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Articoli di riviste sul tema "Instructional design"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 9 giugno 2025

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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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Moore, Patrick, and Chad Fitz. "Gestalt Theory and Instructional Design." Journal of Technical Writing and Communication 23, no. 2 (April 1993): 137–57. http://dx.doi.org/10.2190/g748-by68-l83t-x02j.

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Research on the visual presentation of instructions (and other texts) tends to be repetitious, unsystematic, and overly complex. A simpler yet rich approach to analyzing the visual dimension of instructions is Gestalt theory. Gestalt principles of proximity, closure, symmetry, figure-ground segregation, good continuation, and similarity provide a powerful approach to making instructions more inviting and consistent, as well as easier to access, follow, and understand. This article applies six Gestalt principles to a badly designed instruction to show what improvements result when Gestalt theory is considered in instructional design.

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Ali, Ahmed. "Instructional design and online instruction." TechTrends 47, no. 5 (September 2003): 42–45. http://dx.doi.org/10.1007/bf02763205.

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Ibtisam Jassim Mohammed. "Evaluation in Instructional Design." مجلة آداب الفراهيدي 13, no. 44 (January 5, 2021): 375–91. http://dx.doi.org/10.51990/jaa.13.44.1.19.

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This research investigated evaluation in instructional design. Evaluation is an integral part of any model of instructional design. It is of three types: formative evaluation, summative evaluation and confirmative evaluation. Evaluators are interested in evaluating all aspects of instruction such as learning, learners, teachers, facilities, behavior and financial spending. It is worthy to mention that evaluation should take place at different phases within different times for instances Formative evaluation is used to provide feedback to designers as the instruction is “forming” or being “developed”. Summative evaluation is conducted to determine the degree to which a completed instructional product produces the intended outcomes. Confirmative evaluation examines the success of instruction as it is used over time.

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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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Mitzner, Tracy, Maurita Harris, Kenneth Blocker, and Mimi Trinh. "Developing Instructional Support for MEDSReM-2 Through Human Factors Design Principles." Innovation in Aging 5, Supplement_1 (December 1, 2021): 229. http://dx.doi.org/10.1093/geroni/igab046.883.

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Abstract Appropriate instruction is critical for ensuring the MEDSReM-2 system (i.e., smartphone app, blood pressure monitor, online portal) will be easily and effectively used and will, therefore, be more likely to be adopted. We will present our iterative processes for developing instructional support for MEDSReM 2 using human factors design principles (e.g., task analyses, comparative analyses, expert evaluation of mock-ups with screen flows). The instructional supports include user manuals, videos, as well as instructions within the MEDSReM 2 app. We will also highlight design principles used to empower the user and the benefits of using an interdisciplinary approach (i.e., gerontology, cognitive psychology, educational psychology, design, community health) to develop instructional support for older adult users.

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Khalil, Mohammed K., and Ihsan A. Elkhider. "Applying learning theories and instructional design models for effective instruction." Advances in Physiology Education 40, no. 2 (June 2016): 147–56. http://dx.doi.org/10.1152/advan.00138.2015.

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Faculty members in higher education are involved in many instructional design activities without formal training in learning theories and the science of instruction. Learning theories provide the foundation for the selection of instructional strategies and allow for reliable prediction of their effectiveness. To achieve effective learning outcomes, the science of instruction and instructional design models are used to guide the development of instructional design strategies that elicit appropriate cognitive processes. Here, the major learning theories are discussed and selected examples of instructional design models are explained. The main objective of this article is to present the science of learning and instruction as theoretical evidence for the design and delivery of instructional materials. In addition, this article provides a practical framework for implementing those theories in the classroom and laboratory.

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Hong, Sung Wook. "A Study on the Development of Team-Based AMOS Instructional Design Model." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 22 (November 30, 2024): 1139–59. http://dx.doi.org/10.22251/jlcci.2024.24.22.1139.

