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Journal articles on the topic 'INSTRUCTIONAL DESIGN PROCESS'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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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9

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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Lohr, Linda, and Anna Ursyn. "Visualizing the Instructional Design Process: Seven Usability Strategies for Promoting Creative Instruction." Design Principles and Practices: An International Journal—Annual Review 4, no. 2 (2010): 427–36. http://dx.doi.org/10.18848/1833-1874/cgp/v04i02/37869.

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West, James A. "Collaborating with Wikis in the Instructional Design Process." International Journal of Technology, Knowledge, and Society 5, no. 4 (2009): 149–56. http://dx.doi.org/10.18848/1832-3669/cgp/v05i04/56015.

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Lawrason, Robin E. "Learning Lab Technology and the Instructional Design Process." IALLT Journal of Language Learning Technologies 21, no. 4 (February 18, 1989): 31–38. http://dx.doi.org/10.17161/iallt.v21i4.9325.

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Park, Young Soon, and Echeol Kang. ""Creative metaphor generation process: application to instructional design"." Journal of Educational Technology 27, no. 4 (December 30, 2011): 755–80. http://dx.doi.org/10.17232/kset.27.4.755.

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van Berlo, Marcel P. W., Joost Lowyck, and Alma Schaafstal. "Supporting the instructional design process for team training." Computers in Human Behavior 23, no. 3 (May 2007): 1145–61. http://dx.doi.org/10.1016/j.chb.2006.10.007.

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Duchastel, Philippe. "Learning Environment Design." Journal of Educational Technology Systems 22, no. 3 (March 1994): 225–33. http://dx.doi.org/10.2190/ekxu-3nqt-y0kb-yf27.

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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.

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Liao, Hung-Chang, and Ya-huei Wang. "Applying The ARCS Motivation Model In Technological And Vocational Education." Contemporary Issues in Education Research (CIER) 1, no. 2 (January 11, 2011): 53. http://dx.doi.org/10.19030/cier.v1i2.1202.

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This paper describes the incorporation of Keller’s ARCS (Attention, Relevance, Confidence, and Satisfaction) motivation model into traditional classroom instruction-learning process. Viewing that technological and vocational students have low confidence and motivation in learning, the authors applied the ARCS motivation model not only in the instructional design phase but also in the classroom instruction process of technological and vocational education. The purpose of the study is to demonstrate whether the application of ARCS motivation model to instructional design and classroom instruction of technological and vocational education could bring positive effects on students’ satisfaction in terms of instruction objective, instruction material/method, teacher’s qualities, class climate/environment, assessment, and overall satisfaction.

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HIGUCHI, Y. "An Interactive Multimedia Instruction System: IMPRESSION for Double Loop Instructional Design Process Model." IEICE Transactions on Information and Systems E89-D, no. 6 (June 1, 2006): 1877–84. http://dx.doi.org/10.1093/ietisy/e89-d.6.1877.

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Hardin, Paul C., and Janet Reis. "Interactive Multimedia Software Design: Concepts, Process, and Evaluation." Health Education & Behavior 24, no. 1 (February 1997): 35–53. http://dx.doi.org/10.1177/109019819702400106.

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This article provides the health educator with a review of the design and construction of computer-based health education materials. Specifically, this review considers questions of instructional objectives as defined in the field of instructional design, a body of expertise not often deployed in the area of health education. It discusses in some detail the computer materials development process, associated documentation, and the range of personnel required. This article also briefly updates discussion of the costing process, and current costs for multimedia hardware and authoring software. The review touches on, but does not synthesize, emerging possibilities with the Internet.

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20

DeLorme, Carolyn M. "Quilting a journey: decolonizing instructional design." AlterNative: An International Journal of Indigenous Peoples 14, no. 2 (April 11, 2018): 164–72. http://dx.doi.org/10.1177/1177180118769068.

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In many Indigenous communities, the star quilt is a symbol of honor given as a gift to recognize something about which the community is proud. The star quilt was used as a metaphor in this study to critically examine the practices of an instructional designer working in a tribal college context to identify culturally relevant instructional design practices. Instructional design is the systematic process of planning and developing learning environments, such as courses, curricula, or educational software. The researcher utilized an Indigenous approach to autoethnography as methodology to establish the community as the norm by which to critique the practices of the instructional designer—the researcher herself. The study findings culminated in the Star Quilt Framework for Culturally Competent Instructional Design, a relational person model for practice that incorporates the role of the instructional designer as an actor in the design process.

