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LA GRAMMATICA DI ENGLISH GRATIS IN VERSIONE MOBILE   INFORMATIVA PRIVACY

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                                                                                         ESERCIZI :   Serie 1 - 2 - 3  - 4 - 5  SERVIZI:   Pronunciatore di inglese - Dizionario - Convertitore IPA/UK - IPA/US - Convertitore di valute in lire ed euro                                              

 

 

WIKIBOOKS
DISPONIBILI
?????????

ART
- Great Painters
BUSINESS&LAW
- Accounting
- Fundamentals of Law
- Marketing
- Shorthand
CARS
- Concept Cars
GAMES&SPORT
- Videogames
- The World of Sports

COMPUTER TECHNOLOGY
- Blogs
- Free Software
- Google
- My Computer

- PHP Language and Applications
- Wikipedia
- Windows Vista

EDUCATION
- Education
LITERATURE
- Masterpieces of English Literature
LINGUISTICS
- American English

- English Dictionaries
- The English Language

MEDICINE
- Medical Emergencies
- The Theory of Memory
MUSIC&DANCE
- The Beatles
- Dances
- Microphones
- Musical Notation
- Music Instruments
SCIENCE
- Batteries
- Nanotechnology
LIFESTYLE
- Cosmetics
- Diets
- Vegetarianism and Veganism
TRADITIONS
- Christmas Traditions
NATURE
- Animals

- Fruits And Vegetables



ARTICLES IN THE BOOK

  1. Academic degree
  2. Academics
  3. Academy
  4. Accreditation mill
  5. Adult education
  6. Advanced Distributed Learning
  7. Alternative education
  8. Alternative school
  9. Apprenticeship
  10. Assessment
  11. Associate's degree
  12. Autodidacticism
  13. Bachelor's degree
  14. Boarding schools
  15. Bologna process
  16. British undergraduate degree classification
  17. Bullying
  18. Charter schools
  19. City academy
  20. Classical education
  21. Classroom
  22. Collaborative learning
  23. Community college
  24. Comparative education
  25. Compulsory education
  26. Computer-assisted language learning
  27. Computer based training
  28. Core curriculum
  29. Course evaluation
  30. Curriculum
  31. Degrees of the University of Oxford
  32. Department for Education and Skills
  33. Description of a Career
  34. Diploma mill
  35. Distance education
  36. Doctorate
  37. Dottorato di ricerca
  38. Double degree
  39. Dual education system
  40. Edublog
  41. Education
  42. Educational philosophies
  43. Educational psychology
  44. Educational technology
  45. Education in England
  46. Education in Finland
  47. Education in France
  48. Education in Germany
  49. Education in Italy
  50. Education in Scotland
  51. Education in the People%27s Republic of China
  52. Education in the Republic of Ireland
  53. Education in the United States
  54. Education in Wales
  55. Education reform
  56. E-learning
  57. E-learning glossary
  58. ELML
  59. Engineer's degree
  60. Essay
  61. Evaluation
  62. Examination
  63. External degree
  64. Extracurricular activity
  65. Feeder school
  66. First School
  67. Free school
  68. GCSE
  69. Gifted education
  70. Glossary of education-related terms
  71. Grade
  72. Graduate student
  73. Gymnasium
  74. Habilitation
  75. Hidden curriculum
  76. History of education
  77. History of virtual learning environments
  78. Homeschooling
  79. Homework
  80. Honorary degree
  81. Independent school
  82. Instructional design
  83. Instructional technology
  84. Instructional theory
  85. International Baccalaureate
  86. K-12
  87. Key Stage 3
  88. Laurea
  89. Learning
  90. Learning by teaching
  91. Learning content management system
  92. Learning management system
  93. Learning object metadata
  94. Learning Objects
  95. Learning theory
  96. Lesson
  97. Lesson plan
  98. Liberal arts
  99. Liberal arts college
  100. Liceo scientifico
  101. List of education topics
  102. List of recognized accreditation associations of higher learning
  103. List of unaccredited institutions of higher learning
  104. Magnet school
  105. Maria Montessori
  106. Masters degree
  107. Medical education
  108. Mickey Mouse degrees
  109. Microlearning
  110. M-learning
  111. Montessori method
  112. National Curriculum
  113. Networked learning
  114. One-room school
  115. Online deliberation
  116. Online MBA Programs
  117. Online tutoring
  118. Open classroom
  119. OpenCourseWare
  120. Over-education
  121. Preschool
  122. Primary education
  123. Private school
  124. Problem-based learning
  125. Professor
  126. Public education
  127. Public schools
  128. Questionnaire
  129. School
  130. School accreditation
  131. School bus
  132. School choice
  133. School district
  134. School governor
  135. School health services
  136. Schools Interoperability Framework
  137. SCORM
  138. Secondary school
  139. Senior high school
  140. Sixth Form
  141. Snow day
  142. Special education
  143. Specialist degree
  144. State schools
  145. Student voice
  146. Study guide
  147. Syllabus
  148. Teacher
  149. Teaching method
  150. Technology Integration
  151. Tertiary education
  152. The Hidden Curriculum
  153. Traditional education
  154. Undergraduate
  155. University
  156. Unschooling
  157. Videobooks
  158. Virtual Campus
  159. Virtual learning environment
  160. Virtual school
  161. Vocational education
  162. Vocational school
  163. Vocational university

