Relevant bibliographies by topics / INSTRUCTIONAL DESIGN PROCESS

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'INSTRUCTIONAL DESIGN PROCESS'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "INSTRUCTIONAL DESIGN PROCESS"

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Bajracharya, Jiwak Raj. "Instructional Design and Models: ASSURE and Kemp." Journal of Education and Research 9, no. 2 (December 31, 2019): 1–8. http://dx.doi.org/10.3126/jer.v9i2.30459.

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Instructional Design (ID) is a procedure for developing an educational or training programme, curricula, or courses sequentially and authentically (Branch & Merrill, 2011). This procedure enables instructors to create instructions, which involves the “systematic planning of instruction” (Smith & Ragan, 2005, p. 8), ranging from instructional analysis to evaluation (Mager, 1984). Thus, ID can be referred to as a “systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” (Smith & Ragan, 2005, p. 4). As such, taken as a framework, ID provides the process to create instructions based on the necessity of a teaching and learning environment. Thus, ID can be defined as a process to develop directions and specifications using learning and instructional theory to ensure the quality of instruction.
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Artemchik, Terri. "Using the instructional design process in tutorial development." Reference Services Review 44, no. 3 (August 8, 2016): 309–23. http://dx.doi.org/10.1108/rsr-12-2015-0050.

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Purpose This paper aims to explore innovative ways to integrate business information literacy and database instruction into courses that require in-depth research. Design/methodology/approach This paper outlines the use of the instructional design process to effectively develop specialized Guide on the Side (GotS) tutorials for upper-level business students. Findings Students valued the interactive nature of the GotS tutorials and appreciated that the instruction was at point of need. Research limitations/implications This paper describes one librarian’s journey of creating interactive tutorials with the instructional design process. It is a starting point for other academic librarians looking to embed tutorials in courses. Originality/value GotS is an interactive tutorial software and librarians are looking for effective ways to incorporate online tutorials into their information literacy instruction.
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Victor-Ishikaku, Eunice C. "Multimedia in instructional design: implication for effective instructional process." ACADEMICIA: AN INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL 11, no. 2 (2021): 546–56. http://dx.doi.org/10.5958/2249-7137.2021.00466.3.

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Ziegenfuss, Donna Harp. "Information Literacy and Instruction: Backward Design: A Must-Have Library Instructional Design Strategy for Your Pedagogical and Teaching Toolbox." Reference & User Services Quarterly 59, no. 2 (March 4, 2020): 107. http://dx.doi.org/10.5860/rusq.59.2.7275.

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Library instruction sessions, courses, and programs benefit from a strategic and intentional instructional design approach. This type of approach can provide a framework for librarian discussions with collaborators, such as faculty or other stakeholders, and facilitate librarians’ advocacy efforts for information literacy instruction in the curriculum. But in the midst of busy schedules and competing responsibilities, it can be difficult to find time and a strategy that works well for library instructional contexts. This column shares an instructional design strategy adopted by librarians to add intentionality to their instruction. This backward design instructional design process has proven to be an invaluable tool for designing instructional contexts ranging from one-shots to tutorials to semester-length courses.—Editor
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Benefit, Arian B. "Instructional design process: A case example." Performance + Instruction 34, no. 8 (September 1995): 40–42. http://dx.doi.org/10.1002/pfi.4170340810.

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Fang, Ming Jian, Xu Xu Zheng, Wei Qin Hu, and Yu Shen. "On the ADDIE-Based Effective Instructional Design for Higher Education Classrooms." Advanced Materials Research 271-273 (July 2011): 1542–47. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1542.

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ADDIE instructional design is a systematic approach for course development and instructional activities. It consists of analyzing the current state and needs of the learner, defining the end goal and expected outcomes of instruction, determining the instructional methods and approach, selecting the instructional means, synthesizing instructional plan, organizing and implementing instructional activities, and monitoring and evaluating instructional effectiveness. It gives a detailed illustration of the process of effectively designing and creating instructional activities for higher education classrooms and provides higher education lecturers with a well-defined structured procedures for instructional design.
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Campbell, Katy. "Tensionalities in the collaborative instructional design process." International Journal of Qualitative Studies in Education 12, no. 4 (October 1999): 381–99. http://dx.doi.org/10.1080/095183999236042.

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Nixon, Elizabeth Krick, and Doris Lee. "Rapid Prototyping in the Instructional Design Process." Performance Improvement Quarterly 14, no. 3 (October 22, 2008): 95–116. http://dx.doi.org/10.1111/j.1937-8327.2001.tb00220.x.

