Instructional Design Models: What a Revolution! (original) (raw)
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New Influences and Highlights in Instructional Design
Revista de pedagogie, 2022
The theory of instructional design has progressively developed, marking the transition from a traditional prescriptive, normative meaning to a modern one, based on various approaches that are opposed to unique recipes and rigid specifications. The knowledge technology which is strictly applied, the rigorous control of the learning stages are no longer the center of attention today, but the way and level of involvement in building knowledge, collaborating through the use of the new information technologies. Technology shapes the way we teach, learn, evaluate, as well as the way we plan and design these activities. As technology does not make teaching better or worse, simpler or more complex, but entirely changes it, teachers are sometimes confused in choosing an adequate instructional planning. During the process of identifying the new tendencies in the field of didactic planning, we focused on the instructional design models that encourage teachers to be creative. We started from some of the explanatory models of technology-based instruction and, in the second part of the study, we designed a didactic activity. The design method is based on the Learning Designer tool, developed by a team led by D. Laurillard. This is a tool that supports the design process, whether learning is mixed or fully online. The tool is web-based and allows designing and sharing learning experiences, supporting the integration of technology in the instructional process.
Second generation instructional design (ID2)
Educational Technology, 1990
Second Generation Instructional Design 2 Sometime ago the editor of this journal suggested to the first author that there was very little that was new in instructional design. In a recent meeting a colleague suggested that all of the instructional design theory in current use was at least 20 years old and firmly rooted in behavioral psychology. Is current ID theory adequate to the needs of contemporary instructional designers? Does current ID theory provide the guidance necessary to take advantage of the new interactive technologies available to us for instruction? This represents the first in a series of articles exploring instructional design theory, technique and practice. We invite your reactions and input.
European Journal of Investigation in Health, Psychology and Education
Educators and course designers may face great hurdles when designing courses if they include an online setting. Instructional design (ID) has played a vital role as a change agent in facilitating the pedagogical and technological transformation of educators and students. However, some instructors still find ID challenging and there are information gaps regarding instructional design models, categories, educational context, and recommendations for future work. This systematic literature review (SLR) analyzed 31 publications using PRISMA to address this gap. The results of this review suggest combining ID models with broader theoretical frameworks. Investigations and research on ID should include a bigger number of ID types. It is highly recommended that extra frameworks be added to the ID procedure. To explore and grasp all parties engaged in ID, including the role of the instructor, the ID designer, and the student, it is important for additional educational contexts to be amalgamat...
Critical Analysis of Instructional Design
1995
The discussion of the critical analysis of instructional design is framed within Habermas' three fundamental human interests: technical, practical, and emancipatory. The primary goal of this paper is to explore alternative approaches for instructional designers' reflection and critique. Ultimately, this reflection and critique should shed light on how learning/instruction might be designed. Instead of looking at the comprehensive aspects of instructional design, the focus is on its major theoretical foundations. The general principles of the three interests are summarized based on the theoretical analysis of instructional design. With a deductive approach, implications are drawn from these principles. In order to derive these implications, the following dimensions of instructional design are examined: the knowledge construction process, and the roles of and relationships among resources, learners, teachers, instructional designers, and the client. The relationship between theory and practice, and the social, cultural, and political context and environment of instructional design are also discussed. New perspectives on instructional design include a discussion of: oneness of learning, instruction, and design; transactional roles of learners, teachers, and designers; new perceptions of designers; direct pointing to the problem; and travel across the boundaries. Two tables outline dimensions of Habermas' three fundamental human interests and instructional design with the three interests. (Contains 31 references.) (MAS)
ENDURING CONTRIBUTIONS AND CONTRIBUTORS TO INSTRUCTIONAL DESIGN DURING THE TWENTIETH CENTURY
evokedevelopment.com
The state of Instructional Systems Design in 2002 allows practitioners to improve individual and organizational performance, efficiency, and effectiveness merging the latest technology with traditional classroom practices. This paper identifies five individuals from a range of disciplines including education, psychology, and sociology who have made significant contributions to the instructional design field. Contributors reviewed include (1) Benjamin S. Bloom, (2) Robert Gagné, (3) Howard Gardner, (4) Donald Kirkpatrick, and (5) Malcolm Knowles. Bloom's classification of learning objectives into cognitive, affective, and psychomotor domains; Gagné's identification of instructional events and learning conditions; Gardner's classification of multiple intelligences; Kirkpatrick's evaluation strategy; and, Knowles' promotion of Andragogy are just a few of the many contributions that have redefined the nature of instructional design. Awareness and application of the aforementioned concepts may assist future self-directed learners develop the skills they need to remain competitive in today's rapidly changing work environment.