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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.
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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Yang, Chia-Shing, and David M. Moore. "Designing Hypermedia Systems for Instruction." Journal of Educational Technology Systems 24, no. 1 (September 1995): 3–30. http://dx.doi.org/10.2190/476c-l2jf-g4et-vvax.
In recent years, hypermedia has been widely adopted in education. However, negative effects have been reported. There is not much “instruction” in existing hypermedia systems. Also, most hypermedia designs are based on the capabilities of technology, not on instructional theories or research Findings. This article explored the principles and theories relevant to the design of effective hypermedia courseware. The micro-design, which concerns the designing of discrete screens, discussed guidelines in five categories: information formats, language usages, highlighting techniques, operating directions, and screen layouts. The macro-design, which addresses the interrelationships of screens, explored the content organization and presentation flow of hypermedia systems. Finally, a courseware template and a real product were constructed to exemplify the designing principles of “instructional” hypermedia systems.
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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.
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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Salisbury, David F. "General systems theory and instructional systems design." Performance + Instruction 29, no. 2 (February 1990): 1–10. http://dx.doi.org/10.1002/pfi.4160290202.
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.
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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Retalis, Symeon, and Paris Avgeriou. "Modelling Web-Based Instructional Systems." Journal of Information Technology Education: Research 1 (2002): 025–42. http://dx.doi.org/10.28945/342.
MacKnight, Carol B., and Santosh Balagopalan. "Authoring Systems: Some Instructional Implications." Journal of Educational Technology Systems 17, no. 2 (December 1988): 123–34. http://dx.doi.org/10.2190/u66e-eckr-cyj5-83l9.
The strengths and weaknesses of our four authoring systems are described in terms of their power, ease of use, and productivity. Productivity aids for graphics and logic, tern plating functions, lesson testing, including menu and icon structures are discussed.
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Heydeman, Jan. "An Instructional Power Systems Laboratory." International Journal of Electrical Engineering & Education 34, no. 1 (January 1997): 5–15. http://dx.doi.org/10.1177/002072099703400102.
A real time analog power system simulator for research and teaching has been developed at Delft University of Technology. The simulator consists of 1 swing bus, 7 generators, 2 tap changing transformers, 9 dynamic loads, 12 lines and 12 busbars. Experiments on control of voltage and power-frequency and on steady-state and transient stability are shown.
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Brant, Jacek, Arthur Chapman, and Tina Isaacs. "International instructional systems: social studies." Curriculum Journal 27, no. 1 (January 2, 2016): 62–79. http://dx.doi.org/10.1080/09585176.2015.1134340.
Dissertations / Theses on the topic "Instructional systems":
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Gordon, Amy M. Fitzgerald. "Preparing teachers to use an instructional management system to differentiate instruction." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 112 p, 2008. http://proquest.umi.com/pqdweb?did=1456290501&sid=5&Fmt=2&clientId=8331&RQT=309&VName=PQD.
Johnshoy, David M. "Cost analysis of two methods of instruction in P-3 Fleet Replacement Squadrons." Thesis, Monterey, California : Naval Postgraduate School, 1990. http://handle.dtic.mil/100.2/ADA237492.
Thesis (M.S. in Management)--Naval Postgraduate School, June 1990. Thesis Advisor(s): Gorman, Linda ; Crawford, Alice M. "June 1990." Description based on title screen as viewed on 20 October 2009. DTIC Identifier(s): Cost benefit, individualized instruction, opportunity costs. Author(s) subject terms: Instructional systems development, cost-benefit, military training, individualized instruction, cost-effectiveness, opportunity costs. Includes bibliographical references (p. 70-71). Also available in print.
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Wild, Martyn. "Developing performance support systems for complex tasks: Lessons from a lesson planning system." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/1556.
There lacks coherent and persuasive rationales for the further development of computer-based, interactive educational materials, for tertiary settings. Indeed, educational software arising out of what might be coined the “multimedia era”, namely the mid and later 19902, has been marked by lacklustre products with an emphasis in development and evaluation placed largely on technological issues (such as the use of video, sound and animations). As such, the rapid increase in commercially available (usually CD based) products has generally met a cool adoption from academics and educationalists, with both these groups often bemoaning the paucity or non-existence of effective instructional design models for the use of “new media” in teaching and learning, based in clearly delineated constructs that derive their substance from theoretical models and research findings. This research programme was intended to explore one such rationale.
