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Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 3 березня 2023

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1

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

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Instructional design and instructional systems design concepts different from the direction of the field lead to confusion as it includes similar use cases from time to time. Instructional design models have different characteristics, and in different areas, in line with the needs of nature according to the purpose of alternating the use of different models, it affects the efficiency. Each model is developed that fixing the underlying spots is the best way to a need for designs designed which varies depending on the model. Some models of the objectives underlying the selection and use of different models have the highest level while improving strategies constitute a more important structure. With this assessment, the instructional design, instructional systems design, systems approach and instructional system design models, by examining the historical development of these models and their distinctive features, will be explained in connection with curriculum development. Thus, referring to the different points of each model and specific model, with respect to instructional systems design, the difference in instructional design, space and design process is studied. Keywords: Instructional systems design, instructional design, instructional design models.

2

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

3

Piper, Joan Berkeley. "Instructional systems design for zookeepers." Performance + Instruction 25, no. 3 (April 1986): 7–11. http://dx.doi.org/10.1002/pfi.4150250304.

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4

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.

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5

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.

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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.

6

Kim, Dong Sik. "Conceptualization of Instructional Design Automatization Systems." Journal of Educational Technology 11, no. 2 (December 30, 1995): 51–86. http://dx.doi.org/10.17232/kset.11.2.51.

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7

Baykal, Ali. "Open systems metaphor in instructional design." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 2027–31. http://dx.doi.org/10.1016/j.sbspro.2009.01.356.

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8

Clemente, Rebecca, and Barbara L. Martin. "Instructional systems design and public schools." Educational Technology Research and Development 38, no. 3 (September 1990): 81–85. http://dx.doi.org/10.1007/bf02298186.

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9

Martin, Barbara L., and Rebecca Clemente. "Instructional systems design and public schools." Educational Technology Research and Development 38, no. 2 (June 1990): 61–75. http://dx.doi.org/10.1007/bf02298270.

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10

Richards, Boyd F. "Should instructional designers design expert systems?" Educational Technology Research and Development 37, no. 3 (September 1989): 63–71. http://dx.doi.org/10.1007/bf02299058.

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11

Son, Soyoung, and Yeoungmahn You. ""Epistemological Reconsideration of the Nature of Instruction of Instructional Systems Design"." Journal of Educational Technology 27, no. 1 (June 30, 2011): 75–118. http://dx.doi.org/10.17232/kset.27.1.75.

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12

Barbara Petersohn. "Classroom Performance Systems, Library Instruction, and Instructional Design: A Pilot Study." portal: Libraries and the Academy 8, no. 3 (2008): 313–24. http://dx.doi.org/10.1353/pla.0.0007.

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13

Graczyk, Sandra L. "Design and Implementation of Instructional Computer Systems." Journal of Research on Computing in Education 22, no. 1 (September 1989): 48–58. http://dx.doi.org/10.1080/08886504.1989.10781901.

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14

Battles, J. B. "Improving patient safety by instructional systems design." Quality in Health Care 15, suppl 1 (December 2006): i25—i29. http://dx.doi.org/10.1136/qshc.2005.015917.

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Education and training are important elements in patient safety, both as a potential contributing factor to risks and hazards of healthcare associated injury or harm and as an intervention to be used in eliminating or preventing such harm. All too often we have relied on training as the only interventions for patient safety without examining other alternatives or realizing that, in some cases, the training systems themselves are part of the problem. One way to ensure safety by design is to apply established design principles to education and training. Instructional systems design (ISD) is a systematic method of development of education and training programs for improved learner performance. The ISD process involves five integrated steps: analysis, development, design, implementation, and evaluation (ADDIE). The application of ISD using the ADDIE approach can eliminate or prevent education and training from being a contributing factor of health associated injury or harm, and can also be effective in preventing injury or harm.

15

Kim MacGregor, S. "Instructional Design for Computer-Mediated Text Systems." Journal of Experimental Education 56, no. 3 (April 1988): 142–47. http://dx.doi.org/10.1080/00220973.1988.10806479.

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16

Overfield, Karen. "Easy-to-use instructional systems design methodology." Performance + Instruction 35, no. 4 (April 1996): 10–16. http://dx.doi.org/10.1002/pfi.4170350404.

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17

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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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.