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Ibe-Bassey, George S. "Designing Instructional Materials for Qualitative Primary Instruction in Akwa Ibom State." Journal of Educational Technology Systems 24, no. 3 (March 1996): 287–95. http://dx.doi.org/10.2190/h3mt-yw1g-te2m-2rwh.

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The effectiveness of any teacher at all levels of education depends on the quality of the inputs, process, and resources within a given educational system. Primary instruction is designed to provide functional literacy and skills of verbal communication, mathematical accuracy, social studies, science, and creative studies. The achievement of this objective depends on the application of the systematic principles of the design of appropriate instructional system components for primary instruction. The materials-first rational model of instructional system development has been advocated. This model is based on the intuitive and opportunity models of instructional design and development.

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22

An, Yunjo. "A History of Instructional Media, Instructional Design, and Theories." International Journal of Technology in Education 4, no. 1 (December 20, 2020): 1. http://dx.doi.org/10.46328/ijte.35.

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This paper discusses the history of the instructional design and technology field in four major time periods: (1) 1900s – 1930s, (2) World War II – 1970s, (3) 1980s – 1990s, and (4) 21st century. Since the 20th century has been discussed in detail in earlier works, this paper puts more focus on the 21st century section, which includes discussions of social media, online and blended learning, mobile learning, the open educational resource (OER) movement, massive open online courses (MOOCs), virtual reality (VR) and augmented reality (AR), digital game-based learning (DGBL), gamification, the maker movement, new instructional design process models, and instructional-design theory. While previous discussions of the history of the field focused on the history of instructional media and instructional design and the evolution of learning theories, this paper includes the discussion of the evolution of instructional-design theories and models, which have received relatively less attention.

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Uzunboylu, Huseyin, and Emine Kosucu. "An evaluation on instructional systems design." International Journal of Learning and Teaching 12, no. 1 (January 31, 2020): 30–41. http://dx.doi.org/10.18844/ijlt.v12i1.4552.

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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.

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Amalina, Nur. "EVALUASI PROGRAM DESAIN PEMBELAJARAN PENDIDIKAN AGAMA ISLAM MELALUI MODEL CONTEXT, INPUT, PROCESS, PRODUCT (CIPP)." Kelola: Journal of Islamic Education Management 4, no. 2 (October 29, 2019): 127–48. http://dx.doi.org/10.24256/kelola.v4i2.870.

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This study aims to determine aspects of context, input, process and product Islamic Instructional Design in SMAN 4 Palopo. This study is a qualitative research. The approach was management. Analysis of the data used were descriptive analysis by performing data reduction, data presentation, and conclusion. The results of this study indicate that: (1) According to context, form of Islamic instructional design used was a curriculum-based learning design in 2013 formulated individually. The teachers' qualifications were accordance with the educational background and pedagogical competence of some teachers was still less than the maximum, and supporting factors were computer, papers, and printer. (2) According to input, the support of school and effort of the teachers was still less than the maximum. (3) According to process, the suitability of the utilization of the Islamic instructional design was sometimes appropriate and sometimes not appropriate. The time of making the Islamic instructional design conducted beginning of each semester, although sometimes the Islamic instructional design has not finished and the period of utilization of the Islamic instructional design was for one semester. (4) According to product, the impact of the utilization of the Islamic instructional design have positive impacts and negative impacts, and the students' responses to the utilization of the Islamic instructional design have positive response and negative response.

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Roubides, Pascal. "An Instructional Design Process for Undergraduate Mathematics Curriculum Online." Procedia Computer Science 65 (2015): 294–303. http://dx.doi.org/10.1016/j.procs.2015.09.083.

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Mandai, Yasuhiro. "Practice for medical education using an instructional design process." Okayama Igakkai Zasshi (Journal of Okayama Medical Association) 128, no. 1 (2016): 47–50. http://dx.doi.org/10.4044/joma.128.47.