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Egbedokun, A. O., T. A. Oteyola, A. O. Akinlabi, M. Adejumo, and P. Ayodele. "The Essentials of Instructional Design Process in a Digital Age." Journal of Education and Training 4, no. 2 (July 28, 2017): 27. http://dx.doi.org/10.5296/jet.v4i2.11206.

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The thrust of this paper is to examine some important issues relating to instructional design in the digital age. The paper does not intend to discuss the details of model of instructional design but key issues such as instructional objectives specification, needs assessment, instructional strategies and media and also how learning takes place.
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Busquets, Anna, and Muriel Gómez. "Instructional Design and Quality." International Journal of Knowledge Society Research 2, no. 4 (October 2011): 47–61. http://dx.doi.org/10.4018/jksr.2011100104.

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Quality in e-learning should be measured from three perspectives: technology, pedagogy, and management and administration. This paper examines the pedagogical and methodological perspective, specifically in the work developed by the professors of the course “East Asian Geography”, a compulsory course of the Programme of East Asian Studies. The authors consider that the teaching and learning methodology applied to the UOC model has reached the proper level of quality when students are satisfied, follow the courses and not drop out, and perform appropriately. In that sense, satisfaction, permanence, and academic performance are the three levels of measurement of the quality of the each course and program, as well as the UOC model in general. On the basis of the data obtained and results of the first two years 2003-2004 and 2004-2005, in terms of performance and satisfaction of the students in the course “East Asian Geography”, is considered for revision and improvement. This process has two phases. In the first one, during 2005-2008, the authors focus on the instructional design process and the conceptualization of the course plan with new activities; in the second, from 2009 to present, the authors examine the design and diversification of course materials and e-learning activities.
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Dissertations / Theses on the topic "INSTRUCTIONAL DESIGN PROCESS"

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Njenga, James Kariuki. "Instructional design process in a web-based learning management system: design, implementation and evaluation issues." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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Web technologies have necessitated a transformation culture in higher education
institutions. Many of these institutions are employing web technologies whose
development, for varying reasons, is not supported by research in their field and
domain of use. One such field is instructional design for the web learning.
Although there is a lot of research on the most effective instructional design
strategies, the use of research for web-based learning applications has been
limited.

This thesis reports on a study aimed at transforming the research on instructional
design into practice by designing an instructional design system and providing an
argument for its implementation. The argument is intended to facilitate the design
and development of an instructional design subsystem of the web, that would in
turn offer effective and efficient ways for creating web-based learning materials
to instructors.

The study started by examining the various paradigms, theories and practices of
instructional design with the intent of using them to enrich and improve the
practice of instructional design in web learning. It undertook a thorough and
systematic review of the literature on instructional design in order to come up
with an instructional design system. The design approach used successful design
patterns that have been used elsewhere, e.g. in software design, to create common
responses or solutions to recurrent problems and circumstances. Instructional
design patterns were identified in this study as the recurrent problems or processes
instructional designers go through while creating instructional materials, whose
solutions can be reused over and over again.

This study used an iterative developmental research process of finding and
modelling an instructional design process as the research methodology. This
process follows and builds on existing research on instructional models, theories
and strategies, and ensures that the same methodology can be used to test the
theories in the design, thus improving both the research and the design.

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Zolna, Jesse S. "Two stage process model of learning from multimedia guidelines for design /." Diss., Atlanta, Ga. : Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/22668.

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Thesis (Ph. D.)--Psychology, Georgia Institute of Technology, 2008.
Committee Chair: Richard Catrambone; Committee Member: James Foley; Committee Member: Mark Guzdial; Committee Member: Paul Corballis; Committee Member: Wendy Rogers.
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Karakus, Turkan. "Exploration Of Instructional Design Process And Experience Of Novice Instructional Designers Through The Framework Of Activity Theory: A Case Study In An Instructional Design Course." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613475/index.pdf.

