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Generational Learning Differences: Myth or Reality
Published in Christopher Best, George Galanis, James Kerry, Robert Sottilare, Fundamental Issues in Defense Training and Simulation, 2013
Brett Christensen, Remi Tremblay
The major question addressed in this chapter is whether generational difference is a variable important enough to be considered during the design of instruction or the use of different educational technologies. At this time, the weight of the evidence is negative. The most current research has shown that generational differences between learners do not, in and of themselves, warrant the specification of different instructional designs or the use of different learning technologies. Rather than focusing valuable energy on determining if different generations will learn more from direct instruction, e-learning, blended instruction or gaming, instructional designers should continue to work closely with subject matter experts to identify the required objectives of the curriculum. This approach will ensure that the best possible learning environments are created with the resources available while harnessing the power and capabilities of ICT, when available and appropriate, to reinforce solid instructional design principles.
Visualization makes array easy
Published in Kennis Chan, Testing and Measurement: Techniques and Applications, 2015
R. Z. Ramli, A.Y. Kapi, N. Osman
VAE is developed based on ADDIE (Analyze, Design, Develop, Implement, and Evaluate) model which is an instructional design model. In analysis stage, technique of visualization is identified as the main factor that can lead the student to easily understand a programming concept. Conventional note in presentation slides is referred to in designing VAE. The process of design takes about one week and a storyboard is created. Figure 1 shows the storyboard of VAE. The storyboard is used as a guide to develop the VAE. In development process, two main software are used to develop VAE which are Video Scribe and MS Powerpoint with i-Spring feature. Figure 2 and 3 show some of the screens in VAE.
Practice and Feedback
Published in Robert R. Hoffman, Paul Ward, Paul J. Feltovich, Lia DiBello, Stephen M. Fiore, Andrews Dee H., Accelerated Expertise, 2013
Robert R. Hoffman, Paul Ward, Paul J. Feltovich, Lia DiBello, Stephen M. Fiore, Andrews Dee H.
The fact that learning, training and instructional design are so highly complex, with multiple interacting factors, makes it very difficult to compose anything like a recipe for instructional design for proficiency training. Indeed, the complexity is so daunting as to bring some to despair. For example, Dodd (2009) discussed the implications of moving target problems for military training and “end-to-end” evaluation. In an ideal situation, one would be able to trace the effects of instruction, from the very beginning, noting its effect across the entire span of learning various knowledge and skills, right through to final operations performance. Reasons why this is not possible are: The time taken for the changes due to training to percolate through to operational effects can be long and involves complex interactions with other factors, such as organizational constraints and operational pressures.There is no straightforward track through the formal process of lessons learned enabling us to give credit to any particular input (or lack of input) for any specific observed outcome.Operational outcomes are so contextually and circumstantially driven that they defy backwards-looking interpretation necessary to understand cause-and-effect linkages.Operational effectiveness outcomes are tied to scenarios, making it impossible to get representative coverage permitting generalizations that specify which training inputs are effective in meeting possible or future operational challenges.
Static vs. Dynamic Representations and the Mediating Role of Behavioral Affect on E-Learning Outcomes
Published in International Journal of Human–Computer Interaction, 2022
Instructional design develops experiences geared at promoting the acquisition of knowledge and skills in an appealing, efficient, and effective manner (Merrill et al., 1996). This process consists of a wide range of perspectives, which include determining the needs of the learner, determining the state of the learner, defining the goals and objectives of the instruction, and creating an intervention approach that will assist in transitional processes. There are two defining elements and major practices in instructional design: the use of instructional media and the systematic procedures of instructional design (Reiser, 2001). Instructional media [i.e., the channels used by the instructor to pass on information to the learner (Matiru, 1995)] involves all the materials and substantive resources that an instructor can use to convey knowledge artifacts to the learner, thereby facilitating the achievement of student learning outcomes. Many learning materials involve multiple instructional representations. For instance, graphics and animations are two often used representations in multimedia learning, used to augment an associated text. Instructional representations also serve the purpose of presenting learners with knowledge of learning objectives, motivating as well as directing learners, and reinforcing learning (Bretz, 1971).
‘The blue dot thing’: a discourse analysis of learner interlanguage in instructional design
Published in CoDesign, 2022
Craig D. Howard, Katherine L. Bevins
Instructional design, also known as Instructional Systems Design, is ‘the systematic development of instructional specifications … the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs’ (Wagner 2011, 34). Discourse ability is crucial for instructional designers. According to advanced professional instructional designers, and managers of instructional design teams, collaboration is the most important skill an early instructional designer can bring to the design context, far above technological and software skills in importance (Howard and Benedicks 2020). Learning needs, instructional goals and objectives, and delivery systems are often studied in instructional design, but collaboration among designers is not.
Challenges and Affordances of Cognitive Load Management in Technology-Assisted Language Learning: A Systematic Review
Published in International Journal of Human–Computer Interaction, 2023
İli̇C and Akbulut (2019) explored the effect of disfluency on cognitive load with a focus on instructional design principles. Their findings found it is challenging to create modifications for established instructional design principles as they were originally developed for face-to-face instruction rather than interactive online instruction. Despite the current view that disfluent instructional conditions/content leads to higher cognitive difficulty, their findings provided opposite evidence and contradicted the established design that supported the effectiveness of the disfluency manipulations on cognitive load and learning outcomes.