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Yang, Chia-Shing. "Theories, templates, and tools for designing and developing instructional hypermedia systems." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-170327/.
Masiewicz, Andrew Casimer. "Instructional designer's toolkit: A practical approach to the effective design of instruction." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2345.
The purpose of the project was to develop a web-based instructional design tool. The tool provides guidelines, templates, and checklists to simplify the overall process, and give the designer a path to follow to help manage the instructional design project. It is based on the generalized model of Instructional Systems Design (ISD), but is applicable to the design of instructional materials for delivery by an instructor, by Computer-based Training (CBT), or a combination of instructor-led and technology-based delivery.
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De, Villiers Mary Ruth. "The dynamics of theory and practice in instructional systems design." Diss., Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-02212003-180121.
Thesis (Ph. D.)--University of California, Riverside, 2009. Includes abstract. Title from first page of PDF file (viewed March 8, 2010). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 141-147).
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Anosky, Alana Marie. "Text and graphics in instructional design." Thesis, Georgia Institute of Technology, 1992. http://hdl.handle.net/1853/28580.
Stubbs, S. Todd. "Design Drawing in Instructional Design at Brigham Young University's Center for Instructional Design: A Case Study." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1666.pdf.
Braswell, Ray. "Toward an adapted systems design model for instructional development." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/74759.
This study was conducted primarily to discern ways of adapting traditional instructional design models to better guide educators whose most typical design problem is one of "repurposing" commercial materials to meet already established instructional needs. The problem of using existing materials to satisfy already established goals and objectives is considered in this study to be a uniquely different situation than was envisioned in those cases where designers use systems approaches to develop complete instructional packages. Yet, many educators will find this ideal version of design work difficult to satisfy and rarely have the opportunity (with appropriate resources) to design instruction "according to the book". This research, therefore, was undertaken to provide a practical example of design work, utilizing an interactive video design problem.
The strategy adopted in this study consisted of the following: 1) The author produced an interactive video lesson which could exemplify the potential of repurposing and reveal the design problems encountered; 2) Each of the design "steps" or moves made by the author was preserved through an extensive set of designer notes as well as an audiotaped record of designer and participant comments. In this study, the author's think-aloud protocols were used as data along participant's comments; 3) These process data, the design notes and the audiotaped records were subjected to qualitative analyses borrowed and adapted from standard ethnographic research procedures; 4) Subsequent considerations for repurposing were abstracted from the qualitative analyses and presented as practical guidelines for designers working in an interactive environment.
Of primary interest is the adapted systems design model developed for this study. This model illustrates five considerations for repurposing which deserve special attention: 1) repurposing actually beginning in the middle of the typical design sequence; 2) the matching process which exists between available materials and the existing goals and objectives which has to be satisfied; 3) the effective utilization of repurposed materials in instructional lessons; 4) the reconstruction of the repurposed materials into an acceptable instructional lesson; 5) the creation and incorporation of additional materials which are needed in the instructional unit. Visual illustrations showing the relationships between these considerations and the typical design scenario are presented in the study. The adapted model presented in this study provides for those instructional designers, who rarely have the time or expertise, a practical set of procedural considerations. Ed. D.
Sottilare, Robert A., and Jessica Schwarz, eds. Adaptive Instructional Systems. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05887-5.
Sottilare, Robert A., and Jessica Schwarz, eds. Adaptive Instructional Systems. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22341-0.
Sottilare, Robert A., and Jessica Schwarz, eds. Adaptive Instructional Systems. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50788-6.
Bond, M. Aaron, Suha Rahif Tamim, Samantha J. Blevins, and Beth R. Sockman. Systems Thinking for Instructional Designers. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003028772.
Sorensen, H. Barbara. Instructional systems development decision support. Brooks Air Force Base, Tex: Air Force Human Resources Laboratory, Air Force Systems Command, 1990.
