The adjunct study guide by Danny G. Langdon. In D. G. Langdon (Ed.), The Instructional Design Library (Vol. 1). Englewood Cliffs, NJ: Educational Technology Publications, 1978. 88pp. $9.95

NSPI Journal ◽  
1979 ◽  
Vol 18 (9) ◽  
pp. 37-37
Keyword(s):  
Educational Technology ◽  
Instructional Design ◽  
Study Guide

Does Mobile Technology Have a Place in Differentiated Instruction?

2014 ◽  
pp. 132-149
Author(s):  
Therese M. Cumming
Keyword(s):  
Educational Technology ◽  
Instructional Design ◽  
Mobile Computing ◽  
Differentiated Instruction ◽  
Mobile Technology ◽  
Evidence Base ◽  
Mobile Technologies ◽  
Future Research ◽  
Inclusive Classroom ◽  
Limited Evidence

Although mobile technologies are relatively new, they have quickly become ubiquitous in education, despite a limited evidence base for their efficacy in instructional design. This chapter discusses differentiated instruction for the inclusive classroom and how this can be best accomplished using mobile technology as an educational tool. Using mobile computing devices such as the iPad in differentiated instruction has many advantages, but is not without challenges. Many of these challenges can be addressed using suggestions from previous research in the areas of differentiated instruction and educational technology. Future research is necessary to provide a solid evidence-base supporting the use of mobile technology with diverse learners in all levels of classroom instruction.

Learners' Cognitive Load When Using Educational Technology

2010 ◽  
pp. 169-188
Author(s):  
Renae Low ◽  
Putai Jin ◽  
John Sweller
Keyword(s):  
Educational Technology ◽  
Instructional Design ◽  
Cognitive Load ◽  
Teaching And Learning ◽  
Cognitive Architecture ◽  
Rapid Evolution ◽  
Evidence Based ◽  
Design And Implementation ◽  
Human Cognitive Architecture ◽  
Secondary Information

Taking advantage of the rapid evolution of educational technology, simulations and games have been embodied in a variety of teaching and learning procedures. To a large extent, their effectiveness, in common with the effectiveness of all instructional design relies on how material and activities are optimally organized. That organization should be determined by the nature of human cognitive architecture when dealing with complex, biologically secondary information. Cognitive load theory has been devised to deal with such knowledge. Therefore, embodied simulations and serious games should take evidence-based cognitive load principles into account in both design and implementation.

scholarly journals PENGEMBANGAN BLENDED LEARNING DENGAN MODEL FLIPPED CLASSROOM

2019 ◽  
Vol 17 (2) ◽  
pp. 120-134
Author(s):  
M. Ridwan Sutisna ◽  
Dadi Mulyadi ◽  
Muthia Alinawati
Keyword(s):  
Educational Technology ◽  
Instructional Design ◽  
Blended Learning ◽  
Management System ◽  
Best Practice ◽  
Learning Strategy ◽  
Learning Management System ◽  
Instructional Design Model ◽  
Design Model ◽  
Learning Resources