18

Neuman, Delia. "Designing Library Instruction for Undergraduates: Combining Instructional Systems Design and Naturalistic Inquiry." College & Research Libraries 52, no. 2 (March 1, 1991): 165–76. http://dx.doi.org/10.5860/crl_52_02_165.

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19

Kearsley, Greg. "Microcomputer Software: Design and Development Principles." Journal of Educational Computing Research 1, no. 2 (May 1985): 209–20. http://dx.doi.org/10.2190/gvb4-72kl-aj34-8trp.

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This article surveys principles for the design and development of microcomputer-based instructional software. A set of design guidelines based upon existing research are outlined. Three approaches to authoring software are examined: general purpose programming languages, author languages, and authoring systems. The tradeoffs in using these three approaches are outlined. The implications of research in automated instructional development systems and intelligent tutoring systems are discussed.

20

Milheim, William. "Instructional Design Issues for Electronic Performance Support Systems." British Journal of Educational Technology 28, no. 2 (April 1997): 103–10. http://dx.doi.org/10.1111/1467-8535.00014.

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21

Brice, C. W. "Design of a new electromechanical systems instructional laboratory." IEEE Transactions on Power Systems 6, no. 2 (May 1991): 872–75. http://dx.doi.org/10.1109/59.76737.

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22

Sugrue, Brenda. "Performance-based instructional systems design: Alive and well." Performance Improvement 41, no. 7 (August 2002): 7–8. http://dx.doi.org/10.1002/pfi.4140410703.

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23

Boynoton, D. A. "Systems training in industry: Some instructional design considerations." Performance + Instruction 24, no. 8 (October 1985): 16–18. http://dx.doi.org/10.1002/pfi.4150240809.

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24

Schiffman, Shirl S. "Instructional systems design: Five views of the field." Journal of Instructional Development 9, no. 4 (December 1986): 14–21. http://dx.doi.org/10.1007/bf02908314.

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25

Sadler, D. Royce. "Formative assessment and the design of instructional systems." Instructional Science 18, no. 2 (June 1989): 119–44. http://dx.doi.org/10.1007/bf00117714.

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26

Franklin, Jennifer L. "MVP and Instructional Systems Design in Online Courses." New Directions for Teaching and Learning 2017, no. 152 (December 2017): 39–52. http://dx.doi.org/10.1002/tl.20267.

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27

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

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Learning Environment Design (LED) is an instructional design process that is geared to the design of flexible and user-centered learning resources that constitute inviting environments for learning. LED is a possible successor to Instructional Systems Design (ISD), the process that has flourished in the instructional design field over the past three decades. LED is rooted in a conception of learning that emphasizes information, interest, structure, and regulation. LED explicitly distinguishes between the content and strategy facets of design in order to bring out the importance of both.

28

Notar, Ellen Elms. "Principal as Instructional Manager: A Meta-Theory for Evaluation of Instruction." NASSP Bulletin 71, no. 502 (November 1987): 89–91. http://dx.doi.org/10.1177/019263658707150216.

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We cannot assume that all teachers, however knowledgeable about their specific discipline, are familiar with concepts in learning principles. Instructional design systems theory pro vides that construct.

29

Smith, Philip J., Karen Feigh, Nadine Sarter, and David Woods. "Online Instruction for Cognitive Systems Engineering: Lessons Learned and Opportunities to Pursue." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 65, no. 1 (September 2021): 551–55. http://dx.doi.org/10.1177/1071181321651027.

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One of the impacts of the pandemic has been a rapid increase in the development and offering of online courses focused on cognitive systems engineering. This presents opportunities to: ● Identify and share alternative instructional design strategies and more specific instructional tactics tailored to the online environment and learn from each others’ experiences. ● Discuss how lessons learned from the design and offering of online courses can not only inform future offerings of online courses but also generalize to in-person courses. ● Identify the opportunities created by online instruction to reach a broader audience, not only geographically but also in terms of reaching practitioners whose specializations are outside of human factors. The panelists have expertise and experience in all of these areas. Their perspectives are briefly described below.

30

Ray, Roger D. "A behavioral systems approach to adaptive computerized instructional design." Behavior Research Methods, Instruments, & Computers 27, no. 2 (June 1995): 293–96. http://dx.doi.org/10.3758/bf03204749.

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31

Gibbons, A. S. "Influence of instructional systems development (ISD) on simulator design." IEEE Aerospace and Electronic Systems Magazine 4, no. 6 (June 1989): 30–35. http://dx.doi.org/10.1109/62.31817.

