Educational Design and Development: An Overview of Paradigms

Expert concept mapping method for defining the characteristics of adaptive E-learning: ALFANET project case

“…Providing specific support for these discussions can help manage such situations. Recent developments of design methodologies in domains such as training (Kessels, 1999;Kirschner, Carr, van Merriënboer, & Sloep, 2002;Visscher-Voerman, Gustafson, & Plomp, 1999), software (Arlow & Neustadt, 2001;Constantine, 2001;Constantine & Lockwood, 1999;Larman, 2001), strategic management (Hodgson, 1999;Van der Heijden & Eden, 1998;Vennix, 1997), and engineering (Cross, 2000) recognize this need of involving experts in a structured and facilitated process of discussion so as to make use of their unique knowledge, skills, and experience. In this article, we discuss and test the effectiveness and efficiency of a specific method to facilitate e-learning experts in describing what they consider to be the necessary features of an adaptive e-learning environment.…”

Improving curriculum development practices in a technical vocational community college: examining effects of a professional development arrangement for middle managers

“…While there are several approaches to curriculum development (Marsh & Willis, 1999;Visscher-Voerman, Gustafson, & Plomp, 1999), curriculum development at the programme level is commonly conducted through a systematic approach (Gustafson & Branch, 2002). A key activity in this systematic approach is the development of the curriculum (programme) learning outcomes, which then form the basis for subsequent development activities such as selecting the programme content, learning strategies, and assessment methods (Visscher-Voerman et al, 1999). This approach is often conceptualised as involving an iterative cycle of five phases: analysis, design, development, implementation, and evaluation (Piskurich, 2006).…”

Professionalization of curriculum design practices in technical vocational colleges: curriculum leadership and collaboration

“…Most available systematic design models are variants of Tyler's approach. In the systematic approach, the development of the curriculum learning outcomes is the focal point that determines the other components of the curriculum such as the content, the learning strategies, and the assessment methods (Visscher-Voerman, Gustafson, & Plomp, 1999). This approach often revolves around an iterative cycle of five phases: analysis, design, development, implementation, and evaluation (Piskurich, 2006).…”

“…Most of the current systematic approaches are, however, variants of Tyler's (1949) rational-linear approach which stresses the importance of identifying educational purposes and then designing backward. Although core activities in a systematic CD process such as needs analysis, design, development, and evaluation are common among the various CD models (Gustafson & Branch, 2002), they tend to have dissimilar functions and vary in the emphasis they receive based on what curriculum designers view as a good design process (Visscher-Voerman et al, 1999).…”

“…While there are several approaches to curriculum development (Marsh & Willis, 1999;Visscher-Voerman et al, 1999), curriculum development at the program level is commonly conducted through a systematic approach (Gustafson & Branch, 2002). A key activity in this systematic approach is the development of the curriculum (program) learning outcomes, which then form the basis for subsequent development activities such as selecting the program content, learning strategies, and assessment methods (Visscher-Voerman et al, 1999). This approach is often conceptualized as involving an iterative cycle of five phases: analysis, design, development, implementation, and evaluation (Piskurich, 2006).…”