Blending authentic work projects and instructional assignments: An adaptation process

Ross, Kathryn R.

doi:10.1007/bf02299762

Cited by 4 publications

(8 citation statements)

References 7 publications

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“…This lack of skills has lead "theorists and practitioners involved in teaching instructional design to find fault with traditional teaching models, which convey a formal, abstract process often far removed from the exigencies and specifications of real world practice" (Bannan-Ritland, 2001, p. 37). Current research has begun to call for a pedagogy to help instructional design students gain an understanding of the complex forces operating within an actual design environment (Bannan-Ritland, 2001;Butterfield & Nelson, 1989;Ertmer & Cennamo, 1995;Quinn, 1994;Ross, 1998;Winn, 1997).…”

Section: Introductionmentioning

confidence: 99%

“…The need for providing students with more realistic instructional design experiences has resulted in a trend toward providing an instructional environment in which students can practice and learn the technical and interpersonal skills necessary to be a competent professional. Instructional design programs are moving toward providing students with simulated, realistic problem scenarios (Ertmer & Cennamo, 1995) and with authentic instructional design problems occurring in actual companies (Quinn, 1994;Ross, 1998). In addition, recent articles have discussed attempts to link the teaching of instructional design more closely to the practice of instructional design through the use of action learning (Bannan-Ritland, 2001) and problem-based learning (Dabbagh et al, 2000).…”

Section: Introductionmentioning

confidence: 99%

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A Problem-based Learning Model for Teaching the Instructional Design Business Acquisition Process

Kapp

Phillips

Wanner

2008

Performance Improvement Quarterly

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There is a growing emphasis on utilizing a problem‐based learning [PBL] pedagogy to help instructional design students gain an understanding of the complex forces operating within an actual design environment. However, little literature exists to suggest that PBL is being used to teach the process by which instructional design firms and practitioners secure work—the Instructional Design Business Acquisition Process (IDBAP). This study outlines a conceptual framework for using an adapted problem‐based learning model for teaching the IDBAP, which consists of writing a response to a request for proposal (RFP), developing a working prototype, and orally presenting the solution. This study also examines the impact of a PBL pedagogy on students' perception of their confidence in solving instructional design problems. The results of this empirical research indicate that students who participate in a problem‐based learning pedagogy gain confidence in their abilities to solve instructional design problems, view themselves in emotional control when solving an instructional design problem, and are more inclined to approach similar problems in the future.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Problem-based Learning Model for Teaching the Instructional Design Business Acquisition Process

Kapp

Phillips

Wanner

2008

Performance Improvement Quarterly

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“…The theoretical foundations for such approaches are drawn from a variety of models for structuring learning from experience (Dewey, 1963), including the reflective practicum (Schö n, 1990), situated learning and situated cognition (Brown, Collins, & Duguid, 1989), legitimate peripheral participation within communities of practice (Lave & Wenger, 1991), cognitive apprenticeship (Collins, Brown, & Holum, 1991), and problem-based learning (Barrows, 1994;Regnier, Welsh, & Quarton, 1994;Savery & Duffy, 2001). Recent accounts in the literature report a variety of approaches to develop such practical knowledge and skills in a range of settings including business management education (Stein, Isaacs, & Andrews, 2004), agricultural education (Knobloch, 2003), teacher education (Barab, Squire, & Dueber, 2000), the education of instructional designers (Bannan-Ritland, 2001;Kapp, Phillips, & Wanner, 2002;Ross, 1998), and medical education (Koens, Mann, Custers, & Cate, 2005;Nathoo, Goldhoff, & Quattrochi, 2005). Similar approaches have also been reported in K-12 environments, particularly in the areas of science education (Radinsky, Bouillion, Lento, & Gomez, 2001;Rahm, Miller, Hartley, & Moore, 2003), social studies (Doane, 1993), and integrated science and social studies (Williams, Bidlack, & Winnett, 1993).…”

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confidence: 99%

Learners’ perceptions of instructional design practice in a situated learning activity

