The Experts below are selected from a list of 80619 Experts worldwide ranked by ideXlab platform
M. David Merrill - One of the best experts on this subject based on the ideXlab platform.
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Reclaiming Instructional Design.
Educational Technology archive, 1996Co-Authors: M. David MerrillAbstract:Education and its related disciplines continue to flutter this way and that by every philosophical wind that blows. In an uncertain science and technology, unscientific theories flourish. People are anxious for answers. When answers are slow in coming, uncertain in statement, and difficult to find; then the void is filled with wild speculation and philosophical extremism. This brief statement attempts to make clear our belief that instruction is a science and that Instructional Design is a technology founded in this science. We attempt to identify some of the assumptions underlying the science-based technology of Instructional Design, and to clarify its role in the larger context of education and social change.
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Rapid Prototyping in Automated Instructional Design.
Educational Technology Research and Development, 1992Co-Authors: Mark K. Jones, Zhongmin Li, M. David MerrillAbstract:In this article the impact of the tools being developed as part of the Second Generation Instructional Design (ID2) Research Program on the process of Instructional Design is described. ID2 supports rapid prototyping as a Design and development process. Rapid prototyping is described and contrasted with the Instructional systems development (ISD) process.
Robert Maribe Branch - One of the best experts on this subject based on the ideXlab platform.
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Instructional Design Theory
SpringerBriefs in Education, 2019Co-Authors: Robert Maribe Branch, Jill E. StefaniakAbstract:Educators tend to rely on various theories to guide their Design. While learning theories focus on the learners and how they learn, Instructional Design theories assist educators by providing explanations for interpreting data on learning and help make predictions related to learner performance. Instructional Design models derived from Instructional Design theories convey guiding principles for analysing, producing and revising intentional learning contexts. This chapter begins with definitions of Instructional Design and three common assumptions, and clarifies the distinction between learning theories and Instructional theories. It then discusses Instructional Design theories and models based on the basic idea that an Instructional Design theory works best when it is matched to a highly and positively correlated situation. The chapter concludes with key themes to shape recent online learning environments and offers directions for future research in open and distance education.
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Instructional Design for Training Programs
Educational Technology to Improve Quality and Access on a Global Scale, 2017Co-Authors: Robert Maribe BranchAbstract:This paper examined the need for Instructional Design as the fundamental paradigm for training programs. The situation is that there has been a substantial increase in the number of training programs throughout the world. The contention here is that the increase in the number of training programs has created a need for Designs that systematically generate effective instruction that is student centered. The premise is that Instructional Design is a complex process that requires more than writing objectives, publishing training manuals, and placing lesson plans online. Instructional Design is an applied product development process, which exists to respond to needs that are identified in spaces dedicated to intentional learning. Further, a high-quality training program is achieved through the application of the several core principles of Instructional Design, such as being student centered, responsive, generative, complex, collaborative, and practical. Each of the core principles of Instructional Design will be presented in this session.
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An Instructional Design Model for Information Science
Learning and Knowledge Analytics in Open Education, 2016Co-Authors: Robert Maribe BranchAbstract:Effective Instructional Design models facilitate active, multi-functional, inspirational, situated approaches to intentional learning. Instructional Design is an iterative process of planning performance goals, selecting strategies, choosing media, and conducting evaluation. Proper Instructional Design is fundamentally student centered, responsive, generative, complex, innovative, authentic, a collaborative process, practical, and inspirational. Good Instructional Design promotes activities that are creative, systematic, systemic, and cybernetic. Models help us conceptualize representations of reality. A model is a simple representation of more complex forms, processes, and functions of physical phenomena or ideas. Models of necessity simplify reality because often it is too complex to portray and because much of that complexity is unique to specific situations. Although Instructional Design is a social construction, complexity as a fundamental principle tends to be underestimated, over-simplified, and otherwise insufficiently addressed in many Instructional Design models. Information is part of the data-information-knowledge continuum with the aim of creating, replacing, improving, or understanding information systems. Information science professionals study and apply the effective use of knowledge within organizations as well as the interaction between people, organizations, and information systems. Information science provides ways to analyze, collect, organize, store, and retrieve data. Therefore, an appropriate Instructional Design model can facilitate the transition of data to information, and, subsequently, the construction of knowledge. A basic Instructional Design model for information science is introduced in this paper.