 

 
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    ENGLISHGRATIS.COM è un sito personale di
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THE BOOK OF EDUCATION
This article is from:
http://en.wikipedia.org/wiki/Instructional_design

All text is available under the terms of the GNU Free Documentation License: http://en.wikipedia.org/wiki/Wikipedia:Text_of_the_GNU_Free_Documentation_License 

Instructional design

From Wikipedia, the free encyclopedia

 

Instructional design, and the more holistically-based practice Instructional Systems Design, are technologies of education and instruction. The term technology is being used in the sense of an applied science. Instructional Design and Instructional Systems Design are scientifically derived processes which are intended to optimize learning gains in knowledge and performance from precisely engineered (and designed) instruction. It is a common misunderstanding that Instructional Designers use physical technology as a method for developing instruction. From a narrow definition of the term 'technology' this may be true. But Instructional Designers will tend to prefer to use the term 'media', instead of technology, when referring to the instructional delivery vehicles that they employ

A useful reference to the history of Instructional Design can be found in The evolution of American educational technology by Paul Saettler (1990). For a sense of the use of term technology, see H.D. Stolovitch and E. Keeps (Eds.), Handbook of human performance technology (1992 &1999).

As a field, Instructional Design is historically and traditionally rooted in cognitive and behavioural psychology. However, because it is not a regulated field, and therefore not well understood, the term 'instructional design' has been co-opted by or confused with a variety of other ideologically-based and / or professional fields. Instructional Design, for example, is not Graphic Design although graphic design (from a cognitive perspective) could play an important role in Instructional Design. Preparing instructional text by E. Misanchuk, and publications by James Hartley are useful to informing the distinction between Instructional Design and Graphic Design.

History

Much of the foundation of the field of instructional design was laid in World War II, when the U.S. military faced the need to rapidly train large numbers of people to perform complex technical tasks, from field-stripping a carbine to navigating across the ocean to building a bomber.

Drawing on the research and theories of B.F. Skinner on operant learning, training programs focused on observable behaviors. Tasks were broken down into subtasks, and each subtask treated as a separate learning goal. Training was designed to reward correct performance and remediate incorrect performance. Mastery was assumed to be possible for every learner, given enough repetition and feedback.

After the war, the success of the wartime training model was replicated in business and industrial training, and to a lesser extent in the primary and secondary classroom. In 1955 Benjamin Bloom published an influential taxonomy of what he termed the three domains of learning: Cognitive (what we know or think), Psychomotor (what we do, physically) and Affective (what we feel, or what attitudes we have). These taxonomies still influence the design of instruction.