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Hilgart, Michelle M., Lee M. Ritterband, Frances P. Thorndike, and Mable B. Kinzie. "Using Instructional Design Process to Improve Design and Development of Internet Interventions." Journal of Medical Internet Research 14, no. 3 (June 28, 2012): e89. http://dx.doi.org/10.2196/jmir.1890.

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Suek, Leni Amelia. "APPLYING COGNITIVE LOAD THEORY IN TEACHING TENSES FOR SECOND LANGUAGE LEARNERS." Englisia Journal 5, no. 2 (May 1, 2018): 66. http://dx.doi.org/10.22373/ej.v5i2.3072.

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Cognitive load theory is a very useful concept that can be used by instructional designers, teachers, and educators to create effective instruction. It has been applied and developed in many areas including teaching English as a second or foreign language. In designing the instruction for teaching Tenses, worked example, split-attention effect, goal-free effect, modality effect, and redundancy effect are effective techniques that are used to reduce extraneous load, increase germane load, construct and automate schema. Designing and developing new instructions using cognitive load theory is also very useful. Teachers should understand this concept thoroughly because each instructional technique is connected to one another. In addition, it is very important to consider learners’ level of expertise, elements of interactivity and forms or sources of information before designing the instruction. Those elements of information and instructional techniques that are covered in the concept of cognitive load theory, should be well understood and applied by teachers particularly language teachers. Teaching foreign or second language is a big challenge for non-native English teachers; hence, effective instructional design can assist and enhance teaching learning process. This theory will contribute to positive outcomes where students understand the concept of Tenses thoroughly and teachers develop their teaching skill.

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Doorman, Michiel. "Design and research for developing local instruction theories." Avances de Investigación en Educación Matemática, no. 15 (May 4, 2019): 29–42. http://dx.doi.org/10.35763/aiem.v0i15.266.

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Innovation in mathematics education needs the involvement of teachers, textbook authors, policy makers and researchers. This paper sketches the role and importance of instructional design aiming at new local instruction theories in mathematics education. The approach is shown with a study that investigated how students can be supported in the development of the basic principles of the mathematics of change. The study combines design and research in three successive phases. In the first phase a hypothetical learning trajectory and instructional activities are designed, in the teaching experiment phase the trajectory is acted out, and in the phase of the retrospective analysis the articulated hypotheses are reflected upon. In this way, a cyclic process of (re)design and development of innovative teaching is structured. The resulting local instruction theory is expected to create opportunities for teachers, textbook authors and researchers to consider contextual factors and to adapt results for their research or teaching.

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Cahyadi, Rahmat Arofah Hari. "Pengembangan Bahan Ajar Berbasis Addie Model." Halaqa: Islamic Education Journal 3, no. 1 (May 25, 2019): 35. http://dx.doi.org/10.21070/halaqa.v3i1.2124.

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Instructional material are an important part in determining the quality of learning. The design of the development of instructional material needs to pay attention to the development model to ensure the quality of instructional material in supporting learning effectiveness, because the development of instuctional material is basically a linear process with the learning process. One of the designs for the development of instructional material that is often used is the ADDIE Model through 5 stages; Analysis, Design, Development, Implementation and Evaluation. The ADDIE model is a learning system design model that shows the basic stages of a learning system that is easy to do.

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Hartanti, Indah, Raharjo Raharjo, and Tarzan Purnomo. "PENGEMBANGAN PERANGKAT PEMBELAJARAN PENEMUAN TERBIMBING BERBANTUAN MIKROSKOP SEDERHANA UNTUK MELATIHKAN KETERAMPILAN PROSES SAINS DAN PEMAHAMAN KONSEP MATERI SISTEM ORGANISASI KEHIDUPAN PADA SISWA SMP." JPPS (Jurnal Penelitian Pendidikan Sains) 7, no. 1 (January 10, 2018): 1397. http://dx.doi.org/10.26740/jpps.v7n1.p1397-1408.

