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Letteratura scientifica selezionata sul tema "Instructional design"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 9 giugno 2025

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Articoli di riviste sul tema "Instructional design"

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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Tesi sul tema "Instructional design"

Wasko, Christopher Warren. "Instructional Design Guidelines for Procedural Instruction Delivered via Augmented Reality." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/23142.

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Augmented reality, defined as a real-time direct or indirect view of a physical real-world environment that has been enhanced by adding digital computer generated information to it, is rapidly developing in terms of associated hardware (wearable displays, wireless mobile devices) and software (development platforms). AR enhanced instruction has been shown to provide cognitive and psychomotor support during procedural learning and has been shown to use both words and pictures when delivering instructional content. A set of message design guidelines, created using a design and development research approach, can be used by novice designers to effectively manage the use of words and pictures while developing instructional applications for AR.<br>Ph. D.

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Yeo, (Sue) Siew Hoong. "Understanding The Practices of Instructional Designers Through The Lenses of Different Learning Theories." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1367862206.

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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.

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Cannon, Christopher Garrett. "Teacher and Student Perceptions of Computer-Assisted Instructional Software to Differentiate Instruction." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3664.

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Many educators struggle to meet the academic needs of students, especially in the subject area of mathematics. Computer-assisted instruction is an instructional strategy used to enhance instruction. However, there is limited research on the effectiveness of these software programs for all students. The purpose of this qualitative, embedded, multiple case study was to explore the perceptions of teachers and students using computer-assisted instructional software to differentiate instruction within a general education and special education 4th-grade mathematics classroom. The constructivism theory provided a framework for the topic of differentiated instruction. This study included a single elementary school within a district in the Southeastern United States. The participants of this study included 1 general education and 1 special education 4th-grade mathematics teacher. In addition, participants included 6 general education and 4 special education 4th-grade mathematics students. Introductory and follow-up teacher interviews, introductory and follow-up student focus group interviews, 6 classroom observations, and teacher lesson plans were used as data collection methods. Gerund coding, categorizing, and content analysis was employed to interrogate the data. The constant comparative method was used to determine within-case and across-case themes and discrepancies. The findings revealed that teachers used computer-assisted instructional software, MobyMax, to meet individual student needs, monitor student progress, implement small group instruction, increase student engagement, and supplement primary teacher-led instruction. Educators can use the findings of this study to understand how teachers can use computer-assisted instruction to meet the needs of students.

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Allen, Shamon A. "Project Management in Instructional Design." Franklin University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=frank1608218964814976.

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Karl, Laura C. "Elementary Teachers' Perceptions of Technology Proficiencies and Motivation to Integrate Technology in School Curriculi." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/970.

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Despite the availability of technological resources, the number of teachers integrating and using technology innovatively in the classroom is unknown. This qualitative investigation explored teachers' perceptions of proficiency in the use of computer technology in the classroom. Self-determination theory assisted the examination of motivation as decisions are made to integrate technology into the classroom curriculum. The research questions addressed the self-determination of teachers, decision making processes to integrate technology, and perceived technology competence. A qualitative, multiple case study design was used to explore the views of 10 technology-using elementary teachers in the use of technology in the classroom. These participants were interviewed, participated in a focus group, and submitted an integrated technology lesson plan. Data were analyzed using the constant comparative method. The results showed that teachers were found to be efficacious when incorporating technology into the curriculum and believed their actions could produce the desired results despite their technological skill level. Teachers were found to be self-determined and motivated to integrate technology; however, innovative practice was not evident while existing practice conformed to the instructional norms of the school. Implications for positive social change include allowing teachers to study current beliefs and practice, reflecting on best practices when integrating technology, and identifying technological innovation to enhance the learning of their own students. Recommendations include providing opportunities through professional development initiatives in which teachers and administrators alike study practice in collaborative ways, take ownership of instructional decisions, and take risks while integrating technology.

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Gernert, Rodney L. "Impact of the Study Island Program on Students' Reading Comprehension." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1162.

