What is Instructional Design?

Seel, Norbert M.; Lehmann, Thomas; Blumschein, Patrick; Podolskiy, Oleg

doi:10.1007/978-94-6300-941-6_1

Cited by 24 publications

(9 citation statements)

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“…the economy, the need for training, or rather retraining (sometimes multiple times) throughout life, requirements ensuring the formation of the so-called "Competences of the 21st century" among the vast masses of the population, etc. -with all their acuteness put forward new challenges to the Galperin's System (Seel, N. et al, 2017). Another reason for such an emphasis, which is more signi cant in our opinion, is that successful practical (truly practical!)…”

Section: Resultsmentioning

confidence: 99%

“…National and international scientists and practitioners continue to carry out work in a number of areas. ere are special requirements for human mental activity, the formation of which involves an increasingly large-scale deployment of the digital economy (Engeness & Morch, 2016), and a new stage of large-scale deployment of the Instructional Design movement, which has by no means lost its relevance, and quite favorably reacted to the connection of the Galperin direction to its developments (Seel, N. et al, 2017). An interesting challenge is to use the fundamental and concrete possibilities of Galperin's approach to such a movement as the Partnership for 21st Century Skills (Partnership…, 2018).…”

Section: Discussionmentioning

confidence: 99%

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On Several Problems with the Application of P.Ya. Galperin’s Classical theory

Podolskiy¹

2022

Psych. Rus.

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Background. ! e theoretical and applied works of Piotr Ya. Galperin have attracted the attention of scholars for more than 70 years. But what about the contemporary situation? Does the Galperin’s “System of Psychology” have only historical signi" cance, or does it deal with crucial problems of contemporary psychology? Objective. ! is article explores several opportunities for applying Galperin’s System of Psychology and his theory of planned stage-by-stage formation of mental actions (PSFMA) as part of the System, in current conditions. Design. ! ere are three main areas where the concepts of P.Ya. Galperin’s System of Psychology can be applied. ! e " rst is the application of the method of planned stage-by-stage formation to studying the formation and development of human mental activity. ! e second is the study of the theoretical and actual process of planned stage-by-stage formation as a psychological reality. ! e third area is the use of the provisions of the theory in the practice of teaching. Results. We argue that the e# cacy of the provisions of the main components of Galperin’s System, and especially the PSFMA, is closely related to the solution of a number of purely theoretical issues today. Conclusion. ! e condition for the successful application of PSFMA principles is a harmonious combination of the basic psychological foundations of this,process, taking into account the speci" cs of both the activity being formed, and of those socio-economic and technological parameters that create the space where such formation is carried out.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

On Several Problems with the Application of P.Ya. Galperin’s Classical theory

Podolskiy¹

2022

Psych. Rus.

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“…In a CLE, learners are provided with the optimal conditions to improve their metacognitive competences and (re)structure their mental models so that a broader interprofessional orientation can develop and transformative learning may manifest [ 159 ]. To achieve this, a holistic view on learning has to be adopted by focusing on collaborative, constructive and contextual learning principles and through an emphasis on the cognitive, affective as well as social dimensions.…”

Section: Resultsmentioning

confidence: 99%

“…Reflective practice is essential for transformative learning, in which the organization of the self and the underlying knowledge structures are adjusted when being confronted with disorienting dilemmas or emerging crises [ 147 ]. In this case, the main role of instructors is to scaffold appropriately when dealing with such emerging crises by asking questions, stimulating reflection, giving authentic examples or explanations, and by letting learners paraphrase what they have learned [ 158 , 159 ]. Conversely, instructors may also choose to introduce cognitive conflicts such as common misconceptions and contradictory experiences in group discussions to activate prior knowledge and promote the critical evaluation of information from different perspectives so that existing views can be challenged and a co-construction of meaning can manifest [ 141 , 159 ].…”

Section: Resultsmentioning

confidence: 99%

Interprofessional Identity in Health and Social Care: Analysis and Synthesis of the Assumptions and Conceptions in the Literature

Cantaert

Pype

Valcke

et al. 2022

IJERPH

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Interprofessional identity (IPI) development is considered essential in reducing incongruency and improving interprofessional collaboration. However, noticeable differences in conceptualizations are being put forward in the literature, hindering interpretation of research findings and translation into practice. Therefore, a Concept Analysis and Critical Interpretative Synthesis of empirical research articles were conducted to explore the assumptions and conceptions of IPI. Independent literature screening by two researchers led to the inclusion and extraction of 39 out of 1334 articles. Through critical analysis, higher order themes were constructed and translated to a synthesizing argument and a conceptual framework depicting what constitutes IPI (attributes), the boundary conditions (antecedents) and the outcomes (consequences) of its development. The attributes refer to both IPI’s structural properties and the core beliefs indicative of an interprofessional orientation. The antecedents inform us on the importance of IPI-fitting constructivist learning environments and intergroup leadership in enabling its development. This development may lead to several consequences with regard to professional wellbeing, team effectiveness and the quintuple aim. Given the educational orientation of this study, ways for facilitating and assessing the development of IPI among learners across the professional continuum have been proposed, although empirical research is needed to further validate links and mediating and moderating variables.

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“…To deal with this issue, some researchers deal with the depth and breadth of the content to be taught while others are interested in techniques to structure domain knowledge. For instance many techniques are proposed to deal with the instructional design step: graph based presentation of content such as ontology [7] or Bayesian network structure [8], Visual Educational Modeling [9], Using SCORM(Shareable Content Object Reference Model) provided with most learning management systems to create and enable exchange of content [10].…”

Section: Approaches For Instructional Designmentioning

confidence: 99%

Automatic Composition of Instructional Units in Virtual Learning Environments

Hnida

Idrissi

Bennani

2018

Int. J. Emerg. Technol. Learn.

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Abstract-In this paper, a new approach for automatic composition of instructional units based on a new variant of Harmony Search Algorithm is proposed. The purpose is to solve curriculum sequencing issue by designing and arranging learning content in a suitable sequence. By suitable sequence we mean a learning sequence that fits learner level and presents the content in a way that conveys its structure to learner. Results show that the proposed approach is promising. For instance, individualized courseware plan are generated "on the spot" carefully considering both students characteristics and subjectmatter coherence.

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What is Instructional Design?

Cited by 24 publications

References 0 publications

On Several Problems with the Application of P.Ya. Galperin’s Classical theory

On Several Problems with the Application of P.Ya. Galperin’s Classical theory

Interprofessional Identity in Health and Social Care: Analysis and Synthesis of the Assumptions and Conceptions in the Literature

Automatic Composition of Instructional Units in Virtual Learning Environments

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