empathiques avec les apprenant individuels.

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