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Instructional Design Models
Handbook of Research on Educational Communications and Technology, 2013Co-Authors: Robert Maribe Branch, Theodore J. KopchaAbstract:This chapter presents information about the role of models used for Instructional Design. While heuristics provide broad references for approaching Instructional Design, specific applications of procedures necessary to actually develop teaching and learning materials require more defined models. The purpose here is to promote a better understanding about the appropriate utilization of Instructional Design models. Instruction is posited here as including both teaching and learning, and that teaching and learning are inextricably connected with regard to the construction of knowledge and skills. Since the first appearance of Instructional Design models in the 1960s there has been an ever-increasing number of models published in both the Instructional technology and other education literature based on the assumptions that instruction includes both teaching and learning. While there are hundreds of Instructional Design models, there have been only a few major distinctions among them, until recently. Still, Instructional Design models provide conceptual tools to visualize, direct, and manage processes for creating high-quality teaching and learning materials. The proper selection of Instructional Design models assists us in appropriately matching the right process with the right situation. Thus, Instructional Design models serve as a valuable source for matching the right creative process to the right Design situation as well as an effective framework for conducting Instructional Design research.
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Instructional Design: The ADDIE Approach
2009Co-Authors: Robert Maribe BranchAbstract:The Analyze, Design, Develop, Implement, and Evaluate (ADDIE) process is used to introduce an approach to instruction Design that has a proven record of success. Instructional Design: The ADDIE Approach is intended to serve as an overview of the ADDIE concept. The primary rationale for this book is to respond to the need for an instruction Design primer that addresses the current proliferation of complex educational development models, particularly non-traditional approaches to learning, multimedia development and online learning environments. Many entry level Instructional Designers and students enrolled in related academic programs indicate they are better prepared to accomplish the challenging work of creating effective training and education materials after they have a thorough understanding of the ADDIE principles. However, a survey of Instructional development applications indicate that the overwhelming majority of Instructional Design models are based on ADDIE, often do not present the ADDIE origins as part of their content, and are poorly applied by people unfamiliar with the ADDIE paradigm. The purpose of this book is to focus on fundamental ADDIE principles, written with a minimum of professional jargon. This is not an attempt to debate scholars or other educational professionals on the finer points of Instructional Design, however, the book's content is based on sound doctrine and supported by valid empirical research. The only bias toward the topic is that generic terms will be used as often as possible in order to make it easy for the reader to apply the concepts in the book to other specific situations.
Robert A Reiser - One of the best experts on this subject based on the ideXlab platform.
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trends and issues in Instructional Design and technology
2001Co-Authors: Robert A Reiser, John J DempseyAbstract:Trends and issues in Instructional Design and technology , Trends and issues in Instructional Design and technology , کتابخانه مرکزی دانشگاه علوم پزشکی تهران
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a history of Instructional Design and technology part ii a history of Instructional Design
Educational Technology Research and Development, 2001Co-Authors: Robert A ReiserAbstract:This is the second of a two-part article that discusses the history of the field of Instructional Design and technology in the United States. The first part, which focused on the history of Instructional media, appeared in the previous issue of this journal (volume 49, number 1). This part of the article focuses on the history of Instructional Design. Starting with a description of the efforts to develop training programs during World War II, and continuing on through the publication of some of the first Instructional Design models in the 1960s and 1970s, major events in the development of the Instructional Design process are described. Factors that have affected the field of Instructional Design over the last two decades, including increasing interest in cognitive psychology, microcomputers, performance technology, and constructivism, are also described.
Patricia L. Smith - One of the best experts on this subject based on the ideXlab platform.
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Teaching Instructional Design in a Computer Literacy Course
Educational Technology Research and Development, 1991Co-Authors: Wilhelmina Savenye, Gayle V. Davidson, Patricia L. SmithAbstract:Knowledge of Instructional Design principles can help teachers integrate technology such as computers into their classroom instruction. This article describes a required computer literacy course for preservice teachers which was reDesigned to include substantial components to teach Instructional Design. Also described are the results of a study conducted to examine the effectiveness of the Instructional Design training. End-of-course measures indicated that the preservice teachers learned the essential principles of Instructional Design and believed that the instruction would help them develop better lesson plans for effective use of computers in their classroom instruction.
Susan G. Magliaro - One of the best experts on this subject based on the ideXlab platform.
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A Reflexive Model for Teaching Instructional Design
Educational Technology Research and Development, 2001Co-Authors: Neal Shambaugh, Susan G. MagliaroAbstract:Although there are numerous models to practive Instructional Design (ID), few Instructional models to teach Instructional Design have been documented. This article documents a five-year study of two instructors who collaborated on formally studying their teaching of a master's level Instructional Design course. A reflexive Instructional approach was used, in which the teachers examined their teaching while students were being prompted to reflect on their learning of Instructional Design through a course-long ID project. In this article we summarize our views on learning, teaching, and Instructional Design. A Design and development framework from developmental research (Richey & Nelson, 1996) was used to describe our teaching in terms of the Design decisions, model implementation, and model evaluation across six deliveries of the ID course from 1994–1998.