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Objectives The purpose of this study is to overcome the limitations of the AMOS model, a field-oriented integrated instructional design model, and to develop a team-based AMOS instructional design model in which multiple instructors use collective intelligence to perform instructional design activities. Methods The method of this study is design and development research methodology. First, a team-based AMOS instructional design model is developed through the researcher's experience and literature review. Second, the team-based AMOS instructional design model developed first is verified for validity through experts. Third, a second team-based AMOS instructional design model is developed by reflecting the feedback analysis results of experts. Fourth, for the second model developed, the external validity is verified through effectiveness evaluation for instructors in the field who must use the team-based AMOS instructional design model. Fifth, the final team-based AMOS instructional design model (TB-AMOS model) is developed by reflecting feedback from instructors. Results The final calculated TB-AMOS model is largely divided into pre-activity, ingredient preparation activity, cooking activity, and post-activity. First, pre-activity begins with the preparation of instructors who require team-based instructional design. The supervising instructor organizes topics that require team-based instructional design, determines the members of the instructional design team, and requests participation. Second, the ingredient preparation activity begins with the society of the instructional design leader, and applies, discusses, and agrees on strategies for setting performance objectives, deriving learning contents, and achieving learning objectives. Third, cooking activities are the stages of class design based on the prepared ingredients, and apply, discuss, and agree on Attention, Motivation, Objectives, and Satisfaction. Fourth, in the post-activity, feedback analysis activities on instructional design activities are carried out immediately after the team-based instructional design activity, or at a separate time. Finally, the supervising instructor guides the detailed instructional design, instructional development, instructional operation, and instructional evaluation to future activities. After that, after completing the entire class activity, the results are summarized and reported. Conclusions The team-based AMOS instructional design model developed through research will first overcome the difficulty of the stage of producing qualitative results in instructional design and increase the effectiveness of instructional design. Second, it will create a teaching method culture in which instructors design a instructions together for effective and attractive instruction. Third, the development of team-based teaching methods will expand educational problem-solving methods.

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Moore, Joseph. "Direct Instruction: a model of instructional design." Educational Psychology 6, no. 3 (January 1986): 201–29. http://dx.doi.org/10.1080/0144341860060301.

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Wasson, Barbara, and Paul A. Kirschner. "Learning Design: European Approaches." TechTrends 64, no. 6 (May 13, 2020): 815–27. http://dx.doi.org/10.1007/s11528-020-00498-0.

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Abstract Research on instructional and learning design is ‘booming’ in Europe, although there has been a move from a focus on content and the way to present it in a formal educational context (i.e., instruction), to a focus on complex learning, learning environments including the workplace, and access to learner data available in these environments. We even see the term ‘learning experience design’ (Neelen and Kirschner 2020) to describe the field. Furthermore, there is an effort to empower teachers (and even students) as designers of learning (including environments and new pedagogies), and to support their reflection on their own practice as part of their professional development (Hansen and Wasson 2016; Luckin et al. 2016; Wasson et al. 2016). While instructional design is an often heard term in the United States and refers to “translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” (Smith and Ragan 1999), Europe tends to lean more towards learning design as the key for providing efficient, effective, and enjoyable learning experiences. This is not a switch from an instructivist to a constructivist view nor from a teacher-centred to a student-centred paradigm. It is, rather, a different mind-set where the emphasis is on the goal (i.e., learning) rather than the approach (i.e., instruction). Designing learning opportunities in a technology enhanced world builds on theories of human learning and cognition, opportunities provided by technology, and principles of instructional design. New technology both expands and challenges some instructional design principles by opening up new opportunities for distance collaboration, intelligent tutoring and support, seamless and ubiquitous learning and assessment technologies, and tools for thinking and thought. In this article, the authors give an account of their own and other research related to instructional and learning design, highlight related European research, and point to future research directions.

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Petherbridge, Donna, Michelle Bartlett, Jessica White, and Diane Chapman. "Instructional Designers’ Perceptions of the Practice of Instructional Design in a Post-Pandemic Workplace." International Journal on E-Learning 22, no. 3 (2023): 259–81. https://doi.org/10.70725/538847nzjgnt.