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This study aims to produce science instructional sets Guided Discovery Model Assisted Microscope Simple to facilitate science process skills and students’ understanding concepts. The instructional sets developed are Syllabus, Lesson Plans, Worksheets, Simple Microscope Media, Science Process Skills Test, and Concepts Understanding Test. This type of research is the instructional sets development research. The instructional sets development model used is the instructional sets development of 4D Model. The experiment of instructional sets was conducted at SMP Negeri 2 Losari Brebes by using One Group Pretest-Posttest Design. The instruments used in this study were the validation sheets of instructional sets, the observation sheets of the implementation of Lesson Plans, the students’ activities, the assessment sheets of science process skills and concepts understanding, the observation sheets of attitude and the questionnaires. Data analyzing technique used were descriptive analysis of quantitative and qualitative. The result of this research shows that the instructional sets developed are valid and can be used. The implementation of instruction are 100% done with very good category done. The most dominant of students’ activity is doing observation/investigation using simple microscope. Science process skills and students’ concepts understanding increases by value of N-Gain at middle category. The positive response of students towards the instruction is 86% with very strong category. Based on the results of data analysis, it can be concluded that the instructional sets with Guided Discovery Assisted Simple Microscope are feasible (valid, practical, and effective) to use to facilitate science process skills and students’ concepts understanding

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Sheets, Laura A. "Instructional design: Resources for online learning." College & Research Libraries News 81, no. 3 (March 3, 2020): 149. http://dx.doi.org/10.5860/crln.81.3.149.

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Librarians, perhaps more than most professionals, understand the meaning of “other duties as assigned” in our job descriptions. Frequently, we are tasked with quickly learning a new technology, process, or even a new discipline with little support for training. As academia evolves and the priorities of administrations shift, so do our job duties. Although stressful, it has resulted in what I believe to be the strongest asset of librarianship and librarians: flexibility. We are quick learners, early adopters, and will (usually) roll with the punches.

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Hu, Jiuhua, Chong Gao, and Yang Liu. "Study of the 5E Instructional Model to Improve the Instructional Design Process of Novice Teachers." Universal Journal of Educational Research 5, no. 7 (July 2017): 1257–67. http://dx.doi.org/10.13189/ujer.2017.050718.

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March, Judith K., and Karen H. Peters. "Curriculum Development and Instructional Design in the Effective Schools Process." Phi Delta Kappan 83, no. 5 (January 2002): 379–81. http://dx.doi.org/10.1177/003172170208300512.

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Dick, Walter. "The function of the pretest in the instructional design process." Performance + Instruction 25, no. 4 (May 1986): 6–7. http://dx.doi.org/10.1002/pfi.4150250404.

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Baaki, John, and Tian Luo. "Instructional designers guided by external representations in a design process." International Journal of Technology and Design Education 29, no. 3 (January 23, 2019): 513–41. http://dx.doi.org/10.1007/s10798-018-09493-2.

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Isya', Muhammad Andi. "Pengembangan model pembelajaran instruksional design dengan model Addie mata pelajaran PAI pada materi mengulang-ulang hafalan Surah Al Ma’un dan al Fil secara klasikal, kelompok dan individu kelas V SDN Gedongan 2 Kota Mojokerto." Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam 7, no. 1 (August 7, 2017): 71. http://dx.doi.org/10.32616/tdb.v7.1.37.71-80.

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Learning Design is the ordinance used to implement the learning process. The concept of learning design was first used in World War II and beyond. According to Jerrold E. Kemp, at that time psychologists introduced new theories about human learning process, including the importance of detailing the tasks to be learned and implemented, and the need for students to play an active role so they actually learn. The purpose of this research development are: 1) to describe instructional instructional model design with Addie model of Islamic Education subject on repetition materials of Surah Al Ma'un and al Fil in classical, group and individual class V SDN Gedongan 2 Kota Mojokerto according to Expert. 2) To describe instructional instructional model design with Addie model of Islamic Education subject on repetition of Surah Al Ma'un and al Fil in classical, group and individual class V SDN Gedongan 2 Kota Mojokerto according to peers 3) To describe learning model Instructional design with Addie model of Islamic Education subject on material repeating Surah Al Ma'un and Al Fil recitation classically, group and individual class V SDN Gedongan 2 Kota Mojokerto according to students. The selection and use of instructional instructional design model with Addie model correctly can streamline and streamline the implementation of learning. For that purpose the instructional instructional model design with Addie model is absolutely necessary. The product of instructional instructional model design with Addie model of Islamic Education subject on the material repeating Surah Al Ma'un and al Fil memorized classically, this group and individual has been perfected based on analysis of trial data. Based on the steps that have been implemented can be concluded as follows. 1). Instructional instruction model design with Addie model of Islamic Education subject on the material repeating the recitation of Surah Al Ma'un and al Fil in classical, group and individual class V SDN Gedongan 2 Kota Mojokerto according to Expert. Got score of 3.95 with enough category 2) instructional model design with model Addie subjects Islamic Religious Education on the material repetition of Surah Al Ma'un and al Fil in classical, group and individual class V SDN Gedongan 2 City Mojokerto according to peers Got a score of 3.9 with enough category.3) instructional instructional model design with Addie model of Islamic Education subjects on the material repetitively recitation Surah Al Ma'un and al Fil in classical, group and individual class V SDN Gedongan 2 Mojokerto according to the students Is 3.61, it is categorized Self by standard intersection of 0.30 points is sufficiently categorized