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Contextual issues have considerable role on learning outcomes of instructional design process. In this dissertation study, an instructional multimedia design and development course was explored to understand how contextual issues influence the experience and processes of Novice Instructional Designers&rsquo
(NIDs) activities in an instructional design project. The main participants of the study were 47 junior Computer Education and Instructional Technology students who were enrolled in the course. Besides, 26 students who took the course in previous years also participated in the study to verify the results. In the course, the students followed an instructional design process, including analysis, design, development, implementation and evaluation (ADDIE framework) phases while developing instructional multimedia products. The researcher, as one of the facilitators of the course, aimed to guide the project teams iteratively to make them effectively collaborate with the community consisting of target group students, teachers, group members, graduate students and subject matter experts. Moreover, the researcher and other facilitators provided methodological and technical tools that novice instructional designers needed for their projects. Thus, the researcher was a part of the natural context. A qualitative approach was used to collect the data and Activity Theory (Engeströ
m, 1999) was utilized to analyze contextual issues, find out interrelationship between contextual issues and present the results. Results showed that especially expectation and motivations of NIDs, team working skills, role of facilitator and role of target group was important to understand the instructional design experience and quality of processes which was conducted in instructional design. The results will be useful in improvement of instructional design course settings to strength practical skills of novice instructional designers.
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Jeffrey, Thomas Read. "Instructional Design and Technology Student and Instructor Perceptions Regarding Collaborative Learning Groups." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/26488.

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Collaborative group learning is a popular method of instruction that is used in a variety of academic disciplines but little is known about how it is perceived as an instructional approach. The purpose of this study was to discover how college-level learners and instructors perceive collaborative group learning in regard to value and benefit, role of the instructor, and factors that contribute to positive and negative collaborative experiences. A non-experimental study provided information about participants in the form of descriptive data, correlational statistics, and qualitative analysis. Findings indicated that collaborative group learning was valued because it supported the achievement of learning goals, was an effective method of learning, and held professional benefit. However, value and benefit were reported to be affected by a variety of factors, such as work and reward inequities, the social context of collaboration, and the appropriateness of the activity to the learning situation and objectives. Findings related to the instructorâ s role showed that students acknowledged and accepted ownership of group processes; however, they also indicated that they would like the instructor to play an active role in the collaborative activity to support the learning process. This and other instructor role findings indicate the complexity of balancing instructor functions, as highlighted in results that showed some learners and instructors preferred a hands-off approach on the part of the instructor, while other learners and instructors felt that instructor involvement was a necessity. Suggestions provided by learners and instructors regarding instructor functions that supported effective collaboration included such activities as mentoring collaborative behavior, monitoring group and individual progress, and providing clear expectations and guidance. Findings from this study may be useful for informing the design, development, and implementation of collaborative group learning activities by providing insight into the factors that contribute to effective collaborative experiences, as well as perceptual differences and similarities between the learners and instructors.
Ph. D.
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Russell, Lillian R. Ph D. "Identifying Complex Cultural Interactions in the Instructional Design Process: A Case Study of a Cross-Border, Cross-Sector Training for Innovation Program." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/msit_diss/80.

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The purpose of this research is to identify complex cultural dynamics in theinstructional design process of a cross-sector, cross-border training environment by applying Young’s (2009) Culture-Based Model (CBM) as a theoretical framework and taxonomy for description of the instructional design process under the conditions of one case. The guiding question of this study is: How does culture, as defined by Young’s (2009) CBM framework, interact with the instructional design process in this case of a cross-sector, cross-border training program? This research uses the qualitative approach of case study and applies a cultural design framework to examine the process of instructional design by a team of designers-by-assignment in a NASA/university consortium program to train applied research and development teams for an education software company headquartered in India. Fifteen representative participants were chosen to reflect each role involved in the training program and instructional design process, including management, instructors and students. In over two years of engagement with participants, data was gathered at a NASA space center and in Mumbai, India through interviews, observation and artifact analysis. Data was analyzed to identify where components of the design process, decisions of the design team, and perceptions of the stakeholders overlap with culture as defined by Young’s CBM framework. The findings indicate that at least twenty-three distinguishable elements of culture interact across the design process in the: 1) goals and funding decisions of the client; 2) goals and design decisions of the design team; 3) perceptions of the training program of all stakeholders; and 4) the observable outcomes of the training program. The findings also offer insight into what stakeholders do or do not consciously attribute to culture. By empirically illuminating the pervasive presence of cultural interactions across the instructional design process, this study advocates for culture to be recognized as a construct of importance in our field and demonstrates the powerful capabilities of using a comprehensive descriptive model as a lens for exploring cultural dynamics in the instructional design process.
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Black, Aprille Noe. "The Design and Development of a Theory Driven Process for the Creation of Computer-Supported Collaborative Learning in an Online Environment." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/26800.

