Instructional Design as Knowledge Management

Abstract

ABSTRACT. Decisions about instructional methods are becoming more complex, with options ranging from problem sets to experiential service learning projects. However, instructors not trained in instructional design may make these important decisions based on convenience, comfort, or trends. Instead, this paper draws on the knowledge management literature and specifically the knowledge-in-practice framework to develop a theoretical process for choosing instructional methods. This process classifies the underlying knowledge structure of learning objectives along the dimensions of tacitness and learnability, then matches the knowledge structure with instructional methods that will be the most appropriate fit for students working towards that learning objective. We propose that the integration of knowledge management with instructional design offers valuable insights into the process of choosing appropriate instructional methods, and our framework can help instructors determine which instructional methods are the best match for their learning objectives. INSTRUCTIONAL DESIGN AS KNOWLEDGE MANAGEMENT: A KNOWLEDGE-IN-PRACTICE APPROACH TO CHOOSING APPROPRIATE INSTRUCTIONAL METHODSThis is a pre-publication version of the following article:McIver, D., Fitzsimmons, S., and Flanagan, D. (2015 INSTRUCTIONAL DESIGN AS KNOWLEDGE MANAGEMENT:A KNOWLEDGE-IN-PRACTICE APPROACH TO CHOOSING INSTRUCTIONAL METHODSAs management instructors, when we are offered a new course, it can feel like we are being given a blank slate. Beyond developing learning objectives, we must design instructional methods that will help students achieve those objectives (Reigeluth & Carr-Chellman, 2009b).Instructional design decisions are critical, yet the abundance of choice can be overwhelming.Some instructors may stick with the tried and true, using face-to-face lectures and individual assignments. Others may be drawn to newer methods, such as simulations, service learning and internship-based education. We argue that current frameworks, including the dominant Bloom's taxonomy, usually end with learning objectives, a step prior to the final step of choosing instructional methods (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956). This challenge is metaphorically related to the last-mile challenge of package delivery services; they can move packages to within a mile of the end destination relatively efficiently, compared to the resources expended to move packages the last mile. In the same way, instructors now have guidance shaping instructional design up until the point of choosing among instructional methods, yet that final decision is crucial to the success of all previous decisions. Instructional methods ought to be applied mindfully, based on an understanding of each method's appropriateness with respect to the intended learning objectives, yet frameworks give minimal guidance on how to make these decisions. Given the current profusion of instructional method options, instructors would benefit from a theory-based rationale for determining which instruct...

Technostress Among University Teachers in Higher Education: A Study Using Multidimensional Person-Environment Misfit Theory

“…The research model in this study was analyzed via PLS-SEM following two steps: the measurement model and the structural model (Hair et al, 2014). Then, the whole dataset was split based on university teachers’ grade levels as higher-grade courses have more complicated knowledge structures and those teaching higher-grade courses are often senior teachers, thus being more likely to be subjected to technostress (McIver et al, 2016). Subsequently, multi-group comparisons were carried out on the sub-datasets to examine whether there were any possible differences regarding technostress among university teachers of different grade levels, the knowledge of which could inform the development of targeted countermeasures against technostress.…”

“…As organizational supplies such as professional training and technical support are often of general types and apply to every university teacher (Shedletsky and Aitken, 2001), they may be eventually insufficient and improper for teachers of higher grades who need specialized training programs and support to digitalize their established traditional teaching practices. In addition, higher-grade courses often involve more complex knowledge structures (McIver et al, 2016). Thus, integrating ICT into higher-grade courses tend to involve greater workloads and may be more challenging for these teachers.…”

Emotional Intelligence as a Factor of Corporate Culture

“…Secondly, in modern practice, in management models, managers focus on effectiveness, a collective result, but this process is not always accompanied by a stable system of relationships in the team, which leads to the development of motives for self-knowledge and development, and most importantly increases "sensitivity" to consumer requests [18,19].…”

Modelo de gestión de equipos virtuales en la ejecución de proyectos académicos colaborativos

“…En este orden de ideas, se presenta a continuación la Tabla 1, que resume los criterios de Inclusión y de Exclusión para la selección de las metodologías, herramientas y modelos de proyectos que permitan dar una pronta respuesta con respecto a los requerimientos del cliente. En cuanto a gestión del conocimiento (gc), se analiza la gestión de equipos virtuales y uno de los más importantes, pues se considera que la interacción entre los individuos y el uso de las herramientas propuestas gestan la cocreación de nuevos saberes, pues al garantizar la articulación de participantes con competencias y capacidades diferentes, enriquece el proceso de aprendizaje en el marco de la ejecución de los proyectos (McIver et al, 2015). Adicionalmente, las experiencias pasadas juegan un rol importante, ya que dejan una serie de lecciones aprendidas y oportunidades de mejora que pueden ser compartidas con cada uno de los miembros del equipo; así, se puede evitar caer en los mismos errores (Riesco, 2006).…”