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This article explores instructional designers’ perceptions of changes to instructional design practice in a post-pandemic workplace. A thematic analysis of interviews conducted with 33 instructional designers revealed that instructional designers believe that the profession is profoundly altered post-pandemic. Findings around post-pandemic instructional design practice include adopting agile instructional design practices, increasing collaborations with others within a context of empathy, recognizing the importance of accessibility, and increasing reliance on technology to deliver both instruction and training within the context of an expanded portfolio of how instruction will be delivered in the future.

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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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Yaumi, Muhammad, Sitti Fatimah Sangkala Sirate, and Andi Anto Patak. "Investigating Multiple Intelligence-Based Instructions Approach on Performance Improvement of Indonesian Elementary Madrasah Teachers." SAGE Open 8, no. 4 (October 2018): 215824401880921. http://dx.doi.org/10.1177/2158244018809216.

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This study was designed to promote teachers’ understanding of the learner-centered approach through training the multiple intelligences-based instructions, improve teachers’ performance in designing learner-oriented instruction, and improve teachers’ performance in implementing instruction. This study used proactive action research involving 126 teachers (informants) as trainees and instructional design members, came from 10 elementary Madrasah in Indonesia, 36 of them were mentored, and 192 students participated in a focus group discussion. There were 10 principals and two supervisors to be research collaborators. Teachers’ understanding and performance improvement through training multiple intelligence-based instructions, designing student-centered approach, and mentoring the implementation of student-centered learning indicated significant contribution. The teachers’ understanding of multiple intelligence-based instruction was the majority in the good category. The activity of designing the student-centered approach gave a good contribution to the capability of designing every single one of the multiple intelligences-based strategies. The mentoring system improved teachers’ performance greater than those of training and instructional design. Implementation of training, instructional design, and the mentoring system implies improving learning processes and outcomes. Strengthening the recruitment system of teachers and performance improvement, capacity building of educators to design models, approaches, strategies, methods, and learning activities, as well as establishing togetherness on all lines; government, principals, supervisors, community, and teachers as the primary element.

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Saçak, Begüm, Aras Bozkurt, and Ellen Wagner. "Learning Design versus Instructional Design: A Bibliometric Study through Data Visualization Approaches." Education Sciences 12, no. 11 (October 27, 2022): 752. http://dx.doi.org/10.3390/educsci12110752.

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The terms instructional design and learning design have been widely used to describe a discipline concerned with improving the process of teaching and learning. However, though both terms are interchangeably used and share a common vision, both terms are used to encompass different aspects of the learning and teaching. In order to better understand the evolution, map intersections and differences of these terms, and identify emerging themes, using text mining and social network analysis approaches, a triangulated bibliometric study was carried out to analyze a total of 514 publications (326 for instructional design and 157 for learning design) indexed in the Scopus database using text mining and social network analysis. Our first round of analysis revealed four broad themes for instructional design: Theory-driven approaches; technology-informed designs; instructional design for higher education; and assessment and evaluation. A second round of analysis for learning design identified four major themes: Design thinking and user experience-driven approaches; online learning informed designs and online environments; analytical approaches for assessment and evaluation; and engagement-based learning design. The study concludes that while instructional design is about developing, assessing, and evaluating instruction, learning design is more about learner engagement and experience, which can be assessed and enhanced by analytical and technological approaches.

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Anggraini, Dita Rizki. "Teacher's Training on Classroom Instructional Design." Global Expert: Jurnal Bahasa dan Sastra 12, no. 2 (March 11, 2025): 62–65. https://doi.org/10.36982/jge.v12i2.5274.

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Realizing on the importance of administering a systematic plan prior to the teaching and learning process, teachers might be oriented to any instructional design or model in education. This article discussed on the teacher’s real experiences on preparing such systematic plan after participating at particular training. An interview with one of the teachers of English in one of Senior High School in Palembang was conducted. As the consideration to collect the data, the teacher selected has joined a classroom-instructional-design training before. The results of the interview showed that most of the aspects of classroom instructional design are given during the training. In addition, the five components of learning as well as the procedure in designing the instruction were well given. The guidance and materials given on the training were believed to be that beneficial on the implementation of teaching and learning process. Keywords: Classroom instructional design, Instructional design model, Teacher’s training

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Miller, Marian I., and Barry D. Bratton. "Instructional Design: Increasing the Effectiveness of Bibliographic Instruction." College & Research Libraries 49, no. 6 (November 1, 1988): 545–49. http://dx.doi.org/10.5860/crl_49_06_545.