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Educators are struggling to meet the ever-increasing challenges of preparing students to meet the demands of a global society. The importance of collaboration and social interaction in online education has been well documented (Berge, 1998; Brown, Collins& Duguid, 1989, Fulford &Zhang, 1993; Gunawardena & McIssac, 2003; Kanuka & Anderson, 1998; Kearsley & Schneiderman, 1999; Sardamalia & Bereiter, 1994). Teachers and instructional designers are struggling to change the academic environment to meet the needs of millennial learners. The purpose of this study is to develop a theory driven process for designing computer-supported collaborative learning in an online environment. A careful analysis of the process for creating collaborative online instruction is conducted and a design strategy for the process is developed. The study provides suggested guidelines for practitioners to create collaborative online instruction. The design procedures emphasize social interaction to allow learners opportunities to explore, discover, and negotiate meaning in an authentic context. Online instruction requires the coupling of multiple areas of expertise to be successful. Although the pedagogical principles are the same, the global implications of â flat worldâ technology require an important weaving of collaborative interaction, graphic design, and pedagogy. Technology provides the transportation for achieving a collaborative environment; and, quality pedagogical practices provide the GPS (guidance positioning system) to direct collaborative instruction to its ultimate destinationâ knowledge building.
Ph. D.
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Nwavulu, Anthony. "Knowledge (Technical Instructions)transfer process: : A Case on Fogmaker AB Sweden." Thesis, Växjö University, School of Mathematics and Systems Engineering, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-6230.

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The essence of an effective knowledge transfer process for a technical organization cannot be overemphasized. It does not only translate to its advancement but also improves the learning capacity of the staff in the organization.

The purpose of this work is to analyze and diagnose the current process of technical knowledge transfer

It goes further to proffer a suitable model of design process for the technical instructions (which is one form of knowledge that is present in the organization) so as to improve not only the instructional manual but also the processes involved.

The instructional model is a model gotten from the field of instructional technology (a sub-sect of educational technology) which is used to achieve this feat.

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Jamiat, Nurullizam. "Designing Problem Based Learning for Teachers in Malaysia| A Study of the Nine-Step Problem Design Process." Thesis, The Florida State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10685790.

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The purpose of this study was to investigate the use of the nine-step problem design process (Hung, 2009) to design a problem based learning course. I applied a descriptive case study approach to conduct design and development research (Richey & Klein, 2007). The study was conducted in the Malaysian teacher education setting. In this study, I served both as the researcher and instructional designer of the course. The instructor also involved as co-designer. The student participants were 25 preservice teachers enrolled in a video production course. Various data sources were collected such as a designer log, extant data, surveys, and interviews. The findings indicated that the nine-step problem design process was somewhat suitable in the context of this study due to conditions such as decision-making power, existing materials, lack of knowledge, unclear information of the steps, and time. Therefore, it is recommended that designers have client buy-in when deciding which design model or processes to follow and have some content expertise and experience designing problem based learning. It is also important to have subject matter expert involvement when using the steps to design problem based learning. In regards of participants’ perceptions, the instructor had positive views toward problem based learning and indicated her intention to use it again in the future. However, the instructor felt that designing problem based learning was a challenging and time-consuming task. Overall, the students found problem based learning to be interesting but challenging in terms of completing the video competition and reflection tasks. For future research, performance data such as students’ achievement and problem-solving skills should be collected to inform the effectiveness of the problems developed by using the nine-step problem design process.

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Trotman, Carmalita. "Creation of a Support Tool for the Needs Assessment Process: A Design and Development Study." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97595.