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School administrators at the research site, which is a public school district, had been under pressure to improve low reading state scores of Grade 11 students as measured by Pennsylvania System of School Assessment (PSSA) tests. A web-based reading software called Study Island was integrated into the literacy curriculum for students to increase their reading proficiency and pass PSSA state tests. The research problem was that the integration of Study Island had not been evaluated and students were not meeting adequate yearly progress (AYP). The purpose of this study was to provide research-based evidence on whether Study Island helped students to improve their reading proficiency. This nonequivalent, quasi-experimental study was based on Tomlinson's differentiated instruction theory and Marzano's intelligence theory. Archived PSSA scores were collected for 2 cohorts of Grade 11 students (N = 800), before and after the curricular integration of Study Island between the academic years 2009--2011 and 2011--2013. An independent samples t test showed that students' reading proficiency scores were significantly higher after receiving the Stony Island software than they were before the software. These findings can be used by school and district administrators regarding the integration of Study Island into other academic subjects. Implications for positive social change may include professional development (PD) for high school teachers to use Study Island in the academic subjects they teach. PD on Study Island for high school teachers may help students pass PSSA testing, meet AYP, and graduate from high school.

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Lim, Hedy. "Discovering expert instructional designers' heuristics for creating scenario-based workplace instruction." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10103202.

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<p> Scenario-based instructional design is ideal for workplace training, as it promotes practical and performance-based learning through the use of realistic situations. The research problem is a need for well-defined heuristics, what Gibbons (2014) called operational principles and what York and Ertmer (2011) called rules of thumb, being basic guidelines that promote and characterize expertise, in the area of scenario-based online instruction. The purpose of this Delphi study was to gather expert feedback on ideas in the form of a set of best practices for scenario-based online instructional design for the workplace. The research questions break down the topic into four basic areas: identifying a learning problem, discovering scaffolds or learning resources, maintaining project momentum, and essential concerns for instructional development. Experts in workplace scenario-based instructional design, with particular emphasis on professionals with an online or academic presence, were recruited as subjects. A detailed review of the literature gathered forty-two original statements that were organized into five categories. Per Delphi methodology, the study was conducted as a three round iterative online instrument. Subjects were asked to rate each statement and to provide additional statements to clarify and expand on their best practices based on their experience. Twenty-nine subjects completed all three rounds of the research study. While the statements express a wide variety of best practices for the field, recommendations for further research generally focused on thoughtful consideration of the learner, the instructional development team, and a focus on the integrity or realistic authenticity of the learning scenario, throughout the instructional experience.</p>

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Russell, Philip Michael. "Focused instructional multimedia design guidelines." Thesis, Staffordshire University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325220.

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Wilson, Michael W. "Librarians’ Use of Instructional Design Methods in Creating Information Literacy Instruction." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/75.

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The purpose of this sequential explanatory mixed methods study was to determine whether instruction librarians in the United States and Canada were using instructional design (ID) methods, and to identify potential explanations for their adoption or rejection of those methods. The theory of planned behavior (Ajzen, 1985) served as the theoretical framework for the study. Research questions examined the relationship between respondents’ reported use of ID methods and the following factors: (a) behavioral, normative, and control beliefs, (b) demographic factors, and (c) professional identity as teachers. A survey adapted from Ajjan and Hartshorne (2008) and from Julien and Genuis (2011) was distributed to members of the American Library Association’s Information Literacy Instruction Discussion List. Quantitative data from 101 subjects were analyzed using χ2 and t tests for independent sample means. Qualitative data from seven volunteers were compared to the quantitative data to identify areas of validation or disconnect. Pearson correlations between use scores and behavioral, normative, and control beliefs revealed that control construct scores (r = .59) had the strongest correlation with ID use, followed by behavioral (r = .56) and normative (r = .53) scores. Qualitative data supported the conclusion that there was a strong relationship between ID use and both behavioral and normative scores, but not between ID use and control scores. Chi-square analysis found no relationship between subjects’ use of ID methods and the length of time they had worked in libraries (χ2 = 5.14). A significant relationship was found between ID use and the length of time subjects had taught information literacy (χ2 = 7.91) and reported type of training in ID (χ2 = 24.59). Subjects who identified primarily as teachers used ID more than those who did not (t = 2.61).

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Libri sul tema "Instructional design"

J, Ragan Tillman, ed. Instructional design. 3rd ed. Hoboken, N.J: J. Wiley & Sons, 2005.

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Smith, Patricia L. Instructional design. New York: Merrill, 1993.

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Smith, Patricia L. Instructional design. New York: Merrill, 1993.

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J, Ragan Tillman, ed. Instructional design. 2nd ed. Upper Saddle River, N.J: Merrill, 1999.