AbstrakPengembangan pembelajaran dengan melibatkan teknologi menjadi salah satu dampak pesatnya perkembangan teknologi. Blended learning menjadi salah satu opsi yang dapat diadaptasi, namun upaya pengembangan pembelajaran menggunakan blended learning masih belum masif. Penelitian ini mencoba untuk mengembangkan salah satu model desain pembelajaran menggunakan metode penelitian Design and Development (DnD). Hasil dari penelitian ini yaitu model GALE yang dapat digunakan untuk mengembangkan pembelajaran menggunakan strategi blended learning. Model GALE merupakan turunan yang dikembangkan dari model instruksional ADDIE, memiliki empat tahapan yaitu Goal Analysis, Activity Plan, Learning Resources Development, dan Evaluate and Reflection. Dalam penerapannya, blended ini dilakukan di mata kuliah penelitian dan pengembangan teknologi pendidikan pada semester tujuh di program studi teknologi pendidikan. Sekaligus smemanfaatkan fasilitas learning management system yang dimiliki oleh UPI yaitu spot.upi.edu. Hasil dari pengembangan pembelajaran ini dapat menunjang pembelajaran sesuai dengan kebutuhan blended learning yang telah dikembangkan. Selain itu, penelitian ini diharapkan mampu memberikan best practice pengembangan blended learning, selain juga menyajikan model GALE sebagai alternatif model pengembangannya. AbstractThe development of instruction involving technology is one of the effects of the technology rapid development. Blended learning strategy is an option that can be adapted for instructions. However, efforts to develop instruction using blended learning are still not massive enough. This study tries to develop one of the learning design models using the Design and Development (DnD) research method. The results of this study are GALE models that can be used to develop learning using the blended learning strategy. The GALE model is a derivative developed from the ADDIE instructional model. It has four stages, start with the Goal Analysis, Activity Plan, Learning Resources Development, and Evaluate and Reflection. In its implementation, this instructional design model for blended learning strategy is carried out in the research and development of educational technology courses in the seventh semester in Educational Technology program. While at the same time utilizing the Learning Management System (LMS) facility owned by UPI, namely spot.upi.edu. The results of developing this instructional design model can support learning appropriately match to the blended learning needs that have been developed. In addition, this research is expected to be able to provide best practice for the development and implementation of blended learning strategy, and also to presenting the GALE model as an alternative development model.

scholarly journals Student 'voices' and course development: reading the signs on a distance course in educational technology

2011 ◽  
Vol 9 (1) ◽  
Author(s):  
Diane Slaouti
Keyword(s):  
Educational Technology ◽  
Instructional Design ◽  
Pivotal Role ◽  
Course Development ◽  
Student Voices ◽  
Evaluation Tools ◽  
Short Term ◽  
Face To Face ◽  
Formal Evaluation

Whether in face-to-face or distance mode, courses result not-simply from informed input and pedagogic planning from an academic team but, as Thorpe (1988: 120) maintains from 'a process of interaction between the learner and any materials, staff or facilities associated with the achievement of [those courses]'. This synergy suggests that learners have a pivotal role to play not only in revealing the short-term effectiveness of instructional design and teaching strategies but also in contributing to their long-term development. This is not disputed, as reflected in the place that formal evaluation tools have on most courses.DOI:10.1080/09687760108656776 

Instructional Design in Corporate Settings

2011 ◽  
pp. 28-37
Author(s):  
Feng-Qi Lai ◽  
Lynn Lohmeyer
Keyword(s):  
Educational Technology ◽  
Instructional Design ◽  
Graduate Students ◽  
Real World ◽  
Instructional Designers ◽  
Roles And Responsibilities

This paper discusses instructional design in corporate settings through describing and analyzing six real-world cases of instructional designers’ roles and responsibilities and summarizing key elements of those cases. The intent is to provide graduate students in Instructional/Educational Technology with a better idea of the roles they may take and the skills they will need when they start their careers as an instructional designers in corporate settings.

Principles of Instructional Design for E-Learning and Online Learning Practices

2016 ◽  
pp. 551-585
Author(s):  
Erdem Demiroz
Keyword(s):  
Medical Education ◽  
Educational Technology ◽  
Online Learning ◽  
Instructional Design ◽  
Online Education ◽  
21St Century ◽  
Pedagogical Practices ◽  
Self Directed Learning ◽  
Learning Practices ◽  
E Learning

The dramatic transition from the post-Flexnerian model to the models of 21st century requires pedagogical practices such as teaching techniques, methods, and strategies to be modernized in order to address the diverse needs of 21st century medical students. E-learning and online education applications provide enriched opportunities for redesigning health education, and they are widely discussed in life-long learning, self-directed learning, and competency-based instructional practices. Advancements in educational technology, and the best practices of integrating educational technology with pedagogy, are not clearly outlined in medical education although e-learning and online education have the potential to address the requirements of modernized medical education. The overall goals of the chapter are to discuss technology-supported instructional design practices in medical education by emphasizing learner characteristics, addressing principles of instructional design for online teaching practices, and providing evaluation tools that guide designers to develop better online learning practices for advancing medical education through technology.

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