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32

Hackbarth, S. "Instructional Systems Design: An Appropriate Technology for Developing Nations." PLET: Programmed Learning & Educational Technology 22, no. 1 (February 1985): 35–38. http://dx.doi.org/10.1080/1355800850220105.

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33

Burkman, Ernest. "Prospects for instructional systems design in the public schools." Journal of Instructional Development 10, no. 4 (December 1987): 27–32. http://dx.doi.org/10.1007/bf02905308.

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34

Cruz, Ma Eliza, and Arvin Dizon. "Proposed Natural Science E-Instructional Systems Design (E-ISD) for the Mendiola Consortium." Bedan Research Journal 6, no. 1 (April 30, 2021): 56–80. http://dx.doi.org/10.58870/berj.v6i1.22.

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The surfacing of the coronavirus COVID-19 pandemic in the latter part of 2019 drastically forced school systems to restructure and go full-blast with remote learning. Despite the uncertainties, the educational sector must still meet academic ends and so must be resilient in facilitating flexible learning. This shift towards flexible "remote" learning has been predictable and has become, even, the most pragmatic alternative at this time towards providing effective learning delivery systems. To support flexible learning without compromising authenticity and shared identity in the context of natural science virtual teaching and learning, the researchers reviewed and consequently, proposed a recalibration of the instructional systems design (ISD) as used by Natural Science teachers and professors of the Mendiola Consortium from October 2020 through March 2021. The proposed e-ISD, arising from flexibility, authenticity, and result-orientedness as eligibility criteria, enforces the importance of content and context feedback on the instructional process. Applying Argyris' perspective (1976) on feedback loops and theories of action, it could be said that seeking the perspectives of the subject matter experts themselves, the Natural Science teachers, helped the researchers create a new meaning for Science Instruction— a meaning that is flexible and adaptable alongside the changing world.References Almario, A., & Austria, R. (2020). Helping K-12 Schools Transition to post-COVID 19 times.Argyris, C. (2004) Reflection and beyond in research on organizational learning. Management Learning. 35(4), 507–509.Argyris, C. (1976). Increasing Leadership Effectiveness. Wiley.Batko, R. (2019). Digital Innovation as the Key Factor in Changing Organizational Identity into a Digital Organizational Identity. 49, Research Gate.Biggs, J.B. (2003). Teaching for quality learning at university. (2nd ed.), : Open University Press.Biggs, J.B., & K.F. Collis. (1982). Evaluating the quality of learning: The SOLO taxonomy (Structure of the observed learning outcome). Academic Press.Boud, D. (Ed.). (1982). Towards student responsibility for learning. In Developing student autonomy in learning, 21–37. Kogan Page.Breweton, P. & Millward, L. (2001). Organizational Research Methods, SAGE.Clark, C., & Dunn S. (2000) Second generation research on teacher planning. Waxman HC,Conole, G. (2016). Theoretical underpinnings of learning design. . Learning Design: Conceptualizing a framework for teaching and learning online. 42-62.Cruz, MEP., & Doctolero, P. (2015). Articulation of Outcome-Based Education in Graduate Education: A Practitioner Action Research. UTM Jurnal Teknologi. 