The Integration of Curriculum Design, Instructional Design, and Media Choice

2004 ◽  
pp. 159-184
Keyword(s):  
Instructional Design ◽  
Curriculum Design ◽  
Media Choice

scholarly journals Digging Up: A Five-Year Journey to Instructional-Design Stability in a Postsecondary Distance Education Unit

2016 ◽  
Vol 41 (1) ◽  
Author(s):  
Jordan Epp ◽  
Jeanette McKee
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Curriculum Design ◽  
Quality Standards ◽  
Copyright Law ◽  
Learning Technologies ◽  
Design Team ◽  
Future Prospects ◽  
Design Standards ◽  
Current Curriculum

This report of practice describes a five-year process to establish and implement quality standards for a substantial portfolio of distancedelivered courses at the Centre for Continuing and Distance Education, University of Saskatchewan. The report describes an analysis of the issues and the solutions found that led to our current curriculum design standards and procedures, the implementation of learning technologies, and the identification of issues and solutions regarding copyright law. Lastly, the future prospects of these distance-delivered postsecondary courses are considered. Focusing on the issues and solutions for each category of challenges, this report describes the five-year journey of a small instructional-design team that faced roadblocks and barriers common to many postsecondary continuing and distance education units.

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 Need Analysis and Curriculum Design in Business English

2015 ◽  
Vol 3 (2) ◽  
pp. 146
Author(s):  
Geng Chunling
Keyword(s):  
Instructional Design ◽  
Market Economy ◽  
Curriculum Design ◽  
English Education ◽  
Economic Globalization ◽  
English Teachers ◽  
English For Specific Purposes ◽  
Business English ◽  
Need Analysis ◽  
The World

<p><em>Business English education, which serves as a branch of ESP (English for Specific Purposes) is of great importance. With the development of market economy and the further strengthening of economic globalization, Business English is receiving more and more attention and is showing unprecedented momentum. And in the world of Business English, need analysis is at the heart of planning and instructional design. Yet, designing a Business English course requires collaboration among several concerned stakeholders, including students, subject teachers, institutional administrators and Business English teachers themselves. This article gives a detailed description of Business English and need analysis, analyzes the importance of need analysis to syllabus design based on need analysis.</em><em></em></p>

scholarly journals Enacting a Reform-Based Science Curriculum: Design Changes to Extend Inquiry

2016 ◽  
Vol 7 (1) ◽  
Author(s):  
Charles J. Eick ◽  
Michael Dias
Keyword(s):  
Instructional Design ◽  
Curriculum Design ◽  
Science Curriculum ◽  
Learning Cycle ◽  
Emotional Needs ◽  
Academic Challenge ◽  
Analytical Thinking ◽  
Design Changes ◽  
Self Study ◽  
Prescribed Curriculum

The first author re-entered the middle grades classroom to teach a new National Science Foundation (NSF) physical science curriculum that was designed to foster conceptual change through a scientific approach. The curriculum design met the need and call for reform in science education through its focus on inquiry, evidence-based reasoning, peer collaboration, and deeper understanding of important concepts in a science discipline. Lessons followed a learning cycle of activities for knowledge construction. As a self-study, the first author as teacher sought to learn about his beliefs and abilities in practice while enacting and adjusting the curriculum design. The second author helped in this reflective practice through visiting the first author’s classroom for periodic observations, interviews, and discussions about the implementation of this curriculum. Four videotaped lessons and instructional artifacts demonstrate that the teacher enacted the curriculum with high fidelity to its prescribed inquiries and learning cycle format with only minor changes. Instructional design modifications were made in practice to assist lower achieving students meet its high academic challenge of analytical thinking. The merits of the prescribed curriculum for promoting deductive scientific thinking are detailed alongside instructional design decisions emanating from the curriculums’ academic rigor and limitations in connecting to adolescent interest and choice. This case details one example of a teacher who intended to faithfully implement a reform-based science curriculum, realizing along the way, that design changes were warranted to meet the educative and emotional needs of students in a particular context.  

scholarly journals ENFOQUES EN LOS MODELOS EDUCATIVOS, PLANES DE ESTUDIO Y SU CORRESPONDENCIA CON LA PLANEACIÓN DIDÁCTICA (DISEÑO INSTRUCCIONAL) EN LA EDUCACIÓN A DISTANCIA. FOCUS ON EDUCATIONAL MODELS, CURRICULUM AND TEACHING PLANNING CORRESPONDENCE (INSTRUCTIONAL DESIGN)

2011 ◽  
Vol 2 (2) ◽  
pp. 168-192
Author(s):  
Rosita Ulate-de Brooke
Keyword(s):  
Instructional Design ◽  
Learning Strategies ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Approaches To Learning ◽  
Academic Community ◽  
Learning Theories ◽  
World Population ◽  
Educational Models ◽  
Academic Administration