DeFalco, Jeanine A., and Anne M. Sinatra. "Adaptive Instructional Systems: The Evolution of Hybrid Cognitive Tools and Tutoring Systems." In Adaptive Instructional Systems, 52–61. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22341-0_5.
Cai, Zhiqiang, Xiangen Hu, and Arthur C. Graesser. "Authoring Conversational Intelligent Tutoring Systems." In Adaptive Instructional Systems, 593–603. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22341-0_46.
Bannan, Brenda, Elisa M. Torres, Hermant Purohit, Rahul Pandey, and Jody L. Cockroft. "Sensor-Based Adaptive Instructional Systems in Live Simulation Training." In Adaptive Instructional Systems, 3–14. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50788-6_1.
Maraj, Crystal, Jonathan Hurter, Dean Reed, Clive Hoayun, Adam Moodie, and Latika “Bonnie” Eifert. "Usability Dimensions of Simulated Detectors for Improvised Explosive Devices." In Adaptive Instructional Systems, 130–43. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50788-6_10.
McCarthy, James E. "Toward Zero Authoring: Considering How to Maximize Courseware Quality and Affordability Simultaneously." In Adaptive Instructional Systems, 144–63. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50788-6_11.
Sottilare, Robert. "Agent-Based Methods in Support of Adaptive Instructional Decisions." In Adaptive Instructional Systems, 164–75. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50788-6_12.
Sottilare, Robert, Anne Knowles, and Jim Goodell. "Representing Functional Relationships of Adaptive Instructional Systems in a Conceptual Model." In Adaptive Instructional Systems, 176–86. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50788-6_13.
Thomson, Robert, and Jordan Richard Schoenherr. "Knowledge-to-Information Translation Training (KITT): An Adaptive Approach to Explainable Artificial Intelligence." In Adaptive Instructional Systems, 187–204. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50788-6_14.
Ulgen, Ozlem. "User Rights and Adaptive A/IS – From Passive Interaction to Real Empowerment." In Adaptive Instructional Systems, 205–17. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50788-6_15.
"ETHEMES: An internet instructional resource." In 1st International Conference on Web Information Systems and Technologies. SciTePress - Science and and Technology Publications, 2005. http://dx.doi.org/10.5220/0001228905210524.
Parker, Kevin, Cynthia LeRouge, and Ken Trimmer. "Alternative Instructional Strategies in an IS Curriculum." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2892.
Systems Analysis and Design is a core component of an education in information systems. To appeal to a wider range of constituents and facilitate the learning process, the content of a traditional Systems Analysis and Design course has been supplemented with an alternative modeling approach. This paper presents an instructional design that incorporates a model from accounting literature (REA) with traditional Systems Analysis and Design methods in introducing the topic of data modeling. Detailed instructions for deriving data elements and relationships are presented. Feedback from students indicates increased satisfaction with the learning process and retention of material.
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Luoto, Jennifer. "Instructional Quality Traveling Across Contexts: Possible Biases in Conceptualizing Instructional Quality in Observation Systems." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1886706.
Ou, Kuo-Liang, Gwo-Dong Chen, Chen-Chung Liu, and Baw-Jhiune Liu. "Instructional instruments for Web group learning systems." In the 5th annual SIGCSE/SIGCUE ITiCSEconference. New York, New York, USA: ACM Press, 2000. http://dx.doi.org/10.1145/343048.343079.
Thai, C. N., and M. Paulishen. "Using Robotis Bioloid systems for instructional Robotics." In SOUTHEASTCON 2011. IEEE, 2011. http://dx.doi.org/10.1109/secon.2011.5752954.
Ismail, Khairul Nurmazianna, Fadilah Ezlina Shahbudin, and Fadzlin Ahmadon. "Modeling instructional material using ontology." In 2017 5th International Conference on Research and Innovation in Information Systems (ICRIIS). IEEE, 2017. http://dx.doi.org/10.1109/icriis.2017.8002466.
Sauppé, Allison, and Bilge Mutlu. "Effective Task Training Strategies for Instructional Robots." In Robotics: Science and Systems 2014. Robotics: Science and Systems Foundation, 2014. http://dx.doi.org/10.15607/rss.2014.x.002.