Learning theories were influenced by the growth of digital computers in the 1960s and 1970s. Many models adopted an "information-processing" approach.

Cognitive load theory and the design of instruction

Cognitive load theory developed out of several empirical studies of learners as they interacted with instructional materials (Sweller, 1988). It is emblematic of the historical roots of cognitive psychology in Instructional Design. Sweller and his associates began to measure the effects of working memory load and found that the format of instructional materials has a direct effect on the performance of the learners using those materials (Chandler and Sweller, 1991; Sweller and Cooper, 1985, Cooper and Sweller, 1987).

While the media debates of the 1990s focused on the influences of media on learning, cognitive load effects were being documented in several journals. These effects it seems were based on the design of instructional materials, as opposed to the media being used. Finally Mayer (1997) asked the Instructional Design community to reassess this media debate, to refocus their attention on what was most important – learning.

By the late 1990s, John Sweller and his associates had discovered several learning effects related to cognitive load and the design of instructional materials (e.g. the Split attention effect, redundancy effect, and the worked example effect). Later, other researchers like Richard Mayer began to attribute other learning effects to cognitive load (Mayer, 1997). Mayer and his associates soon developed a Cognitive Theory of Multimedia Learning (Mayer, 2001, Mayer, Bove, Bryman, Mars, and Tapangco, 1996; Mayer, Steinhoff, Bower, and Mars, 1995).

In the past decade, Cognitive load theory has begun to be internationally accepted (Paas, Renkl, & Sweller, 2004) and begun to revolutionize how Instructional designers view instruction. Recently, Human performance experts have even taken notice of cognitive load and begun to promote this theory base as the Science of Instruction, with Instructional designers as the practitioners of this field (Clark and Mayer, 2002). Finally Clark, Nguyen and Sweller (2006) publisher an important text describing how Instructional Designers can promote efficient learning using evidence based guidelines of Cognitive load theory.

Influential researchers and theorists

  • B.F. Skinner - Behaviorism - 1940s
  • Benjamin Bloom - Taxonomies of the cognitive, affective, and psychomotor domains - 1955
  • R.F. Mager - ABCD model for instructional objectives - 1962
  • Jean Piaget - Cognitive development - 1960s
  • Seymour Papert - LOGO - 1970s
  • Robert M. Gagné - Nine Events of Instruction - 1970s
  • Jerome Bruner - Constructivism
  • Dick, W. & Carey, L. "The Systematic Design of Instruction" - 1978
  • M. David Merrill and Charles Reigeluth - Elaboration Theory / Component Display Theory / PEAnets - 1980s
  • Robert Heinich, Michael Molenda, James Russell - Instructional Media and the new technologies of instruction 3rd ed. - Educational Technology - 1989
  • Roger Schank - Constructivist simulations - 1990s
  • David Jonassen - Cognitivist problem-solving strategies - 1990s
  • Ruth Clark - Theories on instructional design and technical training - 1990s

Instructional design models

Perhaps the most common model used for creating instructional materials is the ADDIE Model. This acronym stands for the 5 phases contained in the model:

  • Analyze - analyze learner characteristics, task to be learned, etc.
  • Design - develop learning objectives, choose an instructional approach
  • Develop - create instructional or training materials
  • Implement - deliver or distribute the instructional materials
  • Evaluate - make sure the materials achieved the desired goals

Most of the current instructional design models are variations of the ADDIE model. A sometimes utilized (but unproven) adaptation to this model is in a practice known as rapid prototyping. Proponents suggest that it attempts to save time and money by catching problems while they are still easy to fix but widespread attempts to make Instructional Design a field of professional practice devoid of analytical thought have resulted in rapid prototyping.

Instructional theories also play an important role in the design of instructional materials. Theories such as behaviorism, constructivism, social learning and cognitivism help shape and define the outcome of instructional materials.