Woolf

Quinn

2007

Education Tech Research Dev

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This case study investigated learners' perceptions of value from participating in a learning activity designed to model professional instructional design practice. Learners developed instructional design products for a corporate client in the context of a classroom-based course. The findings indicate that learners perceived different kinds of value which varied according to the degree of integration of learners' goals with client's goals, ranging from (a) co-constituted value (in which learners perceived the value of their participation as being inextricably bound to creation of value to the client) to (b) satisficing value (in which learners engaged with the activity so as to generate value for themselves while providing sufficient or good enough value to the client) to (c) salvage value (in which learners did not participate in the activity in the manner intended, but attempted to salvage some personal value from their participation). A framework relates these learners' perceptions of value to three main features of such learning activities: what you do, how you do it, and who you are accountable to. The relative worth of these different kinds of value is discussed, and proposals for influencing learner perceptions of value are presented.

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“…The results suggested that instructional design is a dynamic process and that the instruction of this course should use more problem solving. Similarly, Ross (1998) conducted developmental research blending course content with employees real work activities and situations evolving and adapting the course as to continually relate the training to the real work situations. The results being the process of adaptation is the key to making a course like this work.…”

Section: Inclusion Of Stakeholders In Design and Evaluationmentioning

confidence: 99%

The development, diffusion and evaluation of a fall hazard safety training program for residential construction workers utilizing instructor led and new media delivery

Fullen

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The numbers of workers in the residential construction industry are on the rise. Falls have continually been the largest contributor to residential construction worker deaths and injuries. These workers are largely self-employed or working for small companies. These individuals are difficult to reach through traditional methods. This research proposed to use the Internet to reach this group and engage them in the curriculum development cycle. An instructional design research method known as Type I Developmental Research was utilized to study the methodology, product, implementation, and outcomes for this program throughout the design, implementation, and evaluation stages. Five complete cycles of design, implementation, and evaluation were evaluated. These cycles occurred organically as the analysis of the data collected resulted in a need to revise the training material, delivery method or evaluation method. Type I developmental research treats the design-development-evaluation process as a form of inquiry and does so by embedding traditional research methods into the development project and utilizes the case study method (Richey, Klein & Nelson, 2004). The research questions were: (1) Does the training program addressing residential fall hazards and safety bring about individual or group behaviors that may reduce the likelihood of falls from heights on residential construction sites? (2) Does the technology-based availability and delivery of this training material increase trainee interest? (3) Does including residential construction worker, supervisor, and expert feedback into the developmental cycle of training development impact the relevance and acceptability of the residential fall protection training material? The results of the study were that the newly developed material has brought about increased knowledge and fall protection usage. The availability of the training material on the Internet led to a broad diffusion and use of the training material, although most seekers of this material were trainers and safety professionals rather than workers. Finally, including workers and others in the training development cycle has impacted the relevance and acceptance of the material. iii DEDICATION This dissertation is dedicated to my Grandfather, George Kincaid. He taught me that I could do anything I wanted to if I put my mind to it. My natural curiosity and my thirst for knowledge came from having the honor of spending my childhood working at his side. iv ACKNOWLEDGMENTS I would like to acknowledge the many people who have contributed to the completion of this dissertation. I would like to offer sincere gratitude to my dissertation advisor, Dr. Neal Shambaugh, for his consistent support and encouragement throughout this process. His feedback to my questions and work in progress provided me the confidence to keep going; to Dr. Paul Becker for his mentorship to me over the past decade. He believed in me, and considered me a peer long before I deserved it; to Dr. Sebastian Diaz for his support and candor on the ...

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Blending authentic work projects and instructional assignments: An adaptation process

Cited by 4 publications

References 7 publications

A Problem-based Learning Model for Teaching the Instructional Design Business Acquisition Process

A Problem-based Learning Model for Teaching the Instructional Design Business Acquisition Process

Learners’ perceptions of instructional design practice in a situated learning activity

The development, diffusion and evaluation of a fall hazard safety training program for residential construction workers utilizing instructor led and new media delivery

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