77(26).Dalziel, J. (2016). Learning Design: Conceptualizing a Framework for Teaching and Learning Online. Taylor and Francis eBooks.DepED. (2020). https://commons.deped.gov.ph/MELCS-Guidelines.pdfDick, W., Carey, L. & Carey, J.O. (2004) The Systematic Design of Instruction. (6th ed.). Allyn and Bacon.Driscoll, MP. (1991). Paradigms for research in instructional systems. In Anglin G. (Ed.). Instructional technology: Past. present. and future. Libraries Unlimited. 310-317.Dutton, J. E., & Ve Dukerich, J. M. (1991). Keeping an Eye on the Mirror: İmagine and İdentity in Organizational Adaptation. Academy of Management Review. 34, 517-54.edtech2statetheobjectives.blogspot.com. (n.d.). http://edtech2statetheobjectives.blogspot.com/ 2015/10/assure-model.htmlEntwistle, N.J., & D. Hounsell, eds. (1975). How students learn. Institute for Research and Development in Post-compulsory Education, University of Lancaster.Huang, R.H., Liu, D.J., Tlili, A., Yang, J.F., Wang, H.H., et al. (2020). Handbook on Facilitating Flexible Learning During Educational Disruption: The Chinese Experience in Maintaining Undisrupted Learning in COVID-19 Outbreak. Smart Learning Institute of Beijing Normal University.Hutchins, C. L. (1996). Systemic Thinking; Solving complex problems. Professional Development System.Ibrahim, AA. (2016). Definition Purpose and Procedure of Developmental Research: An Analytical Review. Asian Research Journal of Arts & Social Sciences. 1. 1-6. doi: 10.9734/ARJASS/2016/30478.Johnson KA, & Foa LJ. (1989) Instructional design: New alternative for educative education and training. SAGE.Karasar, N. (2000). Research methods in science. Nobel Yayin Dagitim.Kintu, M.J., Zhu, C. & Kagambe, E. (2018). Blended learning effectiveness: the relationship between student characteristics, design features and outcomes. Int J. Educ Technology High Educ. 14, 7.Mager, R. F. (1984). Preparing Instructional Objectives (2nd ed.). Fearon-Pittman.Maxwell, J.A. (1996). Qualitative Research Design: An Interactive Approach. Applied Social Research Methods Series.Moloney, B. (2018, September 5). https://elearningindustry.com/instructional-systems-design-5-basic-principlesRamsden, P. (2003). Learning to teach in higher education. (2nd ed.), Routledge Falmer.Reigeluth, C. M. (1999). Instructional-Design Theories and Model. Lawrence Erlbaum Associates, Inc.Richey, Rita (1994) Developmental Research: Definition and Scope. Proceedings of Selected Research and Development Presentations at the 1994 National Convention of the Association for Educational Communications and Technology. https://files.eric.ed.gov/fulltext/ED373753.pdfRichey, Rita. & Klein, J. (2005) Developmental Research Methods: Creating Knowledge from Instructional Design and Development Practice. Journal of Computing in Higher Education Spring Vol. 16(2), 23-38. http://dx.doi.org/10.1007/BF02961473Riel, V. C. (1997). Corporate identity: the concept, its measurement and management. European Journal of Marketing. 340-355.Seels B. & Glasgow Z. (1998). Making instructional design decision. Prentice-Hall, Inc.Smith, P. L., & Ragan, T. J. (2005). Instructional Design. John, Wiley and Sons. Inc.stats.idre.ucla.edu. (n.d.). Retrieved from https://stats.idre.ucla.edu/spss/faq/what-does-cronbachs-alpha-mean/Strumin, A., & Jussila, J. (2009). Organizational innovation capability. In N. Oza, & P. Abrahamsson (Eds.). Building blocks of agile innovation. Book Surge. 101–118.Taşdan, M. (2010). Örgütsel Kimlik. H. B. Memduhoğlu, K. Yılmaz (Ed.). Yönetimde Yeni aklaşımlar. 243-260. Pegem Akademi.Tüzün, K. İ. (2006). Örgütsel Güven, Örgütsel Kimlik Ve Örgütsel Özdeşleşme İlişkisi; Uygulamalı Bir Çalışma (Yayınlanmamış Doktora Tezi). Gazi Üniversitesi Sosyal Bilimler Ens