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Organizations in the private and public sector provide employee training for different reasons and cover a variety of subject and skill areas. In some cases, training is provided without implementing the complete instructional design process, omitting the needs assessment and analysis step, which can result in less than desired training outcomes. Research details challenges that private and public sector organizations encounter related to needs assessments, along with the benefits of assessing needs prior to the design of a training program. This development study and research supports these details. As a part of this research, a needs assessment tool was designed to assist instructional designers and training managers gather key information to better determine if training is needed and to identify the best means for moving through the instructional design process. An expert review of the needs assessment tool validated the tool and provided feedback for further development of the tool. This study presents the challenges and benefits of identifying needs, describes the development of a needs assessment tool, analyzes and summarizes expert review and feedback, and suggests potential revisions to the tool.
Doctor of Philosophy
Organizations in the private and public sector provide employee training for different reasons and cover a variety of subject and skill areas. In some cases, training is provided without implementing the complete instructional design process. The complete instructional design process involves conducting a needs assessment, analyzing the needs assessment, designing a learning plan, developing the instruction based on the learning plan, implementing the instruction, and evaluating the instructional outcomes. When the first step, conducting the needs assessment is omitted, in some cases this may result in less than desired training outcomes. Research details challenges that private and public sector organizations encounter related to needs assessments, along with the benefits of assessing needs prior to the design of a training program. This development study and research supports these details. As a part of this research, a needs assessment tool was designed to assist training developers, instructional designers, and training managers gather key information to better determine if training is needed and to identify the best means for moving through the instructional design process. A group of individuals who work in the training and instructional design field, also referred to as expert reviewers, reviewed and validated the needs assessment tool and provided feedback for further development of the tool. This study presents the challenges and benefits of assessing needs, describes the development of a needs assessment tool, analyzes and summarizes the expert review and feedback, and suggests potential revisions to the tool.
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Slocum, Darci Jo. "Teaching process writing using computers for intermediate students." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1373.

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Books on the topic "INSTRUCTIONAL DESIGN PROCESS"

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Kemp, Jerrold E. The instructional design process. New York: Harper & Row, 1985.

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Rothwell, William J., G. M. Bud Benscoter, Marsha King, and Stephen B. King. Mastering the Instructional Design Process. Hoboken, NJ, USA: John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781119176589.

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Gentry, Castelle G. Introduction to instructional development: Process and technique. Belmont, CA: Wadsworth Pub. Co., 1994.

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Rothwell, William J. Mastering the instructional design process: A systematic approach. 4th ed. San Francisco: Jossey-Bass, 2008.

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C, Kazanas H., ed. Mastering the instructional design process: A systematic approach. San Francisco: Jossey-Bass, 1992.

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Mastering the instructional design process: A systematic approach. Hoboken, New Jersey: John Wiley & Sons, Inc., 2016.

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C, Kazanas H., ed. Mastering the instructional design process: A systematic approach. 2nd ed. San Francisco, Calif: Jossey-Bass, 1998.

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C, Kazanas H., ed. Mastering the instructional design process: A systematic approach. 3rd ed. San Francisco: Pfeiffer, 2004.

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Shambaugh, R. Neal. Mastering the possibilities: A process approach to instructional design. Boston: Allyn and Bacon, 1997.

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1968-, Green Timothy D., ed. The essentials of instructional design: Connecting fundamental principles with process and practice. 2nd ed. Boston: Prentice Hall, 2011.

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Book chapters on the topic "INSTRUCTIONAL DESIGN PROCESS"

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Hodges, Charles B., Stephanie L. Moore, Barbara B. Lockee, M. Aaron Bond, and Anne Jewett. "An Instructional Design Process for Emergency Remote Teaching." In Lecture Notes in Educational Technology, 37–51. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7869-4_3.

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Hayashi, Yusuke, Seiji Isotani, Jacqueline Bourdeau, and Riichiro Mizoguchi. "Toward a Learning/Instruction Process Model for Facilitating the Instructional Design Cycle." In Education and Technology for a Better World, 138–47. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03115-1_15.

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Bourguin, Grégory, Bénédicte Talon, Insaf Kerkeni, and Arnaud Lewandowski. "Inspiring the Instructional Design Process Through Online Experience Sharing." In Adaptive and Adaptable Learning, 551–54. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45153-4_61.

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Spector, J. Michael. "Integrating and Humanizing the Process of Automating Instructional Design." In Automating Instructional Design: Computer-Based Development and Delivery Tools, 523–46. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-57821-2_20.

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Jury, Thomas, and Thomas Reeves. "An EPSS for Instructional Design: NCR’s Quality Information Products Process." In Design Approaches and Tools in Education and Training, 183–94. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-011-4255-7_15.

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Reigeluth, Charles M., and Yunjo An. "Instructional Design." In Merging the Instructional Design Process with Learner-Centered Theory, 1–20. Routledge, 2020. http://dx.doi.org/10.4324/9781351117548-1.

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"Design Process." In An Architectural Approach to Instructional Design, 63–96. Routledge, 2013. http://dx.doi.org/10.4324/9780203075203-10.

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"Developing Instructional Materials." In Mastering the Instructional Design Process, 196–214. Hoboken, NJ, USA: John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781119176589.ch12.

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"Designing Instructional Interventions." In Mastering the Instructional Design Process, 145–70. Hoboken, NJ, USA: John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781119176589.ch9.