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Piskurich, George M. Rapid Instructional Design. Hoboken, New Jersey, USA: John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781119207528.

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David, Twitchell, ed. Instructional design theory. Englewood Cliffs, N.J: Educational Technology Publications, 1994.

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Piskurich, George M. Rapid Instructional Design. New York: John Wiley & Sons, Ltd., 2006.

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McArdle, Geri. Developing instructional design. Los Altos, Calif: Crisp Publications, 1991.

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Mangtani, Ankita Jiyani. Instructional Design Unleashed. Berkeley, CA: Apress, 2024. http://dx.doi.org/10.1007/979-8-8688-0416-8.

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Pucel, David J. Performance-based instructional design. New York: Gregg Division, McGraw-Hill, 1989.

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Capitoli di libri sul tema "Instructional design"

Sweller, John. "Instructional Design." In Encyclopedia of Evolutionary Psychological Science, 1–5. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-16999-6_2438-1.

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Niegemann, Helmut. "Instructional Design." In Handbuch Bildungstechnologie, 95–151. Berlin, Heidelberg: Springer Berlin Heidelberg, 2020. http://dx.doi.org/10.1007/978-3-662-54368-9_7.

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Niegemann, Helmut. "Instructional Design." In Springer Reference Psychologie, 1–57. Berlin, Heidelberg: Springer Berlin Heidelberg, 2019. http://dx.doi.org/10.1007/978-3-662-54373-3_7-1.

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Akella, Nirupama. "Instructional Design." In Street-Level Bureaucracy in Instructional Design, 7–27. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003426806-2.

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O'Connor, Paul, Angela O'Dea, and Dara Byrne. "Instructional Design." In The Essential Handbook of Healthcare Simulation, 23–37. Boca Raton: CRC Press, 2023. http://dx.doi.org/10.1201/9781003296942-3.

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Dashew, Brian, and Diane Gayeski. "Instructional Design." In Understanding the Adult Learner, 255–74. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003448471-18.

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Keeler, Christy G. "Instructional Design." In Online, Blended, and Distance Education in Schools, 21–36. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003446194-5.

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Starkloff, Philipp. "Instructional Design." In Berufsfelder der Pädagogischen Psychologie, 95–106. Berlin, Heidelberg: Springer Berlin Heidelberg, 2023. http://dx.doi.org/10.1007/978-3-662-65879-6_8.

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Rennie, Frank, and Keith Smyth. "Instructional design." In Digital Learning: The Key Concepts, 83. 2nd ed. London: Routledge, 2019. http://dx.doi.org/10.4324/9780429425240-105.

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Snell, Linda, Daisuke Son, and Hirotaka Onishi. "Instructional Design." In Understanding Medical Education, 89–100. Chichester, UK: John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781119373780.ch6.

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Atti di convegni sul tema "Instructional design"

Abdullah, Md, Vibhav Nirmal, and Mahmudur Rahman. "Comparing the Efficacy of Virtual Reality Training, Augmented Reality Instruction and Traditional Paper-Based Instruction Methods for Assembly Tasks." In 2024 AHFE International Conference on Human Factors in Design, Engineering, and Computing (AHFE 2024 Hawaii Edition). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1005670.

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The landscape of instructional methods is continually evolving, driven by advancements in technology. Virtual Reality (VR) and Augmented reality (AR) are emerging technologies offering innovative approaches to training and providing real-time assistance. In order to compare the efficacy of these methods in assembly tasks, in this study, 24 participants were randomly assigned to three groups: one group used paper-based instructions, while another used instruction displayed through the HoloLens 2.0 (AR), and the remaining group was trained in a fully immersive VR environment and were asked to perform the same assembly task afterward. The participants were tasked with assembling a monster truck Lego set, and their performance was measured using objective metrics such as completion time and the number of errors made. Subjective measures were obtained through the NASA Task Load Index (TLX) questionnaire, which assessed the perceived workload of each instructional method. Participants using paper-based instructions completed the task in an average of 5.92 minutes, which was significantly faster than those using AR (average completion time of 8.21 minutes), and those using VR training (average completion time of 7.23 minutes). The number of errors was highest with the VR training, averaging 2 errors per participant, compared to the paper-based instructions (0.625 errors) and AR (1.25 errors). Subjectively, participants rated the AR experience slightly higher, with an average NASA TLX score of 23.26, compared to 26.25 for VR training. Paper-based instructions had the lowest workload value, with a mean NASA TLX score of 17.60. The findings suggest that while VR and AR offer advanced learning experiences, they may not always outperform traditional paper-based instructions in terms of task completion time and error rates. These results emphasize the need to consider task complexity and user experience when evaluating instructional methods. Further research is needed to explore the benefits of VR and AR in different contexts.