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Isya', Muhammad Andi. "Pengembangan model pembelajaran instruksional design dengan model Addie mata pelajaran PAI pada materi mengulang-ulang hafalan Surah Al Ma’un dan al Fil secara klasikal, kelompok dan individu kelas V SDN Gedongan 2 Kota Mojokerto." Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam 7, no. 1 (August 7, 2017): 71. http://dx.doi.org/10.32616/tdb.v7i1.37.

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Learning Design is the ordinance used to implement the learning process. The concept of learning design was first used in World War II and beyond. According to Jerrold E. Kemp, at that time psychologists introduced new theories about human learning process, including the importance of detailing the tasks to be learned and implemented, and the need for students to play an active role so they actually learn. The purpose of this research development are: 1) to describe instructional instructional model design with Addie model of Islamic Education subject on repetition materials of Surah Al Ma'un and al Fil in classical, group and individual class V SDN Gedongan 2 Kota Mojokerto according to Expert. 2) To describe instructional instructional model design with Addie model of Islamic Education subject on repetition of Surah Al Ma'un and al Fil in classical, group and individual class V SDN Gedongan 2 Kota Mojokerto according to peers 3) To describe learning model Instructional design with Addie model of Islamic Education subject on material repeating Surah Al Ma'un and Al Fil recitation classically, group and individual class V SDN Gedongan 2 Kota Mojokerto according to students. The selection and use of instructional instructional design model with Addie model correctly can streamline and streamline the implementation of learning. For that purpose the instructional instructional model design with Addie model is absolutely necessary. The product of instructional instructional model design with Addie model of Islamic Education subject on the material repeating Surah Al Ma'un and al Fil memorized classically, this group and individual has been perfected based on analysis of trial data. Based on the steps that have been implemented can be concluded as follows. 1). Instructional instruction model design with Addie model of Islamic Education subject on the material repeating the recitation of Surah Al Ma'un and al Fil in classical, group and individual class V SDN Gedongan 2 Kota Mojokerto according to Expert. Got score of 3.95 with enough category 2) instructional model design with model Addie subjects Islamic Religious Education on the material repetition of Surah Al Ma'un and al Fil in classical, group and individual class V SDN Gedongan 2 City Mojokerto according to peers Got a score of 3.9 with enough category.3) instructional instructional model design with Addie model of Islamic Education subjects on the material repetitively recitation Surah Al Ma'un and al Fil in classical, group and individual class V SDN Gedongan 2 Mojokerto according to the students Is 3.61, it is categorized Self by standard intersection of 0.30 points is sufficiently categorized

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Halupa, Colleen. "Differentiation of Roles: Instructional Designers and Faculty in the Creation of Online Courses." International Journal of Higher Education 8, no. 1 (January 15, 2019): 55. http://dx.doi.org/10.5430/ijhe.v8n1p55.

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Instructional design has continued to change and undergo metamorphosis. A key component of this process in higher education is the collaboration between an instructional designer and one or more faculty members to create a robust, quality online course. In this collaborative process, instructional designers are clearly the design expert, while the faculty member is the content expert. However, problems occur when roles are not clearly delineated. Conflict is often reported by instructional designers who feel they are not respected by faculty. Conflict can also occur when instructional designers cross the line and try to influence content instead of providing guidance on content delivery. In order to decrease conflict, the roles of instructional designers and the faculty they collaborate with must be clearly defined. Both the instructional designer and the faculty member should clearly articulate their expected roles in the collaborative course creation process. In addition, written policies and procedures for the instructional design process are crucial to the success of these collaborative relationships.