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Choi, Jae-Hwang. "Analysis of Instructional Design for Information Literacy Instruction." Journal of Social Science 27, no. 4 (October 31, 2016): 163. http://dx.doi.org/10.16881/jss.2016.10.27.4.163.

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Innwoo, Park. "A Conceptual Analysis on Teaching and Instruction, Instructional Theory, and Instructional Design Theory." Journal of Educational Technology 31, no. 3 (September 30, 2015): 633–53. http://dx.doi.org/10.17232/kset.31.3.633.

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Cates, Ward Mitchell. "The Importance of Subject Matter Instructional Expertise in Research on the Effectiveness of Instructional Computer Programs." Journal of Educational Technology Systems 21, no. 4 (June 1993): 363–67. http://dx.doi.org/10.2190/lgwl-5g88-p57m-6flc.

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This article examines the importance of subject matter instructional expertise in the design of research studies on computer-based instruction. It considers the implications of shifts in instructional focus from associationism toward cognitivism and points out how difficult it is for most researchers to be experts in both computer-based instructional design and subject matter content instruction. The article suggests that researchers need to work closely with subject matter instructional experts and need to document in their presentations and research articles that they recognized and addressed the importance of subject matter instructional expertise.

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Madden, John S., and Patricia L. Hardré. "Effects of Online Instructional Design Training on TA’s Perceptions of Efficacy, Competence, and Knowledge Satisfaction." Journal of Education and Training 3, no. 2 (August 21, 2016): 64. http://dx.doi.org/10.5296/jet.v3i2.9490.

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<p class="2M-body">Teaching assistants (TAs) in higher education are expected to teach courses in their major subject area with little to no formal instruction in the principles of effective teaching methods. The demands on TAs time are high and there is a need for easy to access, flexible, high quality instruction to provide them with the tools necessary to be effective instructors at the college level. One method of meeting this need is to provide TAs with a “toolbox” of instructional theory and methods based on instructional design principles. In order to be effective, it is important for TAs to understand the interconnected nature of effective educational principles including: instructional design, motivation, learning environments, instructional technologies and assessment. The current study looks at the effects of a self-paced online instruction designed for TAs on their teaching efficacy, perceived teaching competence and satisfaction with knowledge of the delivered instructional concepts using a pre-post, self-report design. Thirteen TAs at a southwestern research university completed both pre and post measures of knowledge and perceptions. Findings indicate that self-paced online training in instructional design concepts significantly increased TAs’ satisfaction with their knowledge of instructional theory and principles, design of learning environments and instructional technology. It further increased the significance and magnitude of their understanding of the interconnected nature of instructional principles and elements of the learning dynamic and led to appreciable knowledge change in key areas. These findings provide evidence of the benefits and utility of flexible, easily accessible training in instructional principles for TAs.</p>

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Johnson, Wendell G., Adam Burke, and Barbara Evans. "Bibliographic Instructional Design." Community & Junior College Libraries 10, no. 3 (March 2002): 17–37. http://dx.doi.org/10.1300/j107v10n03_04.

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Heideman, Jim. "Instructional design mosaic." Performance + Instruction 31, no. 3 (March 1992): 34–35. http://dx.doi.org/10.1002/pfi.4170310310.

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Duchastel, Philippe C. "Cognitive design for instructional design." Instructional Science 19, no. 6 (1990): 437–44. http://dx.doi.org/10.1007/bf00119389.

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Mallillin, Leovigildo Lito D., Jocelyn B. Mallillin, Yolanda D. Ampongan, Imelda C. Lipayon, Mercy M. Mejica, and Jocelyn Z. Burabo. "Instructional design for effective classroom Pedagogy of teaching." Eureka: Journal of Educational Research 1, no. 2 (February 7, 2023): 41–52. http://dx.doi.org/10.56773/ejer.v1i2.6.