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Richiteanunastase, Elenaramona, Camelia Staiculescu, and Corina Cace. "CHANGES IN ADULT INSTRUCTIONAL DESIGN PARADIGM." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-046.

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Instructional design/ designing training activities for adults is an activity that requires the anticipation of the steps that will be covered in the training process. This includes anticipating the objectives, content, methods, resources and assessment instruments in the context of a training activity. The analysis of the main instructional design models highlights a paradigm shift in the design training activities for the adults through a shift from product-centered design models (centered on the learning outcomes), to process-centered models (centered on the components of the training process) and mixed models (centered on the learning outcomes but also on the pedagogical conditions in which they occur). Based on this categorization, the paper covers the most common instructional models of design used in adult education: taxonomic models centered on the learning objectives - B. Bloom, L. Anderson, Krathwohl, E. J Simpson, T.S Baldwin, process-centered models - ADDIE model, Kemp model, mixed models –Merrill, Gagne and adaptive instruction models. The models of instructional design are covered in a critic but constructive manner, following their advantages and disadvantages and their possibilities for implementation. In the final part of the paper we address to the need of conceptualization of the concept of \\\"blended learning” and the need to develop a specific instructional design model in the light of the new perspectives and challenges that may appear. Blended learning is used to describe a solution that combines several different delivery methods or the learning that mixes various forms of organizing activities such as face-to-face classrooms, e-learning, and self-paced learning.

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Romadhon, Muhammad Imron, Suprapto, Onky Muhammad, and Nur Qomariyah. "Instructional Design Learning." In IC4E 2020: 2020 the 11th International Conference on E-Education, E-Business, E-Management, and E-Learning. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3377571.3377583.

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Kumar, Vive, Stella Lee, Munir El-Kadi, Priyaadharshini Manimalar, Thamaraiselvi Somasundaram, and Mohan Sidhan. "Open instructional design." In 2009 International Workshop on Technology for Education (T4E). IEEE, 2009. http://dx.doi.org/10.1109/t4e.2009.5314104.

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Bayliss, Jessica D., and David I. Schwartz. "Instructional design as game design." In the 4th International Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1536513.1536526.

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Gusukuma, Luke, Austin Cory Bart, Dennis Kafura, Jeremy Ernst, and Katherine Cennamo. "Instructional Design + Knowledge Components." In SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3159450.3159478.

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Trif-Boia, Andreea Elena. "INSTRUCTIONAL DESIGN IN EDUCATION." In ADVED 2022- 8th International Conference on Advances in Education. International Organization Center of Academic Research, 2022. http://dx.doi.org/10.47696/adved.202201.

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Purwananti, Yepi Sedya, Punaji Setyosari, Bambang Yudi Cahyono, and Sulton. "Cognitive Instructional Design (CID) In Proficiency Oriented English Instruction: The Design Principles." In 2nd International Conference on Learning Innovation. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008410002110215.

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Simões-Borgiani, Danielle, and Hans Waechter. "Use of instructional design in design artifacts of planning for instruction of collections." In 6th Information Design International Conference. São Paulo: Editora Edgard Blücher, 2014. http://dx.doi.org/10.5151/designpro-cidi-55.

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Liang, Xinyi, and Chi-Un Lei. "Instructional Design Assistant Mentorship Scheme for Innovations on Virtual Instruction." In 2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2022. http://dx.doi.org/10.1109/tale54877.2022.00078.

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Rapporti di organizzazioni sul tema "Instructional design"

Kintsch, Eileen, Robert D. Tennyson, Robert M. Gagne, and Daniel J. Muraida. Designing an Advanced Instructional Design Advisor: Principles of Instructional Design. Volume 2. Fort Belvoir, VA: Defense Technical Information Center, May 1991. http://dx.doi.org/10.21236/ada238530.

