Designing and instructional design

Rowland, Gordon

doi:10.1007/bf02297094

Cited by 119 publications

(53 citation statements)

References 14 publications

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“…As an instructional designer the moderatum generalizations that I am able to offer to the scholarly community are design lessons related to designing, developing, and implementing online courses and how those lessons apply to future course and program designs. With that being said, I approach design as an ill-defined problem solving activity in messy-real world situations (Jonassen, 2011;Rowland, 1993). As a designer, I framed the reporting of this study following the traditions of design case studies where the goal is to build design knowledge based on precedents (Howard, Boling, Rowland, & Smith, 2012).…”

mentioning

confidence: 99%

Blending online asynchronous and synchronous learning

Yamagata-Lynch

2014

IRRODL

174

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In this article I will share a qualitative self-study about a 15-week blended 100% online graduate level course facilitated through synchronous meetings on Blackboard Collaborate and asynchronous discussions on Blackboard. I taught the course at the University of Tennessee (UT) during the spring 2012 semester and the course topic was online learning environments. The primary research question of this study was: How can the designer/instructor optimize learning experiences for students who are studying about online learning environments in a blended online course relying on both synchronous and asynchronous technologies? I relied on student reflections of course activities during the beginning, middle, and the end of the semester as the primary data source to obtain their insights regarding course experiences. Through the experiences involved in designing and teaching the course and engaging in this study I found that there is room in the instructional technology research community to address strategies for facilitating online synchronous learning that complement asynchronous learning.Synchronous online whole class meetings and well-structured small group meetings can help students feel a stronger sense of connection to their peers and instructor and stay engaged with course activities. In order to provide meaningful learning spaces in synchronous learning environments, the instructor/designer needs to balance the tension between embracing the flexibility that the online space affords to users and designing deliberate structures that will help them take advantage of the flexible space.

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mentioning

confidence: 99%

Blending online asynchronous and synchronous learning

Yamagata-Lynch

2014

IRRODL

174

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“…A few studies have investigated learning and development of ID knowledge and skill among students of ID (Ertmer & Cennamo, 1995;Ge & Hardré, 2010;Hardré, Ge & Thomas, 2007;Quinn, 1994), and of designers in specialised contexts (e.g., Christensen & Ogusthorpe, 2004;Rowland, 1991). Some research has also been done on graduate teaching assistants learning ID as a strategic skill for transfer to their own professional teaching practice (Hardré & Chen, 2005).…”

Section: Id Learning and Skill Developmentmentioning

confidence: 99%

“…Instructional design (ID) competence has alternately been presented as an art, craft, or scientific process or as some combination of these (e.g., Clark & Estes, 1998;Gibbons, 2003;Merrill, 2007;Parrish, 2005;Rowland, 1991;Smith & Boling, 2009). Similar to engineering, architecture and other design fields, ID calls on a complex applied skill set that must be used adaptively in everchanging contexts of professional practice (Hardré, 2003).…”

Section: Introductionmentioning

confidence: 99%

Dynamics of instructional and perceptual factors in instructional design competence development

Hardré

Kollmann²

2013

JLD

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“…Thus, design problems have the characteristics of ill-structured problems: the real-world conditions are ill-structured and involve many complex variables, and there is no perfect solution. Designers can only hope to find a satisfactory solution that meets (most of) the demands (Kerr, 1983;Rowland, 1991Rowland, , 1993. There is also no predefined solution process, no algorithm or established set of procedures.…”

Section: The Problem Solving Perspectivementioning

confidence: 99%

“…Finally, it is not always clear what exactly is the problem. The designer's task includes analysing as well as solving problems (Rowland, 1993); or in other words, the design task includes constructing the problem space, as well as finding a solution within the problem space (Greeno et al, 1990). The ill-structured nature of design problems will be illustrated by the characteristics of the specific instructional design task used in our study (see below).…”

Section: The Problem Solving Perspectivementioning

confidence: 99%

Which events can cause iteration in instructional design? An empirical study of the design process

2006

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Abstract. Instructional design is not a linear process: designers have to weigh the advantages and disadvantages of alternative solutions, taking into account different kinds of conflicting and changing constraints. To make sure that they eventually choose the most optimal one, they have to keep on collecting information, reconsidering continuously whether their own decisions are still justified in the light of the latest insights. We have studied the role of iteration during instructional design. For our research, we have used an ISD-based method for the specification of training simulators. During our empirical evaluation study, we introduced five events that are likely to cause iteration. The results show that the quality of the designs is not directly related to the amount of iteration. We conclude that there are different kinds of iteration, triggered by different kinds of actions and events. We propose a list of triggers for iteration some of which originate from outside (new information, new opinions/arguments and acquisition procedures); others are caused by, or evolve from interaction with the design process itself (discovery of missing input, need to repair errors, new insights based on work later on in the design process, and new ideas of the designers).

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Designing and instructional design

Cited by 119 publications

References 14 publications

Blending online asynchronous and synchronous learning

Blending online asynchronous and synchronous learning

Dynamics of instructional and perceptual factors in instructional design competence development

Which events can cause iteration in instructional design? An empirical study of the design process

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