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The study aims to examine the contribution of instructional design for effective classroom pedagogy of teaching among the respondents and identifies what makes instructional design that leads to effective classroom pedagogy of teaching among the respondents. The research employs the descriptive quantitative design because the method describes the variables and characteristics of the study. Purposive sampling is highlighted in the study. The study comprised Seventy (70) respondents only. Results show that learning process and strategy for effective pedagogy of teaching show to actively involve instruction that will lead students for better learning outcome, show to involve critical thinking, formation, analyzing inferences, and knowledge of the lesson, show to provide a phase of instructional design to effective teaching in applying, inferring, analyzing pedagogy and various learning experiences, show to advance technology of teaching to equip students with better learning, and show to rely on interactive instruction sharing and heavy discussion, role playing, peer learning, cooperative learning, simulation, and discussion. Findings show that there is a significant correlation on the contribution of instructional design for effective classroom pedagogy of teaching as observed among the respondents.

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van der Meij, Hans, and Constanze Hopfner. "Eleven Guidelines for the Design of Instructional Videos for Software Training." Technical Communication 69, no. 3 (August 2, 2022): 5–23. http://dx.doi.org/10.55177/tc786532.

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Purpose: Video is a popular medium for instructing people how to use software. In 2013, van der Meij and van der Meij proposed eight guidelines for the design of instructional videos for software training. Since then, production techniques and video features evolved, and new insights about characteristics of effective video instructions emerged. Methods: Based on recent study outcomes and our reflections on instructional video designs, the original set of eight guidelines was restructured, updated, and extended. Results:A new framework with 11 guidelines was constructed. For these guidelines the article provides scientifically-based advice for the design of instructional videos for software training. Conclusion: The new framework and the illustrations of how the guidelines were applied in videos should provide useful insights for further practice and research on instructional video design.

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Kang, Myungji. "A Study on Instructional-Design of Design Education: Focused on the Instructional-design Theories of Reigeluth." Korean Society of Culture and Convergence 45, no. 12 (December 31, 2023): 273–81. http://dx.doi.org/10.33645/cnc.2023.12.45.12.273.

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This research suggests education theories and application methods on instructional-design of design education in universities through applying instructional design theories and methods from the field of education research. Focused on the instructional-design theories of Reigeluth, his models of relationships among instructional variables and instructional strategies on the types of learning were applied to instructional-design of design education in university. As a starting example of instructional-design, the lesson blueprint of the design class, ‘user-centered design’ of university A in Korea was developed based on his instructional strategies leading concept learning. It illustrates instructional-design methods and procedures making concept learning of the ‘conceptual model’ more effective, efficient and appealing to learners according to Reigeluth’s instructional-design strategies.

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Berge, Ph.D., Zane L. "Secret of Instructional Design Revisited." Frontiers in Education Technology 4, no. 4 (November 10, 2021): p26. http://dx.doi.org/10.22158/fet.v4n4p26.

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Improvements in technology, especially automation, robotics, and artificial intelligence have dramatically changed what people do in the workplace and how they do it. Technology advancements over the past 3 decades have reshaped demands in schooling and the workplace bringing on new challenges and opportunities. Employers need employees who are critical thinkers, communicators, collaborators, and creators to remain competitive and innovative. Educators recognize these abilities that learners must have to take advantage of the opportunities and face the challenges that are presented to them in the 21st century. As was the case 30 years ago, the same consistency is needed today among the four elements of instructional design: objectives, methods, content, and evaluation. There must also be integration of the instructional system with authentic, real-world performance. If these two critical aspects are not met the chances of obtaining the desired effectiveness of learning is not likely to be met. The Internet and cloud computing allow more rapid development of instruction for more efficient and affective learning. The pace of change also requires a greater emphasis on the iterative nature of evaluating the instructional design system.