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"An Overview of Instructional Design." In Mastering the Instructional Design Process, 1–16. Hoboken, NJ, USA: John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781119176589.ch1.

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Conference papers on the topic "INSTRUCTIONAL DESIGN PROCESS"

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Clayer, Jean-Pierre, Claudine Toffolon, and Christophe Choquet. "Patterns, Pedagogical Design Schemes and Process for Instructional Design." In 2013 IEEE 13th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2013. http://dx.doi.org/10.1109/icalt.2013.95.

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Campbell, Katy, and Rick Schwier. "IMPLICATIONS FOR INSTRUCTIONAL DESIGN AS A SOCIOPOLITICALLY SITUATED PROCESS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0009.

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Fragou, Olga, Achilles Kameas, and Ioannis D. Zaharakis. "An instructional design process for creating a U-learning ecology." In 2017 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2017. http://dx.doi.org/10.1109/educon.2017.7943097.

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Sorensen, H. Barbara, and Warren E. Benjamin. "Implementing Front-End Training Design Through the Instructional Systems Development Process." In Aerospace Technology Conference and Exposition. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 1990. http://dx.doi.org/10.4271/901944.

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Parker, Kevin, Cynthia LeRouge, and Ken Trimmer. "Alternative Instructional Strategies in an IS Curriculum." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2892.

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Systems Analysis and Design is a core component of an education in information systems. To appeal to a wider range of constituents and facilitate the learning process, the content of a traditional Systems Analysis and Design course has been supplemented with an alternative modeling approach. This paper presents an instructional design that incorporates a model from accounting literature (REA) with traditional Systems Analysis and Design methods in introducing the topic of data modeling. Detailed instructions for deriving data elements and relationships are presented. Feedback from students indicates increased satisfaction with the learning process and retention of material.
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Abedmouleh, Aymen, Lahcen Oubahssi, Pierre Laforcade, and Christophe Choquet. "Expressing the Implicit Instructional Design Language Embedded in an LMS: Motivations and Process." In Computers and Advanced Technology in Education. Calgary,AB,Canada: ACTAPRESS, 2012. http://dx.doi.org/10.2316/p.2012.774-064.

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Jiang, Zhi. "The new modeling method for Instructional System Design with Unified Process and UML." In 2012 7th International Conference on Computer Science & Education (ICCSE 2012). IEEE, 2012. http://dx.doi.org/10.1109/iccse.2012.6295446.

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Kato, Yuka, and Yukio Namba. "Proposal of an Instructional Design for Teaching the Requirement Process for Designing Information Systems." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3227.

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Both industry and education struggle to foster the development of human resources who can manage and design information systems at an advanced level. Human resources, particularly within the field of business modeling, must develop the competency to conduct business in the real world. Determining how to foster competent human resources is an urgent and important issue for all educational programs but especially for professional graduate school programs in information systems. This paper presents the results of our analysis of a seminar aimed at teaching the conceptual data modeling needed for developing a business structure in the real world. The authors discuss the effectiveness and implications of applying this method to gain comprehension ofthe objective business domain and acquire skills derived though the learning process.
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Budi Utami, Wikan, Fikri Aulia, and M. Arif Budiman S. "Development of Instructional Design ICARE Assisted Learning Management System to Enhance the Learning Process." In 3rd International Conference on Education and Training (ICET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icet-17.2017.6.

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Nathalie FortunaFerreira, Miriam, Christiane Gressevon Wangenheim, Berenice Santos Gonçalves, Jean Carlo Rossa Hauck, and Giselle Araújo e Silva de Medeiros. "Ensino de Design Visual de Aplicativos Móveis no Ensino Fundamental." In Computer on the Beach. Itajaí: Universidade do Vale do Itajaí, 2020. http://dx.doi.org/10.14210/cotb.v11n1.p199-205.

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Computing in K-12 is typically taught through practicalprogramming activities in which students create software artifactssuch as mobile applications. This approach, however, may notcover other important competencies such as user interface design,which are essential for software development. Within this context,this article presents an instructional unit that incorporates theteaching of UI design competencies into computing education.The instructional unit was developed in a systematic wayfollowing an instructional design process, and applied andevaluated in a Brazilian public middle school. First resultsindicate that dynamics can have a positive impact on motivation,user experience, and provide a significant contribution to thestudents’ learning.
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Reports on the topic "INSTRUCTIONAL DESIGN PROCESS"

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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.
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