E-Learning Ain't Performance: Reviving HPT in an Era of Agile and Lean

Czeropski, Sue; Pembrook, Curtis

doi:10.1002/pfi.21728

Cited by 4 publications

(3 citation statements)

References 3 publications

(3 reference statements)

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“…Formative evaluation is rarely reported in the method section yet it is so important to demonstrating the credibility of the treatments being tested. Also missing from the method section is the specification of well-formed instructional objectives or learner stories (Mager, 1984;Czeropski & Pembroke, 2017) for what the treatments (methods) should accomplish. Finally, method sections are typically missing a full description of the assessments that demonstrates their alignment with the instructional objectives.…”

Section: The Instructional Theory Framework Is Lostmentioning

confidence: 99%

“…Recent acceptable alternatives to the Mager-style instructional objectives are demonstration objectives (Reigeluth & An, in press) and learner stories (Czeropski & Pembroke, 2017), the latter of which are associated with adaptive/agile design methodologies. These methodologies provide a similar and perhaps a more empathic approach, through the use of empathy maps, to specifying the learning we expect a learning experience to deliver.…”

Section: Instructional Objectivesmentioning

confidence: 99%

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The instructional theory framework appears lost. Isn’t it time we find it again?

Reigeluth¹,

Honebein

2020

Red

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La mayoría de los investigadores que diseñan experiencias innovadoras de aprendizaje digital y luego realizan investigaciones que investigan la utilidad de esas experiencias de aprendizaje, no aplican completamente la teoría de la instrucción (Reigeluth, 1983, 1999; Reigeluth y Carr-Chellman, 2009a) como la base de sus diseños y El foco de su investigación. Esta elección impacta negativamente el juicio de diseño de los investigadores (Boling, et al.2017) y su credibilidad como garantes del diseño (Stolterman y Nelson, 2000). Esto finalmente conduce a barreras de difusión cuando se difunden sus innovaciones de aprendizaje digital. El propósito de este documento es ayudar a los investigadores y diseñadores de experiencias de aprendizaje a superar estas barreras de difusión al adoptar la teoría de la instrucción como base para sus diseños y utilizar seis principios para realizar investigaciones alineadas con la teoría de la instrucción: 1) Conocer los sistemas complejos cualitativamente, 2) Valor los fundamentos del diseño del tratamiento, 3) Practique una consideración imparcial de los métodos de instrucción, 4) Respete el triángulo de hierro del diseño de instrucción, 5) Distinga entre métodos y medios, y 6) Conozca su teoría de diseño de instrucción personal. Most researchers who design innovative digital learning experiences, and then conduct research that investigates the usefulness of those learning experiences, fail to fully apply instructional theory (Reigeluth, 1983, 1999; Reigeluth & Carr-Chellman, 2009a) as the foundation of their designs and the focus of their research. This choice negatively impacts researchers’ design judgment (Boling, et al. 2017) and their credibility as the guarantor of design (Stolterman & Nelson, 2000). This ultimately leads to diffusion barriers when disseminating their digital learning innovations. The purpose of this paper is to help researchers and learning-experience designers overcome these diffusion barriers by embracing instructional theory as the foundation for their designs and using six principles for conducting research aligned with instructional theory: 1) Know complex systems qualitatively, 2) Value the treatment design fundamentals, 3) Practice unbiased consideration of instructional methods, 4) Respect the instructional design iron triangle, 5) Differentiate between methods and media, and 6) Know your personal instructional design theory.

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Section: The Instructional Theory Framework Is Lostmentioning

confidence: 99%

Section: Instructional Objectivesmentioning

confidence: 99%

The instructional theory framework appears lost. Isn’t it time we find it again?

Reigeluth¹,

Honebein

2020

Red

View full text Add to dashboard Cite

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“…While not wholesale replacements of existing models and practices, these concepts do represent a "shift in thinking about how ID can be practiced" (Branch & Dousay, 2015, p. 23). The agile approach, like rapid prototyping is borrowed from the field of software development (Czeropski & Pembrook, 2017). The agile development model is similarly iterative in nature and favors collaboration, feedback, and flexibility (Branch & Dousay, 2015).…”

Section: Evolving Models Of Instructional Designmentioning

confidence: 99%

How External Instructional Design Consultants Do Their Work: A Case Study

Moore

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The purpose of this qualitative case study was to define and describe the work of external instructional design consultants. Study participants included seven instructional designers with varied educational backgrounds and work experience who work in a variety of contexts supporting clients in the design and delivery of learning experiences. All seven participants completed an initial survey with demographic and background questions. Five participants then took part in semi-structured interviews. Collected data was coded using both deductive and inductive methods with each case considered individually before combining the data for analysis across cases. Study findings support previous research suggesting that the work of instructional designers is dependent on context. Results further indicated that external instructional design consultants regularly engage in project management, communication and collaboration, and the analysis and evaluation components of the instructional design process, all in keeping with existing literature. External instructional designers differed in that they do more sales-related work, and, in the analysis process, focus more on client needs than learner characteristics. Study participants were invested in creating high quality, engaging learning experiences, while also willing to accommodate the unique challenges facing any given client. The study findings suggested that prospective employees' instructional design knowledge is of limited value during hiring interviews; instead, participants reported being more likely to hire former educators and subject-matter experts who can be trained to do instructional design work. Two broad themes emerged from the study's findings: 1) instructional designers can be organized into instructional designer and manager roles with corresponding responsibilities; and 2) the question of how best to prepare instructional designers is a question of what knowledge and skills are needed and where those skills should be developed. These themes formed the basis of five instructional design personas that resulted from this study, as well as a proposed program for preparing instructional design professionals.

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To prove or improve, that is the question: the resurgence of comparative, confounded research between 2010 and 2019

Honebein

Reigeluth

2021

Education Tech Research Dev

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E-Learning Ain't Performance: Reviving HPT in an Era of Agile and Lean

Cited by 4 publications

References 3 publications

The instructional theory framework appears lost. Isn’t it time we find it again?

The instructional theory framework appears lost. Isn’t it time we find it again?

How External Instructional Design Consultants Do Their Work: A Case Study

To prove or improve, that is the question: the resurgence of comparative, confounded research between 2010 and 2019

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