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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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Plungis, Joan. "Book Review: Creative Instructional Design: Practical Applications for Librarians." Reference & User Services Quarterly 57, no. 3 (March 16, 2018): 218. http://dx.doi.org/10.5860/rusq.57.3.6612.

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The title of this book might lead readers to expect a manual filled with examples of jazzy learning objects; however, the content goes far beyond that, broadly defining instructional design as “intentional, sound instructional or programmatic creation, delivery, and assessment that takes into account the audience, course, or program context, and shared learning goals” (p. ix). Why does instructional design in this larger sense matter for librarians? The way that libraries define themselves has shifted from materials to services, so the quality and relevance of instruction classes, online content, programs, and outreach initiatives are increasingly critical to their success.

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Caballero, Mari, and Jerry Liss. "Universal Design for Learning and Direct Instruction in a Special Education Practicum." Journal of Technology-Integrated Lessons and Teaching 2, no. 1 (June 23, 2023): 88–94. http://dx.doi.org/10.13001/jtilt.v2i1.7727.

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The Instructional Planning Project (IPP) assignment is set in an online practicum course for graduate students in a high incidence special education teacher preparation program. The IPP assignment is the culminating assignment in a sixteen-week long course. The course provides students with a lesson plan template, for a reading or math lesson, that integrates direct instruction and Universal Design for Learning. The template is used for the major IPP assignment as well as for prior lesson plan assignments. Detailed instructions and a rubric are provided on Canvas, the learning management system, for the IPP assignment, where practicum students infuse Universal Design for Learning principles into a direct instruction lesson.

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Zhang, Qi, and Wei Li. "Construction of Teaching and Education Quality Improvement Model Based on Distributed Information Fusion." Mobile Information Systems 2022 (October 11, 2022): 1–16. http://dx.doi.org/10.1155/2022/3009708.

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Following the growth of educational informatization, the integrated adoption of the Internet in classroom teaching has facilitated the change of instructional pattern from the conventional instructional pattern to a novel information-based instructional pattern. Based on the background of “Internet+,” a variety of new information-based classroom teaching models have emerged. However, in practice, there are still many deficiencies due to the immature application of the model. This paper proposes to use the design-based research paradigm to construct and optimize the teaching mode, and to clarify the design principles of the teaching mode. This paper analyses and designs the English lesson instruction pattern in the distributed information convergence condition from five dimensions: theoretical foundation, online instructional setting, instructional targets, instructional events, and instructional assessment, which construct an instructional pattern. It adopts the method of combining quantitative research with qualitative research and combines the experimental method, questionnaire survey method, classroom observation method, and interview method to assist the research. Through the investigation of 122 valid data, it is shown that the overall amount of classroom codes before the experiment is 57, and the overall amount of classroom codes after the experiment is 150. There is a big difference between the two. It validates the effectiveness of the English lesson instruction pattern in distributed information integration terms in improving students’ English achievement, cooperative learning ability, information literacy, and problem-solving ability.

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Bohlin, Roy M., William D. Milheim, and Karen J. Viechnicki. "The Development of a Model for the Design of Motivational Adult Instruction in Higher Education." Journal of Educational Technology Systems 22, no. 1 (September 1993): 3–17. http://dx.doi.org/10.2190/gk2v-e5u5-jgra-7nr4.

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This article provides educators and instructional designers with a prescriptive model for the instructional motivation of adults. Adult learning theory has been integrated with John Keller's instructional motivation model to develop two motivational needs-assessment instruments. Results of research eliciting adults' perceptions of their motivational needs were analyzed. These results show that specific instructional strategies are perceived to be important for the motivation of adult learners. A prescriptive model for the instructional motivation of adult learners is presented. This model provides an important step in the integration of adult learning theory into the design of motivational instruction for adult learners.

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Wiyono, Ketang, Zulherman Zulherman, Saparini Saparini, Melly Ariska, Rini Khoirunnisa, and Sri Zakiyah. "Moodle-based E-Learning Model for Critical Thinking in the Lesson of Electromagnetic Induction." Jurnal Penelitian & Pengembangan Pendidikan Fisika 6, no. 2 (December 31, 2020): 237–46. http://dx.doi.org/10.21009/1.06210.