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Hickey, Albert E., J. M. Spector, and Daniel J. Muraida. Design Specifications for the Advanced Instructional Design Advisor (AIDA). Volume 1. Fort Belvoir, VA: Defense Technical Information Center, January 1992. http://dx.doi.org/10.21236/ada248201.

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Buehner, Linda J. Instructional Design: Impact of Subject Matter and Cognitive Styles. Fort Belvoir, VA: Defense Technical Information Center, February 1987. http://dx.doi.org/10.21236/ada177066.

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Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 2 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, April 2023. http://dx.doi.org/10.16925/gcnc.64.

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This didactic planning, which starts from the characterization of the instructional design of the English level 2 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided in three specific stages, involved several steps. First, the functions of the tutor were defined based on the postulates of some authors. After that, the expected learning evidences were reviewed and edited considering the linguistic competences the students are expected to achieve during the course. Next, some didactic activities are designed to provide the students with the grammar and vocabulary content they need to achieve the learning objectives. Finally, the different technological tools used before, during and after to communicate with students, teaching classes, clarify doubts, give feedback, and generate content, among other functions, are described. Undoubtedly, teaching and learning English as foreign language can greatly improve if adequate technologies and didactic strategies are used when providing online instruction.

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Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 3 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, April 2023. http://dx.doi.org/10.16925/gcnc.62.

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This didactic plan, which starts from the characterization of the instructional design of the English level 3 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided into three specific stages, involved several steps. First, the role of the teacher and students in the process of learning and teaching is very important, and it was defined based on the postulates of some authors. After that, the expected learning evidence was reviewed and edited considering the linguistic competences the students are expected to achieve during the course. Next, some didactic activities are designed to provide the students with the grammar and vocabulary content they need to achieve the learning objectives. Finally, the different technological tools used before, during and after to communicate with students, teach classes, clarify doubts, give feedback, and generate content, among other functions, are described. Undoubtedly, teaching, and learning English as foreign language can greatly improve if adequate technologies and didactic strategies are used when providing online instruction.

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Supovitz, Jonathan. Slowing Entropy: Instructional Policy Design in New York City, 2011-12. Consortium for Policy Research in Education, November 2013. http://dx.doi.org/10.12698/cpre.2013.geeval.

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Supovitz, Jonathan. Slowing Entropy: Instructional Policy Design in New York City, 2011-12. Consortium for Policy Research in Education, October 2014. http://dx.doi.org/10.12698/cpre.2014.pb14-3.

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Halff, Henry M., and J. M. Spector. Designing an Advanced Instructional Design Advisor: Possibilities for Automation. Volume 3. Fort Belvoir, VA: Defense Technical Information Center, May 1991. http://dx.doi.org/10.21236/ada236800.

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Atuhurra, Julius, Rastee Chaudhry, and Michelle Kaffenberger. Conducting Surveys of Enacted Curriculum Studies in Low- and Middle-Income Countries: A Toolkit for Policymakers, Researchers, and Education Practitioners. Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-misc_2023/13.

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The Surveys of Enacted Curriculum (SEC) approach is used to analyse and report on the academic content embedded in education instructional components such as curriculum standards, assessments, and teachers' classroom instruction. Through a partnership between the RISE Programme and the Center for Curriculum Analysis, the approach has been used to analyse educational alignment in low- and middle-income country education systems, including in Kenya, Nepal, Nigeria, Tanzania, and Uganda. The SEC approach has many applications including content and alignment analysis for curriculum standards, assessments, and instructional materials; curriculum reform design and implementation support; and teacher professional development and support. This document provides a comprehensive toolkit for conducting an SEC study in LMICs. Following the introduction and background, Section 2 gives an overview of the SEC approach and provides a brief description of sequential steps involved in conducting an SEC study: (i) generating data; (ii) inputting data; (iii) processing and analysing data; and (iv) interpretating results. Section 3 then gives detailed, step-by-step instructions for implementing an SEC study. Section 4 shares lessons learned from conducting SEC studies in LMICs. The document then closes with an Appendix that provides a detailed overview of the SEC tools and other resources provided with this toolkit. These appendices [.zip] are available for download.

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Osburn, Laura Ann, and Bethany Lynn Glasco. Instructional Design Briefing A Brief Overview in Relation to the China COE. Office of Scientific and Technical Information (OSTI), November 2016. http://dx.doi.org/10.2172/1331301.

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