Instructional Design Models

Gibbons, Andrew S.; Boling, Elizabeth; Smith, Kennon M.

doi:10.1007/978-1-4614-3185-5_48

Cited by 42 publications

(27 citation statements)

References 27 publications

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“…However, even though it seems that ID models represent a single linear process, Verstegen, Barnard, and Pilot () state that instructional designers must consider different kinds of constraints and limitations to respond appropriately to the contexts in which they work. In other words, instructional designers should make decisions based on the constraints in their particular settings (Gibbons, Boling, & Smith, ; Schwier, Campbell, & Kenny, ) rather than just following the steps of a model (Branch & Kopcha, ). Spector () also emphasizes that communication and interaction between the key stakeholders takes a great deal of effort during the design of instructional materials, a factor not included in ID models (e.g., Morrison, Ross, Kalman, & Kemp, ).…”

Section: Review Of Literaturementioning

confidence: 99%

Judgment and Instructional Design: How ID Practitioners Work In Practice

Gray¹,

Dagli²,

Demiral-Uzan³

et al. 2015

Perf Improvement Qrtly

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In this study, we address the relative lack of rigorous research on instructional design (ID) practice via an exploratory study in which pairs of researchers observed design judgments made by eight practicing instructional designers in two consulting environments as they went about their normal work activities. In our analysis, we sought to characterize their practice on its own terms, rather than through superimposition of existing ID models or frameworks. A nonprescriptive, philosophical framework of design judgment by Nelson and Stolterman (2012) was operationalized and used to frame two phases of analysis: identifying and coding design judgments and creating holistic summaries of the observed practice. We found that design judgments occur quite frequently throughout design, often in clustered or layered ways, rather than in “pure” forms. These judgments appeared to be shaped by factors unique to the firm, the role or position of the designer, and project, client, or other external factors.

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Section: Review Of Literaturementioning

confidence: 99%

Judgment and Instructional Design: How ID Practitioners Work In Practice

Gray¹,

Dagli²,

Demiral-Uzan³

et al. 2015

Perf Improvement Qrtly

Self Cite

View full text Add to dashboard Cite

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“…Design models became associated with the designations instructional systems design/development (ISD) and ADDIE. Gibbons et al ( 2013 ) give a more detailed description of model proliferation.…”

Section: Isd Process Viewmentioning

confidence: 99%

“…Smith and Boling ( 2009 ) review the assumptions and misconceptions of design models that have evolved over that period. There is room to question whether the notion of a design model adequately describes what we know about design (Gibbons, Boling, & Smith, 2013 ;Gibbons & Yanchar, 2010 ). Gibbons and Yanchar ( 2010 ) identify a wide range of topics that would be included in a more robust description of design.…”

Section: Introductionmentioning

confidence: 98%

Eight Views of Instructional Design and What They Should Mean to Instructional Designers

Gibbons

2013

Design in Educational Technology

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“…In fact, the educational design is a framework for the creative design process and ensuring that the learners' needs are met. The meaning of educational design depends on the individual's background and theory (27). The educational design process involves independent stages, including learner analysis, content and goals, designing goals, selecting strategies and evaluation tools, producing training materials, assessing the learner's performance, and measuring the effectiveness of the educational design (28).…”

Section: Concept Of Educational Designingmentioning

confidence: 99%

“…with educational methods such as formal approaches in developing training activities. The educational design is much more important when using educational technology than when face-to-face training is used since learning activities are explicitly planned professionally (27).…”

Section: Encouraging and Facilitating Reminding And Transferring Datamentioning

confidence: 99%

Computer-Assisted Instruction (CAI), Virtual Patients (VP), and Human Patient Simulation (HPS) in Medical Education Based on Gagne’s Educational Design Pattern

Torbatinezhad

Amani²

2018

Jorjani Biomed J

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Background and objectives: Educational technology is widely used in all parts of medical education. The use and application of common educational technologies and adoption of educational design patterns in medical sciences education can greatly help in medical simulations, training, and improving of clinical skills of nurses and medical students. The aim of this research was to study computer-assisted instruction, virtual patients, and human patient simulation in medical science education based on Gagne's educational design pattern. Methods: The research methodology in this paper was a review-article of applied type, which helps the education designer in the field of medical education to choose the most suitable educational technologies in medical science education to achieve their desired goals by considering the advantages and disadvantages of computer-assisted instruction, virtual patients, and human patient simulation. Results: In this article, we first reviewed the educational technology and common technologies in medical education and its advantages and disadvantages as well as the most appropriate educational technology to achieve the needed goals. We then described two multimedia (Computer-Assisted Instruction and Virtual Patients) and educational models for virtual patients as well as two simulators (virtual patient and human patient simulation). Subsequently, we explored the educational design and its patterns (including Ganja, Watson, Merrill, Reigeluth, Asher, Camp, and Siemens) and selected the best pattern (Gagne's pattern) according to the learning theories and research background. Finally, the three approaches mentioned in this article (computer-assisted instruction, virtual patients, human patient simulation) were designed based on the Gagne's model. Conclusion: Based on the results, one can conclude that the computer-assisted instruction, virtual patients, and human patient simulation based on the Gagne's educational design model can help medical education instructors in training communication skills, clinical skills, and skills of obtaining medical history from the patient as well as problem-solving skills, knowledge acquisition, and critical thinking. They can also help the educational designer in the field of medical education to select the most suitable educational technologies in medical science education due to the best educational model of virtual patients and the Meyer educational media principles and simulation-based learning-educational theories tailored to the goals and content of medical education courses. Therapies for autoimmune disorders such as SLE.

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Instructional Design Models

Cited by 42 publications

References 27 publications

Judgment and Instructional Design: How ID Practitioners Work In Practice

Judgment and Instructional Design: How ID Practitioners Work In Practice

Eight Views of Instructional Design and What They Should Mean to Instructional Designers

Computer-Assisted Instruction (CAI), Virtual Patients (VP), and Human Patient Simulation (HPS) in Medical Education Based on Gagne’s Educational Design Pattern

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