Marcellis, Marco, Ella Roubtsova, and Bert Hoogveld. "INSTRUCTIONAL DESIGN FOR JAVA ENTERPRISE COMPONENT TECHNOLOGY." In 11th International Conference on Enterprise Information Systems. SCITEPRESS - Science and Technology Publications, 2009. http://dx.doi.org/10.5220/0002153804200422.
Cobb, Paul. Adaptive Instructional Systems. Fort Belvoir, VA: Defense Technical Information Center, September 2005. http://dx.doi.org/10.21236/ada438093.
Sorensen, H. B., John S. Park, and Jr. Instructional Systems Development Decision Support. Fort Belvoir, VA: Defense Technical Information Center, November 1990. http://dx.doi.org/10.21236/ada228052.
Ong, James, and Sowmya Ramachandran. An Intelligent Tutoring System Approach to Adaptive Instructional Systems. Fort Belvoir, VA: Defense Technical Information Center, September 2005. http://dx.doi.org/10.21236/ada437533.
Crouch, Luis. Systems Implications for Core Instructional Support Lessons from Sobral (Brazil), Puebla (Mexico), and Kenya. Research on Improving Systems of Education (RISE), July 2020. http://dx.doi.org/10.35489/bsg-rise-ri_2020/020.
Dean, Sylvia. A Study of Qualitative Miscue Analysis Scoring Systems for Identification of Instructional Reading Levels. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1387.
Fletcher, J. D. What do Sharable Instructional Objects Have to do With Intelligent Tutoring Systems, and Vice Versa? Fort Belvoir, VA: Defense Technical Information Center, September 2001. http://dx.doi.org/10.21236/ada406269.
Atuhurra, Julius, and Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.
Improvements in instructional coherence have been shown to have large impacts on student learning, yet analysis of such coherence, especially in developing countries and at a systems level, is rare. We use an established methodology, the Surveys of Enacted Curriculum (SEC), and apply it to a developing country context to systematically analyze and quantify the content and coherence of the primary curriculum standards, national examinations, and actual teaching delivered in the classroom in Uganda and Tanzania. We find high levels of incoherence across all three instructional components. In Uganda, for example, only four of the fourteen topics in the English curriculum standards appear on the primary leaving exam, and two of the highest-priority topics in the standards are completely omitted from the exams. In Tanzania, only three of fourteen English topics are covered on the exam, and all are assessed at the “memorization” level. Rather than aligning with either the curriculum standards or exams, teachers’ classroom instruction is poorly aligned with both. Teachers tend to cover broad swathes of content and levels of cognitive demand, unrelated to the structure of either the curriculum standards or exams. An exception is Uganda mathematics, for which standards, exams, and teacher instruction are all well aligned. By shedding light on alignment deficits in the two countries, these results draw attention to a policy area that has previously attracted little (if any) attention in many developing countries’ education policy reform efforts. In addition to providing empirical results for Uganda and Tanzania, this study provides a proof-of-concept for the use of the SEC methodology as a diagnostic tool in developing countries, helping education systems identify areas of instructional (in)coherence and informing efforts to improve coherence for learning.
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Fletcher, John D. Individualized Systems of Instruction. Fort Belvoir, VA: Defense Technical Information Center, July 1992. http://dx.doi.org/10.21236/ada255960.
Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.
Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.
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Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, February 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.
Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with ministry staff to produce and distribute evidence-based instructional materials at a regional or national scale, in quantities that increase the likelihood that children will have ample opportunities to practice reading skills, and at a cost that can be sustained in the long term by the education system. In this paper, we seek to capture the practices RTI has developed and refined over the last decade, particularly in response to the challenges inherent in contexts with high linguistic diversity and low operational capacity for producing and distributing instructional materials. These practices constitute our approach to developing and producing instructional materials for early grade literacy. We also touch upon effective planning for printing and distribution procurement, but we do not consider the printing and distribution processes in depth in this paper. We expect this volume will be useful for donors, policymakers, and practitioners interested in improving access to cost-effective, high-quality teaching and learning materials for the early grades.