Learning Design

One attempt at recrafting the name of the well established field of Instructional Design is the IMS Global specification "Learning Design". However, traditionalists will argue that it is possible to design instruction (with strong predictive outcomes) but it is not possible to design learning.

The IMS Learning Design specification supports the use of a wide range of pedagogies in online learning. Rather than attempting to capture the specifics of many pedagogies, it does this by providing a generic and flexible language. This language is designed to enable many different pedagogies to be expressed. The approach has the advantage over alternatives in that only one set of learning design and runtime tools then need to be implemented in order to support the desired wide range of pedagogies. The language was originally developed at the Open University of the Netherlands (OUNL), after extensive examination and comparison of a wide range of pedagogical approaches and their associated learning activities, and several iterations of the developing language to obtain a good balance between generality and pedagogic expressiveness.

See IMS Global Learning Design Site for more info.

See also

Since instructional design deals with creating useful instruction and instructional materials, there are many other areas that are related to the field of instructional design.

  • assessment
  • DACUM
  • educational animation
  • educational psychology
  • educational technology
  • e-learning
  • electronic portfolio
  • evaluation
  • instructional technology
  • instructional theory
  • learning object
  • learning science
  • m-learning
  • online education
  • instructional design coordinator
  • Instructional design storyboarding
  • training
  • interdisciplinary teaching

External links

  • International Society for Performance Improvement (ISPI)
  • Association for Educational Communications and Technology (AECT)
  • Instructional Design - An informative guide to ID from WideOpenDoors.net
  • IMS Global Learning Design - XML Specifications
  • EServer TC Library: Instructional Design
  • KitWiki (class notes of a student taking an ID course)
  • Creating an Instructor Kit (how-to article)
  • Semantic Pedagogy
  • The instructional technology et distance learning Journal
  • Instructional Design Resources from The Learned Man! e-Learning Resource
  • Training Within Industry - A proven training methodology developed during WWII makes a comeback

References

  • Chandler, P. & Sweller, J.. (1991). "Cognitive Load Theory and the Format of Instruction.". Cognition and Instruction 8 (4): 293-332. 
  • Cooper, G., & Sweller, J. (1987). "Effects of schema acquisition and rule automation on mathematical problem-solving transfer.". Journal of Educational Psychology. 79 (4): 347-362. 
  • Clark, R. C., Nguyen, F., and Sweller, J. (2006). Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load. San Francisco: Pfeiffer. ISBN 0-7879-7728-4. 
  • Clark, R.C., Mayer, R.E. (2002). e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. San Francisco: Pfeiffer. ISBN 0-7879-6051-9. 
  • Mayer, R.E. (1997). "Multimedia Learning: Are We Asking the Right Questions?.". Educational Psychologist 32 (41): 1-19. 
  • Mayer, R.E. (2001). Multimedia Learning. Cambridge: Cambridge University Press. ISBN 0-521-78239-2. 
  • Mayer, R.E., Bove,W. Bryman, A. Mars,R. & Tapangco, L. (1996). "When Less Is More: Meaningful Learning From Visual and Verbal Summaries of Science Textbook Lessons.". Journal of Educational Psychology. 88 (1): 64-73. 
  • Mayer, R.E., Steinhoff, K., Bower, G. and Mars, R. (1995). "A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text.". Educational Technology Research and Development. 43 (1): 31-41. 
  • Paas, F., Renkl, A. & Sweller, J. (2004). "Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture". Instructional Science 32: 1–8. 
  • Sweller, J. (1988). "Cognitive load during problem solving: Effects on learning". Cognitive Science 12 (1): 257-285. 
  • Sweller, J., & Cooper, G. A. (1985). "The use of worked examples as a substitute for problem solving in learning algebra". Cognition and Instruction 2 (1): 59-89. 
Retrieved from "http://en.wikipedia.org/wiki/Instructional_design"