Instructional Design Theories and Models

Reigeluth, Charles M.

doi:10.4324/9780203824283

Cited by 833 publications

(57 citation statements)

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“…Page 14 of 20 objeto patrón original). En tercer lugar, el Inventario de Carácterísticas Personales 5 que registra las características personales de cada estudiante; aquellas que influyen su aprendizaje tales como su estilo de aprendizaje, su perfil de inteligencias múltiples, sus necesidades especiales, sus intereses y objetivos y los eventos más importantes en su vida ( Reigeluth & Carr-Chellman, 2009c ;Reigeluth et al, 2008) .…”

Section: Nuevos Roles Para La Tecnologíaunclassified

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Teoría instruccional y tecnología para el nuevo paradigma de la educación

Reigeluth¹

2016

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Adaptación de Miguel Zapata-Ros, revisada por el autor mzapata@um.es Universidad de Alcalá ResumenEn este artículo se describe la teoría instruccional como base y apoyo a la educación postindustrial y a los sistemas de formación -a los sistemas personalizados y que están centrados en el alumno, en los que el progreso del estudiante se basa en el aprendizaje más que en una organización basada en el tiempo. El artículo describe los métodos universales de enseñanza, los métodos situacionales, también describe las ideas centrales del nuevo paradigma post-industrial de instrucción, la importancia y los problemas con la educación basada en la tarea. Los aborda desde la visión de una teoría de la instrucción para la educación y formación post-industrial, así como los papeles que pueden jugar el profesor, el alumno y la tecnología en el nuevo paradigma. Palabras claveTeoría instruccional, paradigma post-industrial, educación basada en tareas. AbstractThis article describes instructional theory that supports post-industrial education and training systems -ones that are customized and learner-centered, in which student progress is based on learning rather than time. The article describes universal methods of instruction, situational methods, core ideas of the post-industrial paradigm of instruction, the importance of and problems with task-based instruction, a vision of an instructional theory for postindustrial education and training, and the roles that may be played by the teacher, the learner, and technology in the new paradigm.

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Section: Nuevos Roles Para La Tecnologíaunclassified

“…Nótese que estos cuatro roles o funciones están totalmente integrados (Reigeluth & Carr-Chellman, 2009c). La herramienta que almacena los registros brinda información automáticamente para la herrramienta de planificación.…”

Section: Nuevos Roles Para La Tecnologíaunclassified

Teoría instruccional y tecnología para el nuevo paradigma de la educación

Reigeluth¹

2016

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“…Perhaps surprisingly, no programs were observed to require any courses in educational technologies at either the M.S or PhD level, even though many such courses were offered as electives. In addition, for a field with a rich history in psychology/learning theory (Driscoll 2004) and instructional theory (Reigeluth and Carr-Chellman 2009), we were surprised that so few courses are required in this area. As far as we could determine, only two programs required courses in psychology, human development, or learning theory at the doctoral level, and only two required courses in instructional methods/pedagogy.…”

Section: Courses In the Addie Frameworkmentioning

confidence: 99%

An analysis of instructional design and technology departments

West

Thomas

Bodily

et al. 2016

Education Tech Research Dev

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In this paper we explore the academic productivity of universities in the field of Instructional Design and Technology according to three types of publically available data:(1) publication in 20 leading journals, (2) representation in the Handbook of Educational Communications Technology, and (3) reception of professional organization awards. We then identified five of these programs and analyzed the attributes of these departments to better understand the trends in how they are preparing the instructional technologists of tomorrow. While previous studies have compared leading instructional design and technology (IDT) programs by looking at publication in a single journal, we believe our approach provides a well-rounded perspective. In addition, we hope this study helps IDT departments learn from each other by discussing trends in department curricula.

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“…The phrase "instructional theory"-referring to technological theory applied to the creation of instructional experience-became increasingly common, beginning in the 1970s (Bruner, 1964(Bruner, , 1966Gibbons & Rogers, 2009;Merrill & Twitchell, 1994;Reigeluth, 1983;Reigeluth, 1987;Reigeluth & Carr-Chellman, 2009;Snelbecker, 1974;Snow, 1977) Glaser andResnick (1972) also wrote about theories of instruction in addition to theories of learning. It is interesting to note that since then, learning theory has taken a direction that inclines it toward application to the point where it is getting harder to distinguish learning from instructional theory (see Bransford et al, 2000;Lave & Wenger, 1991;Richey, Klein, & Tracey, 2010).…”

Section: The Context Of Design Theorymentioning

confidence: 99%

TICCIT: Building Theory for Practical Purposes

Gibbons

O'Neal²

2014

IJDL

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In 1971 the National Science Foundation contracted with the MITRE Corporation (MIT Research Corporation) for the production of an experimental system to test the computer-assisted delivery of information and instruction to homes: the TICCIT system-an acronym for "Time-shared, Interactive, Computer-Controlled Information/Instructional Television". The networking concept of TICCIT linked minicomputers through coaxial cables to color television sets. The theoretical design challenge was that the agreement with NSF specified that the instructional component of TICCIT would be learner-controlled. TICCIT system specifications produced a type of instruction that adapted moment-by-moment to the choices of the learner. THE LANDSCAPE AND THE CHALLENGEIn 1970, one of the most pressing educational questions was, "Can the newly invented computer (barely 25 years old) carry out major instructional functions in a sustainable commercial-grade way?" In 1957 Sputnik had created a new urgency for exploring educational applications of technology. The goal was to improve instruction, distribute it to a wider audience, and at the same time lower the costs of doing it. Though today we take the instructional computer for granted, in 1970 this was a big question, and there were a lot of doubters. Several problems had to be solved: computer cost, delivery cost, instructional development cost, and instructional quality. In the process theory was born unexpectedly. COSTSComputers of the day were large and expensive. A mainframe computer required special air conditioned facilities and a team of trained technicians, programmers, and operators. Input-output systems were primitive-a teletype terminal, a deck of Hollerith punched cards producing a paper print-out, or a monochrome text display with keyboard. Vector graphics were a new technology requiring programming skills. Automated graphic and logic authoring interfaces were just being developed and not ready for general use. Connecting the computer to multiple users required the use of expensive high-quality telephone lines.The costs of computerized instruction did not reside alone in equipment and delivery. The creation of instruction was expensive because each lesson was hand crafted. A lesson design team normally consisted of either a highly gifted individual with a special combination of skills and training, or a team of specialists, consisting of a writer/editor, a programmer, and perhaps an artist. A subject-matter expert was also needed to supply content knowledge. Specialized programming languages were tailored expressly for instructional purposes, but as expectations of lesson quality grew, new features had to be added to the languages, and they became quite large, detailed and difficult to learn.

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Instructional Design Theories and Models

Cited by 833 publications

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Teoría instruccional y tecnología para el nuevo paradigma de la educación

Teoría instruccional y tecnología para el nuevo paradigma de la educación

An analysis of instructional design and technology departments

TICCIT: Building Theory for Practical Purposes

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