INSTRUCTIONAL DESIGN.   Term Paper ID:30166 Click to get this paper

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Paper Abstract: Discusses the process of preparing instructional programs or materials used in schools. Education goal including learner needs & interests, concerns of society, and subject content. . Electronic & computerized technologies. Identifies uses of instructional design in K-12 classes with emphasis on instructional design and technology. Benefits of new technologies on learner outcomes. Paper Introduction: Instructional Design Introduction According to Kerr (2000), the notion of instructional design is a curious one in that while all teachers and instructors are presumably concerned about providing good instruction and most of them are likely to think in terms of preparing or planning for the teaching they do, relatively few use the term “instructional design” to refer to the process. The term and the concept of instructional design gained wide popularity in the United States in the early 1970s. It was used first and foremost to refer to the process of preparing instructional programs or materials initially used in either business and industrial training or in large university courses requiring some extra element of organization. Kerr (2000) further noted that ele Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. It is the purpose of this brief report to identify the usesof instructional design in the K-12 environment with a focus on theintegration of instructional technologies into this process. Sherry, L., Billig, S., Jesse, D., & Watson-Acosta, D. Blanton (1998) identified a model for instructional design thatbegins with educational goals that include learner analysis, society, andsubject content. Using an instructional design thatemphasized the development of increasingly sophisticated critical thinkingskills, the project allowed students to engage in rich, deep dialogue thatfocused on standards-based activities (e.g., responding to text,substantiating arguments with textual evidence, and informed decision-making). What the model does, according to Sologuk, etal (2 1), is provide teachers and students alike with new tools that canfoster cognitive advances and learning success.Summary and Conclusion Using technology to improve instructional design is a challengingtask, but one that offers many benefits (Augliere, 1998). Thisimplies that acquisition and performance alike depend on the ways in whichlearners manipulate subject matter or content. The application of the cognitive learningtheory to instructional design. (2 ). Zhang, J. Blanton, B. Instructional DesignIntroduction According to Kerr (2 ), the notion of instructional design is acurious one in that while all teachers and instructors are presumablyconcerned about providing good instruction and most of them are likely tothink in terms of preparing or planning for the teaching they do,relatively few use the term "instructional design" to refer to the process. Instructional design. Issues involved with theuse of computer-based instructional technologies include the amount andkind of computer technology required, the necessity for its integrationinto the curricula, the methods that will be used to achieve integration,and the demonstrated relevance of programming to curriculum andinstructional processes. T. The goals should include learner needs and interests,reflect the concerns of society, and make every effort to ensure that goalsare focused at least toward the present and, hopefully, to the future needsof the learner. While any number of researchers have examined instructional design inthe context of multiculturalism and cultural diversity (Zhang, 2 1),others have tended to focus on the ways in which electronic andcomputerized technologies can be employed to focus the instructionalprocess, make content accessible to learners with different learningstyles, and to facilitate skill mastery (Sherry, Billig, Jesse, & Watson-Acosta, 2 1). Principles of educational multimedia userinterface design. Felix (2 1) pointed out that technology has the potential tobecome the focus of instructional design, but cautions that the process ofintegrating technology must begin with an analysis of curriculum againststandards. Preliminary findings from the five-year-long project indicatethat the use of meta-cognitive skills and the application of skills andinquiry learning should be emphasized as teachers infuse technology intotheir classrooms. Human Factors. Najjar, L. As Blanton (1998) has pointed out,although commonalities exist to some extent, students use their own modesof cognitive processing to acquire, retain, and retrieve information. Instructional design encompasses the notion that creative thinking isa natural part of the higher levels of learning in which students learn byexploring, manipulating, experimenting, questioning, and modifying ideas(Blanton, 1998). Given that technology in general and e-learning in particularare integrated into the Goals 2 program and into many state standards,Felix (2 1) contends that instructional design must take cognizance of thebenefits of such technologies. Kerr(2 ) further noted that elements of technology, while not seen as centralto instructional design, have typically played a role in carrying out theresulting plans. Sologuk, S., Stammen, R., & Vetter, R. Augliere (1998) suggested that computer-based technologies, includingInternet-based technologies, present special challenges for curriculumstandards and instructional design in K-12 education. Blanton (1998) also considers instructional design to be abyproduct of schema theory and scaffolding theory as promulgated by suchtheorists as Lev Vygotsky and Jerome Bruner. References Augliere, R. Technology & Learning, 19(6), 5 -51. This brief report has identified the ways in which multimediatechnologies can enhance instructional design. B. (2 1).Assessing the impact of instructional technology on student achievement.Technological Horizons in Education, 28(7), 4 -41. Felix, K. (1998). Instructional