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Wijayati, Rifky Dora, and Khafidhoh Khafidhoh. "Language aspects in English for tourism class." UAD TEFL International Conference 2 (January 16, 2021): 29. http://dx.doi.org/10.12928/utic.v2.5732.2019.

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English for Tourism (EfT) class for higher education is a means of response to Industrial Revolution 4.0 era. Besides, it is also a collaborative field between English language and Tourism. For the subject, In English Education Department which mostly focuses on language instruction, the lecturers are expected to formulate the comprehensible materials to facilitate the instructional process. Thus, several related aspects should be considered in formulating the instructional design, including developing the materials. Then, the instruments to gain the data about the needs analysis are also important factors to make sure that the instructional design really meets the needs. As the research focuses on the language aspect in EfT class, specific expressions will be the answers for the big question which becomes the starting point of this research. It will be the basis in formulating the appropriate materials for the instruction.

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Mawardi, Mawardi. "Designing the Implementation of Model and Instructional Media." Scholaria: Jurnal Pendidikan dan Kebudayaan 8, no. 1 (January 16, 2018): 26–40. http://dx.doi.org/10.24246/j.js.2018.v8.i1.p26-40.

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The indicator of a professional teachers is the extent to which the teachers has the ability to design instructional well. A good instructional design will effectively achieve the instructional objectives that have been set. The problem that arises is that there is a signal that the teachers implement the learning without first doing systematic instructional design. This paper aims to provide guidance on how instructional components are designed. The instructional components include instructional objectives, materials, model / strategy / method, instructional media and instructional evaluation. The model of instructional component design is using system approach such as Dick model, Carey and Carey. The use of Dick, Carey and Carey model will produce frame of instructional objectives, materials, model / strategy / method, media, and instructional evaluation as needed. Among five components of learning above, the model components and media need to get serious attention because they follow the technology trend. Thus, it needs the signs for choosing and designing the model and the media. The lecturers' view of the process of how the learning act takes place will have implications for the choice of model and the media / delivery technology of the material to be applied. There are two extremes of extreme views about the epistemology of knowledge and the way in which a student's knowledge is acquired, although both are connected through the polar opposite continuum. The two views are: a) an objectivistic view (direct instruction) that is influenced by behavioristic learning theory and cognitive theory, especially information processing theory; b) constructivist views.

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Lounsbery, Monica Fabian, and Tom Sharpe. "Effects of Sequential Feedback on Preservice Teacher Instructional Interactions and Students’ Skill Practice." Journal of Teaching in Physical Education 19, no. 1 (October 1999): 58–78. http://dx.doi.org/10.1123/jtpe.19.1.58.

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This study, conducted within an undergraduate Methods of Teaching Physical Education and School-Based Practice Teaching course, used an AB maintenance-across-participants design to (a) sequentially describe preservice teachers’ (N = 4) instructional interactions with students, (b) examine the effects of sequential feedback on the sequential nature of preservice teachers’ instructional interactions with students, and (c) assess the influence of differential sequential preservice teacher instructional interactions on student skill practice. Instructional interaction sequential data indicated that explicit teacher instruction and refinement were sequentially connected to student-appropriate skill practice, while general teacher instruction was sequentially connected to student-inappropriate skill practice. The data indicated that the sequential feedback protocol (a) consistently increased the incidence of refinement and explicit instruction within preservice teacher sequential instructional interactions for all participants, and (b) preservice teacher sequential pattern changes positively influenced the incidence of student-appropriate skill practice. This study also supports a strong relationship between explicit instruction and refinement and student-appropriate skill practice. Implications for further research into the sequential behavior determinants of the teaching and learning process in situational context are discussed last.

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Yilmaz, S., C. M. Seifert, and R. Gonzalez. "Cognitive heuristics in design: Instructional strategies to increase creativity in idea generation." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 24, no. 3 (July 12, 2010): 335–55. http://dx.doi.org/10.1017/s0890060410000235.