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Hoogveld, Albert W. M., Fred Paas, Wim M. G. Jochems, and Jeroen J. G. van Merriënboer. "The effects of a Web-based training in an instructional systems design approach on teachers’ instructional design behavior." Computers in Human Behavior 17, no. 4 (July 2001): 363–71. http://dx.doi.org/10.1016/s0747-5632(01)00013-9.

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36

Fargo McKinnon, Laura, and Kris S. Helge. "Copyright, open access and library instruction." Library Hi Tech News 31, no. 10 (November 25, 2014): 13–16. http://dx.doi.org/10.1108/lhtn-07-2014-0064.

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Purpose – The purpose of this article is to provide a general review of the concepts of copyright and open access as they relate to library instruction. The authors provide instructional advice to librarians on these topics. Design/methodology/approach – The authors approach the topic from a descriptive and instructional stance. General research on the topics listed above was conducted and is presented as an overview. Findings – The authors discuss the basics of copyright law, Creative Commons licenses, open access resources and copyright considerations specific to using music in instruction. Originality/value – This article includes useful tips and resources for instructional librarians, such as where to find open access or Creative Commons content. It is of value to any librarian that utilizes other entities’ content in the course of instruction.

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Thorkildsen, Ron J., and Susan G. Friedman. "Interactive Videodisc: Instructional Design of a Beginning Reading Program." Learning Disability Quarterly 9, no. 2 (May 1986): 111–17. http://dx.doi.org/10.2307/1510359.

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This article provides a general overview of the nature and capabilities of interactive videodisc systems (microcomputer/videodisc), with particular emphasis on their application to learners with special needs. To illustrate current trends in this technology as explored by the project, Interactive Videodiscs in Special Education Technology (IVSET), at Utah State University, the Beginning Sight Reading (BSR) programs are discussed in detail. These programs were designed to investigate three dimensions of instructional technology: (a) its instructional potential; (b) effects of minimal versus extensive remediation; and (c) rate of instruction. To assess the effects of different remedial approaches, two versions of the BSR program were designed: BSR-1 represents extensive remediation; BSR-2 represents minimal remediation. The results of initial BSR field-testing show that the test scores of students in the two remediation groups doubled from pre- to posttest. In addition, the high-remediation group finished 10% faster than the low-remediation subjects. Conclusions and suggestions for future research are presented.

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Tosho, Abdulrauf, Ariffin Abdul Mutalib, and Sobihatun Nur Abdul-Salam. "Conceptual Design Model of Instructional Interfaces." International Journal of Distance Education Technologies 14, no. 4 (October 2016): 68–82. http://dx.doi.org/10.4018/ijdet.2016100106.

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This paper describes an ongoing study related to a conceptual design model, which is specific to instructional interface design to enhance courseware usage. It was found that most of the existing courseware applications focus on the needs of certain target with most of the courseware offer too little to inclusive learners. In addition, the use of structure, layout, and navigation to improve the courseware instructional interfaces as part of usability strategies was also problematic for developers. Thus, this study aims at creating an alternative instructional interface as part of usability strategies for inclusive education systems called Instructional Interface Design for Courseware (IID4C). It is proposed as guidance for the developer to refer to. The study used comparative analysis technique to determine the elements of the model. In the end, this study finds that the IID4C model is useful for information accessibility and contributes to the designing of instructional courseware. Future works are to evaluate the proposed model among disabled and non-disabled learners.

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Behney, Melissa. "Synthesizing a digital badge for chemistry undergraduates." Reference Services Review 47, no. 4 (November 11, 2019): 448–60. http://dx.doi.org/10.1108/rsr-04-2019-0025.

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Purpose This paper aims to describe the development of a digital badge for a discipline-specific course in chemistry that was undertaken as part of an overall course redesign. Learning outcomes were developed based on both disciplinary standards for undergraduate students and the ACRL Framework for Information Literacy for Higher Education. The badge was designed as a series of challenges and awarded based on successful completion of both the challenges and an associated writing assignment. Design/methodology/approach This paper considers relevant literature on the application of andragogy (adult learning theory) for online learning, a proposed theoretical framework for digital badge systems, the instructional design principles used for this project, and the potential for using badges for delivering information literacy instruction. The application is supported by examples from academic libraries and this case study, with a specific focus on information literacy. Findings Andragogy is highly applicable to online learning but is not the only learning theory relevant to the design of digital badges. Multiple learning theories may be applied during the design process using instructional design principles. Digital badges present one mode of delivering instructional content, but the learning theory and design principles applied are far more important than the delivery mode. Originality/value Drawing on both learning theory and instructional design principles, this paper addresses ways in which librarians and educators can develop digital badges or badge systems that align with both curricular needs and the concept-based approach of the Framework.

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Tosho, Abdulrauf. "Conceptual Design Model of Instructional Interfaces." International Journal of Quality Control and Standards in Science and Engineering 7, no. 1 (January 2019): 1–10. http://dx.doi.org/10.4018/ijqcsse.2019010101.

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The study investigates the usability of the proposed model for instructional design on Courseware for Inclusive Education System (C4IES). The usability evaluation on courseware is an important constructivist instructional strategy for inclusive educational systems. The study used the comparative analysis technique to evaluate the usability level of proposed model of C4IES. Then, a field study with observation and survey approach were carried out on randomly selected students among distance learning institutes, whereby a group of students was exposed to non-interactive learning aids, whereas the other group was aided with C4IES prototype. The model has been reviewed by seven experts and validated by 202 respondents from approved distance learning through prototyping. On top of that, the findings of user experience indicated that the C4IES is able to fulfil the instructional interface needs for the non-impaired, low-visual, and hearing-challenged learners in terms of motivation in the use of courseware next time. All these findings demonstrate that the proposed model of C4IES is useful for information accessibility and contributes to the designing of instructional design.