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This study aims to develop a valid and practical e-learning model for critical thinking skills using the moodle platform in the lesson of electromagnetic induction. Dick and Carey instructional design model is applied for the product development—which consists of nine stages, (1) instructional goals identification, (2) instructional analysis, (3) learners and contexts analysis, (4) objective performance arrangement, (5) assessment instruments development, (6) instructional strategy’s plan, (7) instructional material selection, (8) preparation for conducting a formative evaluation of the instruction, and (9) revise instruction. The results reveal the moodle design is valid and practical regarding expert and user perspectives, respectively. Besides, there is an improvement of student’s critical thinking skills according to the obtained n-gain score, which stands for 0.38.

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Martin, Florence. "Instructional Design and the Importance of Instructional Alignment." Community College Journal of Research and Practice 35, no. 12 (October 14, 2011): 955–72. http://dx.doi.org/10.1080/10668920802466483.

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35

Lowyck, Joost, Jan Elen, and Geraldine Clarebout. "Instructional conceptions: Analysis from an instructional design perspective." International Journal of Educational Research 41, no. 6 (January 2004): 429–44. http://dx.doi.org/10.1016/j.ijer.2005.08.010.

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36

Wang Qiuyao and Sun Zhao. "Principles of ESP Teaching Activity Design - Taking Industrial Design English as an Example." World Journal of Advanced Research and Reviews 24, no. 2 (November 30, 2024): 1214–20. http://dx.doi.org/10.30574/wjarr.2024.24.2.3451.

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Abstract (sommario):

Contemporary university English instruction typically exhibits issues such as antiquated pedagogical notions and a monolithic teaching approach. Conventional teacher-centered instruction, characterised by a lack of interactivity and an inability to completely engage students’ drive to learn, directly results in students' inefficacy in the classroom and suboptimal teaching outcomes, a phenomenon also observed in English for Specific Purposes (ESP) instruction. Crafting effective instructional activities that engage students actively and stimulate their interest can augment both learning efficiency and teaching effectiveness.

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Wang, Qiuyao, and Zhao Sun. "Principles of ESP Teaching Activity Design - Taking Industrial Design English as an Example." World Journal of Advanced Research and Reviews 24, no. 2 (November 30, 2024): 1214–20. https://doi.org/10.5281/zenodo.15094137.

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Abstract (sommario):

Contemporary university English instruction typically exhibits issues such as antiquated pedagogical notions and a monolithic teaching approach. Conventional teacher-centered instruction, characterised by a lack of interactivity and an inability to completely engage students’ drive to learn, directly results in students' inefficacy in the classroom and suboptimal teaching outcomes, a phenomenon also observed in English for Specific Purposes (ESP) instruction. Crafting effective instructional activities that engage students actively and stimulate their interest can augment both learning efficiency and teaching effectiveness.

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38

Keener, Cheryl Pendry. "Instructional design talks to game design." On the Horizon 25, no. 4 (September 11, 2017): 253–59. http://dx.doi.org/10.1108/oth-10-2016-0052.

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Rausch, Meredith, Lee Flood, Rhia Moreno, Stacy Kluge, and Arthur Takahashi. "Emergency support for faculty: Adherence to best practices in designing, developing, and implementing virtual training during a pandemic." Journal of University Teaching and Learning Practice 19, no. 2 (April 9, 2022): 27–42. http://dx.doi.org/10.53761/1.19.2.3.