Es muy probable que los profesores universitarios, que no provienen del área de la educación, se sientan desprotegidos en su función docente al no contar con las bases pedagógicas necesarias para generar un proceso de enseñanza y aprendizaje exitoso, a pesar de estar a cargo de la formación de nuevos profesionales en su área de conocimiento. También es común que esos mismos profesores reciban en sus primeros años como docentes, una serie de capacitaciones en el campo de la pedagogía universitaria, diseños curriculares, producción de materiales, entre otros. Tanto la inducción como la capacitación es vital para comprender la gestión académica. Sin embargo he podido observar que muchas de las necesidades de los profesores se enfocan hacia soluciones prácticas en la planeación didáctica de las estrategias de aprendizaje, sean sincrónicas o asincrónicas.Las estrategias de planeación didáctica desde los diferentes paradigmas de la educación y de los enfoques de las teorías de aprendizaje siguen siendo validas. Desde el conductismo, cognitivismo y constructivismo se han generado varios sistemas y modelos de diseño didáctico al que comúnmente se le ha conocido como sistemas de entrega del diseño instruccional. Algunos de los modelos son sumamente creativos, están disponibles, han sido utilizados y probados por la comunidad académica a través de las diversas innovaciones de los medios de comunicación e información (imprenta, radio, televisión, computadores, videos, internet, entre otros más de más recientes usos en la población mundial). Sin embargo modelos de sistemas de instrucción aún son desconocidos para muchos, especialmente los no formados en la educación, pero si responsables de la formación de generaciones de profesionales en su trabajo como docentes.Mi experiencia empírica en la observación de actividades, talleres e investigaciones realizadas en el Programa de Protección y Manejo de Recursos Naturales (PROMARENA) de la Escuela de Ciencias Exactas y Naturales (ECEN) de la Universidad Estatal a Distancia (UNED), demuestra la necesidad de un sistema y de diseños instruccionales que concuerden con los enfoques y paradigmas dominantes de la carrera; así como con el diseño curricular del plan de estudios, de los cursos y de la evaluación de los aprendizajes.Palabras clave: Teorías de aprendizaje, modelos de aprendizaje, diseño instruccional, estrategias de aprendizaje.AbstractIt is very likely that university professors who are not from the area of education, they feel vulnerable in their teaching by not having the necessary educational foundation to build a teaching and learning process successful, despite being in charge of training of new professionals in their area of expertise. It is also common that these same teachers receive in their first years as teachers, a series of trainings in the field of university pedagogy, curriculum design, and materials production, among others. Induction and training is vital to understand the academic administration. However I have noticed that many of the needs of teachers focus towards practical solutions in planning teaching-learning strategies, whether synchronous or asynchronous.Educational planning strategies from different educational paradigms and approaches to learning theories are still valid. From behaviorism, cognitivist and constructivism have generated several systems and models of instructional design that has been commonly known as delivery systems of instructional design. Some of the models are highly creative, are available have been utilized and proven by the academic community through various innovations in media and information (print, radio, television, computers, videos, internet, among others over uses the latest in the world population). But models of instruction sets are still unknown to many; especially those not trained in education, but if those responsible for training generations of professionals in their work as teachers. My empirical experience in the observation of activities, workshops and research in the Agenda for Protection and Natural Resource Management (PROMARENA) School of Natural Sciences (ECEN) of the Universidad Estatal a Distancia (UNED), demonstrates the need and system designs that match instructional approaches and paradigms of the race, as well as curriculum design, courses and assessment of learning. Keywords: Learning theories, learning models, instructional design, learning strategies.

scholarly journals Universal Instructional Design: A New Framework for Accommodating Students in Social Work Courses

2021 ◽  
Author(s):  
Priscilla Gibson ◽  
Elizabeth Lightfoot
Keyword(s):  
Instructional Design ◽  
Social Work ◽  
Students With Disabilities ◽  
Social Work Education ◽  
Curriculum Design ◽  
Universal Access ◽  
Current Method ◽  
Individual Student ◽  
Work Education ◽  
New Framework

This article provides an analysis of the current method of accommodating students with disabilities in social work education and presents a new framework for providing universal access to all students in social work education: Universal Instructional Design (UID). UID goes beyond adapting already developed social work curricula to fit the needs of an individual student with a disability, to building in accommodations in the front-end of curriculum design that promote a more inclusive environment for all students. The 4 components of UID are discussed, along with the challenges to its implementation.

scholarly journals The Collaborative Mapping Model: Relationship-Centered Design for Higher Education

2019 ◽  
Vol 23 (3) ◽  
Author(s):  
Jason T Drysdale
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Curriculum Design ◽  
Model Development ◽  
Instructional Designer ◽  
Leadership Theory ◽  
Instructional Designers ◽  
Survey Question ◽  
Mapping Model ◽  
Collaborative Mapping

