Although there are numerous models to practice instructional design (ID) (Richey & Nelson, 1996) was used to describe our teaching in terms of the design decisions, model implementation, and model evaluation across six deliveries of the ID course from 1994-1998. A model of teaching is a plan that can be used to design teaching in classrooms or tutorial settings and to shape instructional materials (Joyce, Weil, & Showers, 1992). Pragmatically, an instructional model is a "step-by-step procedure that leads to specific learning outcomes" (Gunter, Estes, & Schwab, 1995, p. 67). Models provide new teachers with a new approach and give experienced teachers a "jumping-off place" to expand their repertoire. Teaching models give teachers a conceptual as well as a practical technology from which to teach. Considering and implementing new teaching approaches can help a teacher to understand one's view of the content to be taught, as well as to reflect on one's view of learning, the learner, and the role of the teacher (Shambaugh, 1999).The purpose of this article is to describe the development of a model for teaching instructional design (ID) that is based on five years of collaborative examination of our teaching of a master's level instructional design course. The article is divided into two major sections. In the first section, we (a) outline our views on learning, teaching, and instructional design, (b) describe the ID course, and (c) explain our reflexive instructional model as it is currently conceptualized. In the second section, we summarize our developmental research activity (Richey & Nelson, 1996) that supports our work. We explain the methodology and how the model evolved over six iterations of the course from 1994-1998, and discuss the findings and future implications of our work.
Mental models are one way that humans represent knowledge (Markman, 1999). Instructional design (ID) is a conceptual model for developing instruction and typically includes analysis, design, development, implementation, and evaluation (i.e., ADDIE model). ID, however, has been viewed differently by practicing teachers and instructional designers (Kennedy, 1994). In a graduate ID course students constructed their own ID models. This study analyzed student models for (a) what ADDIE components were included (by teacher, nonteacher), and (b) model structural characteristics (by teacher, nonteacher). Participants included 178 students in 12 deliveries of a master's level ID course (115 teachers, 63 nonteachers). Our conceptual ID model is presented, and the ID model task is described. Students most frequently represented design, followed by program evaluation, needs assessment, development, and implementation. In terms of structural characteristics, 76 models were characterized as metaphoric, 61 dynamic, and 35 sequential. Three interrelated conclusions and implications for ID learning are offered. Keywords: mental model, instructional design, instructional design models Mental models are naturally evolving models . . . through interaction with a target system, people formulate mental models of that system. (Norman, 1983, p.7) People engaged in the study of a particular domain develop understandings that guide their interactions within that domain. In the field of instructional technology, instructional design (ID) is a central intellectual process that guides the design and development of successful learning environments (Nelson, Magliaro, & Sherman, 1987). Published ID models that depict this process guide teams of designers working on the design and development of techno-
A flipped classroom teaching approach has been used in the teaching of college algebra within a broader initiative for mathematics learning. The flipped classroom approach documented in this chapter utilizes multiple teaching strategies to enhance student learning. From the pilot teaching of two semesters of college algebra, a teaching model was developed using the Joyce, Weil, and Calhoun (2009) framework. The purpose of this study and chapter is to describe the design and development of the flipped classroom teaching model in terms of the design decisions, model implementation, and model evaluation over the two semesters. Student survey responses and interview results suggest that this teaching model improved student perceptions of learning college algebra. Findings reported in this study document the use of the model, while future iterations of the design and development cycle (Richey & Klein, 2007) are necessary to understand the impact of the flipped classroom model on student learning.
This case documents how activity theory can be used as a tool to help educators understand the issues behind deploying online learning programs. Faculty members in higher education are accustomed to teaching online, but are new to the development of online academic programs. This case chapter provides a background to the academic setting and a discussion of activity theory. The specific context of an academic department is described, followed by how activity theory was used to represent the overlapping goals of faculty, students, and administrators, and to understand the contextual issues of roles, community of practice, and division of labor to reach the desired goal, which was to implement their academic programs online. Guidelines for using activity theory are provided.
Community health programs promote healthy lifestyles and wellbeing. Numerous models and theories have been developed that support these programs; however, health educators are faced with how to implement these models and specific teaching approaches. Instructional design (ID) provides guidance on making these decisions, guidelines which can be customized for the field. This chapter provides four design guidelines to assist health educators to incorporate program models and theories and appropriate teaching models. Guideline 1 prioritizes the selection of learning outcomes before the choice of supporting models or theories in order to keep the needs of individuals, groups, and communities at the forefront. Guideline 2 customizes instructional design guidelines across the ID process. Guideline 3 raises an awareness of the full scope of teaching using Gagné's events of instruction. Guideline 4 suggests teaching models appropriate to the individual, interpersonal, and community levels of health education programs.
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