Instructional Design Environments: Methods and Tools for the Design of Complex Instructional Systems

2013 ◽  
pp. 101-130
Keyword(s):  
Instructional Design ◽  
Instructional Systems ◽  
Design Environments

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.

Using Modularization Approach to Design Instructional Systems for Computer Literacy Courses

2003 ◽  
pp. 255-267
Author(s):  
Kuan C. Chen
Keyword(s):  
Instructional Design ◽  
Computer Literacy ◽  
Course Development ◽  
General Strategy ◽  
Instructional Systems ◽  
Knowledge And Skills ◽  
Course Content ◽  
Literacy Course ◽  
Essential Knowledge

In this chapter, the guiding principles of the modularization content arrangement that some instructors use is offered. Eight planning steps in module instructional design are summarized. A general strategy of these principles and applications in a case study is discussed in this chapter as well. A new modularization approach in instructional design, defining the course goals and arranging the course content, are two important issues for instructors. The author hopes the process of the module instructional design through essential knowledge and skills in the computer literacy course development will not only be a valuable synthesizing experience for instructors, but also the modularization approach may be preferable to students with a variety of backgrounds.

Designing a Systematized Program in Instructional Design and Development

1977 ◽  
Vol 5 (3) ◽  
pp. 191-214 ◽  
Author(s):  
Richard C. Boutwell
Keyword(s):  
Instructional Design ◽  
Systems Thinking ◽  
Role Model ◽  
Florida State University ◽  
State University ◽  
Instructional Systems ◽  
Educational Problem ◽  
Design And Development ◽  
Planning And Design ◽  
Instructional Design And Development

The Instructional Design and Development (IDD) Program at Florida State University is described and offered as a role model for other institutions. The planning and design of the IDD program include consideration of factors such as career fields of graduates and areas of competency in instructional systems. The matching of career fields and competency areas is then carried out. The IDD program itself is an example of applying systems thinking to an educational problem.

Learning Environment Design

1994 ◽  
Vol 22 (3) ◽  
pp. 225-233 ◽  
Author(s):  
Philippe Duchastel
Keyword(s):  
Instructional Design ◽  
Learning Environment ◽  
Design Process ◽  
Systems Design ◽  
Instructional Systems Design ◽  
Environment Design ◽  
Instructional Systems ◽  
Instructional Design Process ◽  
The Past ◽  
Learning Environment Design

Learning Environment Design (LED) is an instructional design process that is geared to the design of flexible and user-centered learning resources that constitute inviting environments for learning. LED is a possible successor to Instructional Systems Design (ISD), the process that has flourished in the instructional design field over the past three decades. LED is rooted in a conception of learning that emphasizes information, interest, structure, and regulation. LED explicitly distinguishes between the content and strategy facets of design in order to bring out the importance of both.

Consensus Building Using Quality Improvement Tools During the Instructional Design Process

2020 ◽  
pp. 142-165
Author(s):  
Julie A. Bridges ◽  
Mily J. Kannarkat ◽  
Brooke Hooper ◽  
Catherine J. F. Derber ◽  
Bruce Britton ◽  
...  
Keyword(s):  
Quality Improvement ◽  
Instructional Design ◽  
Design Process ◽  
Systems Design ◽  
Instructional Systems Design ◽  
Instructional Systems ◽  
Instructional Design Process ◽  
The Third ◽  
Healthcare Improvement ◽  
Common Understanding

This case outlines the process of using quality improvement tools during the instructional systems design process. The clerkship curriculum of the third year of medical school was undergoing a complete reform in terms of time and content. An instructional designer was utilized to complete a needs analysis and participate in the instructional systems design process. A need for a common understanding of the language of medical education and instructional design drove the team to utilize the Institute for Healthcare Improvement (IHI) Quality Improvement tools. The reform took 11 months, involved six clerkship directors, multiple administrators, and resulted in consensus among the clerkship directors regarding the knowledge, skills, and attitudes appropriate for a third-year medical student curriculum.

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.

Structuralism in Instructional Design

1978 ◽  
Vol 7 (2) ◽  
pp. 187-193
Author(s):  
David H. Jonassen
Keyword(s):  
Instructional Design ◽  
Design Research ◽  
Mechanistic Model ◽  
Behavioral Model ◽  
Theoretical Base ◽  
Instructional Systems ◽  
Design Procedures ◽  
Construction Of Knowledge ◽  
Structuralist Framework

The design of mediated instruction has been traditionally premised on a behavioral model. Instructional systems were designed to complete associative connections in the learner. This mechanistic model has acceded to an organismic model of man, actively engaged in the construction of knowledge. Structuralism as a theoretical base has so pervaded instructional design procedures and principles that conceptually identical constructs are competing for attention in the field. Standardization of some of these variables in a structuralist framework will facilitate theoretical and empirical development of instructional design research.

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

2011 ◽  
pp. 46-57 ◽  
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.

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