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AbstractThis paper explores the use of heuristics as cognitive strategies invoked during the process of design. Heuristics are reasoning processes that do not guarantee the best solution, but often lead to potential solutions by providing a simple cognitive “shortcut.” We propose that designers use specific design heuristics to explore the problem space of potential designs, leading to the generation of creative solutions. We test whether design heuristics can be taught to novices, and suggest their use will facilitate the design process at multiple levels of instruction. In the present empirical study, we evaluate a set of six instructional heuristics and validate their effectiveness with product concepts generated by novice designers. Six hundred seventy-three drawings were created by 120 first-year college students under four instructional conditions. Drawings were coded according to their content, use of heuristics, creativity, and practicality. The most creative concepts emerged from the experimental conditions where heuristics were introduced. Heuristics appeared to help the participants “jump” to a new problem space, resulting in more varied designs, and a greater frequency of designs judged as more creative. Our findings suggest that simple demonstration of design heuristics may, at times, be sufficient to stimulate divergent thinking, perhaps because these heuristics are readily grasped and contextual application is not required. Based on these findings, a conceptual model for design education emphasizing the importance of using a variety of heuristics is proposed. This model suggests that learning can be enhanced through exposure to a variety of design heuristics, and can supplement formal education and foster personal development in design learning.

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Diningrat, Syaiputra Wahyuda Meisa, Punaji Setyosari, Saida Ulfa, and Utami Widiati. "Integrating PBI in the flipped classroom: A framework for effective instruction." World Journal on Educational Technology: Current Issues 12, no. 2 (April 30, 2020): 117–27. http://dx.doi.org/10.18844/wjet.v12i2.4662.

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The existence of the flipped classroom has gained attention among scholars and teachers, particularly in higher education. This instructional model appeals much concern due to its capability not only to shift the instructional process from teacher-centered to student-centered but also to transform university classrooms into an active learning environment where students have the opportunity to apply concepts to solve the problems. However, the current pieces of evidence showed that teachers implementing the flipped classroom instructional model still encounter issues that raise additional concerns, such as technical difficulty, design gaps between pre-class and in-class learning activity, and little study on robust frameworks have been developed for this instructional. Consequently, teachers generate an inadequate learning activity design in the flipped classroom. Therefore, this study aims to develop a vigorous framework for the flipped classroom model by integrating problem-based instructional strategy. After reviewing relevant theories and empirical findings, the result of the study provides a foundation framework for the flipped classroom design. This framework consists of two circles of learning activity design that coherence between pre-class and in-class. The theoretical framework provided in this study is considered as initial study, thus, further researches are highly suggested for future scholars to explore its effectiveness. Keywords: flipped classroom, instructional framework, effective instruction;

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Shofiyah, Noly, Z. A. Imam Supardi, and Budi Jatmiko. "FOSTERING STUDENT’S SCIENTIFIC REASONING THROUGH 5E MODEL OF INSTRUCTION ON TENTH GRADE STUDENT OF PHYSICS CLASS IN SMAN 15 SURABAYA." JPPS (Jurnal Penelitian Pendidikan Sains) 2, no. 1 (January 23, 2017): 142. http://dx.doi.org/10.26740/jpps.v2n1.p142-146.

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The aim of this study was to develop instructional package using 5E model of instruction to foster student’s scientific reasoning. The instructional package consisting of lesson plan, handout, student’s worksheet, and scientific reasoning test was developed by using the four-D model. Subject of research in this study was instructional package using 5E model of instruction which was tried out on tenth grade students of SMAN 15 Surabaya. The tryout was conducted by using the one-group pre-test post- test design. This study used three techniques for collecting data, namely observation, test, and questionnaire. The obtained data were processed with descriptive qualitative analysis. The findings revealed that the developed instructional package reflecting th e 5E model was valid to be implemented in classroom, the completion of the lesson plan was categorized excellent, and students were engaged actively in the instruction of the 5E model as shown by their dominant activities namely performing experiment and discussion. The other findings showed that the 5E model of instruction is effective to foster student’s scientific reasoning skills and students gave positive responses to the implementation of the developed instructional package. However, there were obstacles that teacher and students faced during instructional process. Regarding to the findings, then it can be concluded that the developed instructional package reflecting 5E model of instruction is effective to be implemented to foster student’s scientific reasoning.