design, whether considered in the contextof early childhood or secondary education must therefore allowopportunities for students to participate in problem-solving activities.It must also be based on the operational level of the learner, proceedtoward clear goals and objectives, motivate the learner, and employ asystems approach or gestalt (Blanton, 1998).Instructional Design and Technology Sherry, et al (2 1) described Vermont's Technology InnovationChallenge Grant, a program that infused multimedia, digital art, musiccomposition, and online communications into arts and humanities classes inK-12 schools. It was used first and foremost torefer to the process of preparing instructional programs or materialsinitially used in either business and industrial training or in largeuniversity courses requiring some extra element of organization. In Worcester, Massachusetts, the Accelerated Learning Laboratorycreated a K-12 three-campus school that employs project learning infusedwith technology. (2 1). Cognitive scientistsdistinguish between declarative and procedural knowledge, with the formerunderstood as knowledge about the world and its properties and the latter,knowledge about how to do things. The SCID model moves fromcurriculum analysis to curriculum design, instructional development,training implementation, and finally, to program evaluation. Though many schoolshave rushed to acquire and deploy these technologies in the classroom, lessattention has been given to integrating the technologies and their contentinto a comprehensive instructional design effort. Journal ofTechnology and Teacher Education, 9(2), 199-2 6. The term and the concept of instructional design gained wide popularity inthe United States in the early 197 s. Accelerated Learning Laboratory: Transformationby design. As a result of the program, students at theschool that serves a substantial population of young people identified aseconomically and academically disadvantaged, are exhibiting across-the-board improvements in scores on standardized tests. Of specialsignificance is the fact that the integration of technology into acomprehensive instructional package has permitted students to progress attheir own rates and move to increasingly complicated processes or contentby scaffolding (Poftak, 1999). A collaborativeproject undertaken by various universities produced the SystematicCurriculum Instructional Development (SCID) method for creating competency-based curriculum and instructional materials. IEEE Technology and Society Magazine, 17(4), 41-45. Because ofthe proliferation of these technologies, K-12 teachers are beingincreasingly challenged to integrate multimedia educational tools intotheir day-to-day teaching and instructional processes (Sologuk, Stammen, &Vetter, 2 1).Instructional Design and Technology Blanton (1998) believes that instructional design is particularlyimportant in light of research on cognitive learning theory. The project created a virtual learning environment in whichstudents shared their work with a virtual community of other students,teachers, and creative professionals. However, Augliere (1998) as well as Najjar(1998), take the position that multimedia user interfaces are increasinglyimportant in ensuring that a comprehensive strategy of instructional designrelated to standards and performance outcomes is employed in the school. (2 1). Most significantly, thesetechnologies allow teachers to individualize a student's learning and allowstudents to develop higher order cognitive skills (Poftak, 1999).Instructional design and technology are natural partners in the effort toimprove K-12 educational outcomes. A collaborativeapproach for creating curriculum and instructional materials. (1999). The use of technology in instructionaldesign is no longer confined to software programs that augment traditionalpedagogy. Curriculum standards: Rationalizinginstructional computing? (2 1). The dilemma arises, asnoted above, because most educators agree that learning occurs mosteffectively when strategies are designed to suit the needs of the learner. Another collaborative approach for creating curriculum andinstructional material that integrates multimedia educational tools intothe K-12 classroom was described by Sologuk, et al (2 1). 4 (2), 311-324. (1998). (1998). A. Poftak, A. X. International Journal of InstructionalMedia, 25(2), 171-173. J. The instructional design strategy for this new schoolincluded a thoroughgoing integration of multimedia into all aspects ofinstruction and curriculum. Educatorstypically encounter a dilemma when they consider whether to designinstruction to deal with cognitive processing weaknesses or to design it tocapitalize on cognitive processing strengths. Comparative EducationReview, 44(3), 376. Multimedia Schools, 8(2), 8-9 Kerr, S. Cultural diversity in instructional design.International Journal of Instructional Media, 28(3), 299-3 5. Felix (2 1) reported that more than 75 percent of all Americanpublic school teachers claim to use computers daily in the delivery ofinstruction. Instructional design,accordingly, refers to several different models or processes by means ofwhich all of the disparate processes of learning are oriented toward theacquisition of knowledge as well as higher order skills (i.e., problem-solving, critical thinking). News of the latest products and technology for K-12. The modelemploys multimedia and technologies not only to deliver instruction, butalso to determine content. What these technologies do, according to Najjar (1998), is create asystem of framework within which multimedia technologies are supportive ofa broader instructional design rather than the focus of such a design.Multimedia is flexible in that it allows students of often quite disparateskill levels to work independently. The newtechnologies are ideally structured to address cognitive learning processeswhile giving students and teachers sufficient flexibility to maximizeindividual learning outcomes. 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