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

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A multi-stage study of the practices of expert courseware designers was conducted with the final goal of identifying methods for assisting non-experts with the design of effective instructional systems. A total of 25 expert designers were involved in all stages of the inquiry. A model of the expert courseware design process was created, tested, and refined through four try-outs. The final version of the model included instructional design task descriptions and electronic worksheets. The study revealed a common expert process that included the use of rapid prototypes, an opportunistic method of applying 14 key instructional design tasks, 8 success factors related to courseware design, and design guidelines for 10 preferred instructional strategies for courseware.

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Sarvela, Paul D., and Marilyn J. Karaffa. "Teaching about Authoring Systems: Instructional Design Tools for Health Education." Health Education 21, no. 3 (June 1990): 55–56. http://dx.doi.org/10.1080/00970050.1990.10616212.

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Tennyson, Robert D., and Margaret F. Sisk. "A problem-solving approach to management of instructional systems design." Behaviour & Information Technology 30, no. 1 (January 2011): 3–12. http://dx.doi.org/10.1080/0144929x.2010.490958.

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Waters, Sandie H., and Andrew S. Gibbons. "Design languages, notation systems, and instructional technology: A case study." Educational Technology Research and Development 52, no. 2 (June 2004): 57–68. http://dx.doi.org/10.1007/bf02504839.

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Kirby, Joshuo A., Christopher M. Hoadley, and Alison A. Carr-Chellman. "Instructional systems design and the learning sciences: A citation analysis." Educational Technology Research and Development 53, no. 1 (March 2005): 37–47. http://dx.doi.org/10.1007/bf02504856.

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Swiatkowski, Douglas J. "An Effective Analogy for Education Management on Instructional Systems Design." Performance Improvement 36, no. 9 (1997): 28–32. http://dx.doi.org/10.1002/pfi.4140360909.

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Myers, Philip M., Brent Watson, and Molly Watson. "Effective training programs using instructional systems design and e-learning." Process Safety Progress 27, no. 2 (2008): 131–38. http://dx.doi.org/10.1002/prs.10245.

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Vusić, Damir, and Robert Geček. "Instructional design in game based learning and applications used in educational systems." Tehnički glasnik 12, no. 1 (March 27, 2018): 11–17. http://dx.doi.org/10.31803/tg-20180312141348.

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The paper examines literature on the subject of instructional design and game based learning with the aim of identifying its positive effects and impact on users. Special attention was given to learning, encouragement and development of skills acquired through the use of game based learning. Game based learning is considered to be a complex system that requires instructional support geared towards stimulating cognitive processes. Several empirical research papers which provide insight into this field of interest have been chosen. The second set of papers provides confirmation accompanied with an analysis of instructional support as a function of the learning support. Also included were recent works which indicated the need for further research and the heterogeneity of the existing research. Other works complemented the unit and are mutually interconnected by a methodological approach providing insight into the issues that should be investigated in the future.

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Goforth, Dave. "Learner Control = Decision Making + Information: A Model and Meta-Analysis." Journal of Educational Computing Research 11, no. 1 (July 1994): 1–26. http://dx.doi.org/10.2190/x799-7fdg-h0vq-th9c.

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Research into the effectiveness of learner control in tutorial computer assisted instruction has produced equivocal results. In order to analyze these results, learner control is defined within a general model of decisions and information in instructional systems. When the research is categorized according to this model, the effectiveness of learner control is confirmed and a preliminary conclusion concerning the importance of information is reached. A case is made for an instructional design focus in learner control research based on model building rather than hypothesis testing.

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Meadows, Susan. "Human Factors Applications to Health Care Systems." Proceedings of the Human Factors Society Annual Meeting 33, no. 17 (October 1989): 1167. http://dx.doi.org/10.1518/107118189786757923.

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This demonstration program shows how human factors design and evaluation principles can be applied to the area of medical device and healthcare systems. The objective is to provide examples of evaluations and new designs for healthcare products which reduce human error and improve medical devices and instructional materials. International performance and design standards incorporating human factors principles are gaining more attention because of the efforts of the European medical device industry to standardize products.