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Abstract (sommario):

COVID-19 disrupted face-to-face instruction across university campuses world-wide. As universities struggled, instructional design teams stepped in to assist. At one southeastern university in the US, an instructional design team, with support from instructional systems analysts, responded by creating online instruction for faculty and facilitating training during the summer months in 2020. Literature outlining multiple perspectives and best practices for online instruction prior to the onset of the COVID-19 pandemic is robust; however, provides little to no guidance for implementing empirically based practice during a time of worldwide crisis. Many educational institutions recognised the need to provide a timely response to ensure continuity and quality of education yet lacked a framework or model from which to follow. This mixed methods study reviews best practices for designing and implementing virtual training for faculty and determines to what extent best practices were followed for this shift during a time of crisis. The use of a survey and semi-structured interviews with the instructional design team and instructional systems analysts resulted in four themes: prioritising faculty needs, responsiveness to faculty, lack of time, and difficulties collaborating across departments. Alignment to pre-pandemic best practice literature is provided to demonstrate the response of one university to the pandemic. Implications for instructional design teams and future research directions are presented.

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Syafitri, Liza Amelia, Yousef Bani Ahmad, and Abdul Kodir Al-Baekani. "EFL Teacher’s Instructional Design in Conducting Online Learning during the Covid-19 Pandemic." Edumaspul: Jurnal Pendidikan 5, no. 2 (October 1, 2021): 796–802. http://dx.doi.org/10.33487/edumaspul.v5i2.1890.

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Abstract (sommario):

Instructional design is the art of creating and developing trainning experiences that make learning more efficient, effective and enjoyable for students (Merrill, 2012). This study aimed: (1). To find out how do teachers design online instruction during the Covid-19 pandemic; (2). To find out how are teachers perception in conducting online instructional design during the covid-19 pandemic. The participant of this study were an English teacher of senior high school in Karawang. This study used a qualitative narrative design. The instrument used for collecting the data is interview guideline that explained in the form of narrative inquiry. The result showed that by analyzing and understanding students’ characteristic, the teacher could create online instructional design that suitable with the students’ desire in learning. Meanwhile, related to teacher’s perception, in conducting online instructional design in this pandemic. It made the teacher is difficult to carry out the learning materials effectively and achieve the maximum of learning process. In addition, the teacher had to adapt with a new system and it required her to be more creative and innovative in order the student had a motivation in learning during this pandemic. To all of this fact, it can be said that conducting online instructional design made teacher experiencing difficulties while preparing and applying the instruction.

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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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Abstract (sommario):

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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42

Hancock, Jody L. "Focus for Instructional Design." Journal of Diagnostic Medical Sonography 20, no. 3 (June 2004): 208–11. http://dx.doi.org/10.1177/8756479304263515.

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Kearsley, Greg, and Rachelle Heller. "Teaching instructional software design." ACM SIGCSE Bulletin 24, no. 3 (September 1992): 24–28. http://dx.doi.org/10.1145/142040.142059.

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44

Lasher, Neil. "“A list” instructional design." Industrial and Commercial Training 40, no. 7 (October 3, 2008): 381–86. http://dx.doi.org/10.1108/00197850810912252.

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45

Rogriguez, Manuel Caeiro, Michael Derntl, and Luca Botturi. "Visual instructional design languages." Journal of Visual Languages & Computing 21, no. 6 (December 2010): 311–12. http://dx.doi.org/10.1016/j.jvlc.2010.08.005.

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46

Rudkin, Jeff. "The instructional design portfolio." TechTrends 48, no. 3 (May 2004): 62–64. http://dx.doi.org/10.1007/bf02763359.

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Paulus, Trena M., Brian Horvitz, Min Shi, Senem Yildiz, and Marty Siegel. "The instructional design portfolio." TechTrends 48, no. 4 (July 2004): 60–61. http://dx.doi.org/10.1007/bf02763447.

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48

Gerdes, Craig, and Peggy Kuhr. "The instructional design portfolio." TechTrends 48, no. 5 (September 2004): 71–74. http://dx.doi.org/10.1007/bf02763534.

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49

Thornton, David, Stephen W. Armstrong, and Mario Aguilar. "The instructional design portfolio." TechTrends 48, no. 6 (November 2004): 61–64. http://dx.doi.org/10.1007/bf02763587.

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Hur, Jung Won, Ashley Tan, Thomas Brush, John Saye, and Lixin Chen. "The instructional design portfolio:." TechTrends 49, no. 6 (November 2005): 63–66. http://dx.doi.org/10.1007/bf02763734.

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