Instructional designers list one of their primary obstacles as collaborating with faculty (Intentional Futures, 2016).  Additionally, instructional designers experience a high degree of role misperception and struggle to advocate for clear and defined roles (Drysdale, 2018).  In order to address these challenges, I created the Collaborative Mapping Model (CMM), a model of instructional design for higher education instructional designers that puts relationship at the center of design and addresses issues of scale, quality, and empowerment.  I first identified four primary roles of instructional designers in higher education by evaluating the industry standard models of instructional design, comparing their structure and usage for relevance to the consultative role designers assume in higher education. The collaborative designer role had no associated model of design, and led to the development of the model. Development was informed by several key theories, including authentic leadership theory (Kiersch & Byrne, 2015), shared leadership theory (Bolden, 2011), and appreciative inquiry (Kadi-Hanifi et al., 2014). After several years of implementation and refinement, I developed an action research study to determine the effectiveness of the model.  I administered a mixed methods survey to a group of 50 faculty who had designed a course in partnership with an instructional designer through the CMM.  Among other results, 92% of respondents (n=37) indicated an improvement in the quality of their courses and 73% (n=37) saved time by working with an instructional designer in the CMM.  Key themes from the qualitative survey question included value and respect for the expertise of the instructional designer, a significant improvement to the online courses designed and developed through the CMM, and enthusiasm for continued collaboration with instructional designers.  This study describes the development of the model, an overview of theoretical influences and processes, and the effectiveness of the Collaborative Mapping Model of instructional design.Keywords: instructional design, instructional design models, collaboration, faculty partnership, advocacy, leadership, course mapping, curriculum design, professional roles

The English Camps as Method of Promoting Fun English at Elementary School Level in Indonesia

2020 ◽  
Vol 4 (2) ◽  
pp. 174
Author(s):  
Meida Rachmawati ◽  
Suzana Widjajanti ◽  
Ahmad Ahmad ◽  
Aslan Aslan
Keyword(s):  
Elementary School ◽  
Language Learning ◽  
Curriculum Design ◽  
Scientific Evidence ◽  
School Curriculum ◽  
School Level ◽  
English Learning ◽  
Learning Method ◽  
School Students ◽  
Scientific Publications

This article aimed to promote English in elementary school students through a fun learning method, called the Fun English Camp. Several studies had been conducted to encounter the best solution to handle this issue. The researchers used PRISMA Protocol as an instrument to collect the data that has been widely used in the process of selecting relevant articles. The researchers reviewed twenty five scientific publications, related to Fun English Camp that has become an English learning approach for beginner students. Through a review of twenty five scientific publications, for instance book and journal, the researchers got scientific evidence that introduction of a learning method with the term Fun English camp has an impact on promoting language learning for elementary school children in Indonesia. Thus, the fun English camp method can be an interesting method to be applied by elementary school curriculum design in Indonesia. Keywords: English Camps, Learning Method, Fun English Learning

A review on the prerequisites of Evidence-Based Curriculum as a driver to skills development of the leather value chain in Africa

2019 ◽  
Vol 5 (1) ◽  
pp. 1-10
Author(s):  
Mwinyikione Mwinyihija
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Value Chain ◽  
Theoretical Perspective ◽  
Economic Benefits ◽  
Skills Development ◽  
Evidence Based ◽  
Wealth Creation ◽  
Urban Rural ◽  
Review Study

The review study closely introspects’ on the prerequisites of evidence-based curriculum within the realms of specialized skills development agenda as pursued through higher education Institutions in Africa. Explicitly, the constraining factors that bedevil the leather sector are identifiable when appropriate research designs tools are applied. As such, in the process of identifying the constraints, renascence themes could, therefore, be beneficial in collecting evidence in support of developing curriculum. Such a developed curriculum stands higher chances of acceptability and aptly mitigates against challenges related to specialized skills development. The review succinctly indicates that in the process of identifying the themes, the scope of collecting evidence becomes attainable, thus, improving curricula that entails a participatory and transformative orientation. Indeed, during the review phase of the study, three main perspectives are depicted to be consequential in attaining a comprehensive, evidence-based curriculum, such as; action research, backward curriculum design perspective and theoretical perspective. Therefore, about this perspective, a reflection based on personal experiences and related to new knowledge with what they already know leads to constructivism. The relevancy of a constructivist strategy is observed to facilitate the observatory and evaluative stance during the development of evidence-based curriculum. Moreover, in consolidating and sustaining the benefit of such a developed curriculum, threshold concept was found during the review that it complements the process and strengthens the collecting evidence for curriculum development. Accordingly, therefore, the result of the review study indicate that Africa would  position itself for initiating transformational changes in aspects of specialized higher education, fruition towards socio-economic benefits (e.g. employment, wealth creation and technology transfer), reversal of urban-rural or inter/intra continental migration flurry.

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