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Jaiswal, Preeti. "Using Learner-centered Instructional Approach to Foster Students’ Performances." Theory and Practice in Language Studies 9, no. 9 (September 1, 2019): 1074. http://dx.doi.org/10.17507/tpls.0909.02.

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This study aims to delineate the significance of using student centered instructional approaches for enhancing learners’ competency in vocabulary learning, in higher education. The working group for this study comprised of 26 students studying the Foundation Year Program in the English Language Centre at University of Bahrain during the academic year 2018-2019. Student Centered “instructions designed according to the model consisting of nine steps of instructional events based on the Condition of Learning theory by Robert. M. Gagné” was used for this purpose. Gagne's model of instructional design provides valuable guidelines to organize lessons as a systematic instructional design process. It focuses on the instructional learning outcomes and how to organize specific instructional events to facilitate effective learning experiences in order to accomplish the intended learning objectives. Applying Gagne's nine stages of learning administers a systematic learning program as it presents a structured framework for lesson planning and a holistic view to the teaching learning process. Prior to using this series of nine levels of learning, students were given a pretest, in order to understand the stratum of active and passive vocabulary they utilize in language learning. At the end of the study, students were evaluated by a post test. The results demonstrated that learner centered instructional approach was successful in augmenting learners ’retention and transfer of productive and receptive vocabulary knowledge in language learning therefore, such learner centred instructional approaches are cogent for paving higher educational academic accomplishments and promoting learner autonomy.

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Yurdakul, İncilay. "Instructional design process in the context of human rights and democracy." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 2176–79. http://dx.doi.org/10.1016/j.sbspro.2009.01.382.

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Rowley, Kurt. "Inquiry into the Practices of Expert Courseware Designers: A Pragmatic Method for the Design of Effective Instructional Systems." Journal of Educational Computing Research 33, no. 4 (December 2005): 419–50. http://dx.doi.org/10.2190/9mlr-artq-bd1p-ketn.

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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.

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Dailey, Debbie. "Using Engineering Design Challenges to Engage Elementary Students With Gifts and Talents Across Multiple Content Areas." Gifted Child Today 40, no. 3 (June 21, 2017): 137–43. http://dx.doi.org/10.1177/1076217517707236.

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With the release of the Next Generation Science Standards and the adoption of the standards by many states, teachers are encouraged to use the engineering design process (EDP) as an instructional approach to teaching science. However, teachers have limited time to teach science and will often neglect science in favor of mathematics and literacy instruction. To make this feasible for elementary classrooms, teachers should be encouraged to implement integrated units of study utilizing EDP to cohesively bind content areas and to increase active learning, critical thinking, and problem solving among all learners. An additional benefit of using EDP as an instructional strategy is the focus on problem solving and the avoidance of one size fits all learning. Students actively engage in learning content (science, mathematics, literacy, social studies) as they collaboratively work together to solve societal and environmental problems. Knowledge is built as students progress through the challenges and content is provided on a need to know basis, thereby differentiating instruction based on learner needs and challenging gifted learners. In this article, the author provides four sample engineering challenges that can be used to create an integrated unit of study using the EDP as an instructional strategy.

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Beasley, Robert E. "Interactive Multimedia Development: Pre-Design Analyses." Journal of Educational Technology Systems 27, no. 1 (September 1998): 23–42. http://dx.doi.org/10.2190/57y8-a3qb-1w6w-etb6.

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With some modification, the traditional system development life cycle (SDLC) can be used for developing interactive multimedia instructional (IMI) applications. The new model, referred to in this article as the instructional system development life cycle (ISDLC), can be used to help guide the multimedia instructional developer through the process of designing, developing, and maintaining highly effective IMI applications. However, before designing and developing an IMI application, several types of pre-design analyses should take place to help ensure a pedagogically effective design. These analyses include a client request analysis, a task/concept analysis, an audience analysis, an objectives analysis, a constraints analysis, and a costs/benefits analysis. The purpose of this article is to describe these various types of analyses and where they fit within the ISDLC.

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