This link has been bookmarked by 24 people . It was first bookmarked on 21 Sep 2006, by Bill Watson.
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28 Sep 08
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All in all, it is safe to say there is no lack of advice on how to do instructional design. But is the advice of either side heeded? Do instructional designers actually use ID models? Does the utility and adaptability of ID Models meet practitioner needs? Are instructional design models grounded in practice? The purpose of this literature review was first to determine what evidence there is that instructional designers are applying ID Models in their work, as well as to establish what other activities and processes they might use in their professional activities. After considering these issues, we turn our attention to what questions are missed when we restrict our view of instructional design to the processes, skills and practices of instructional designers. Ultimately, we suggest that a social-constructivist view of instructional design begs different types of questions, not based on discrete competencies, but rather on the meaning instructional design has for society, institutions, designers and users.
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25 Sep 08
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27 Jun 08
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14 Mar 08
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09 Mar 08
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11 Jan 08
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30 Dec 07
Christy TuckerResearch comparing ID models with what instructional designers actually do for their jobs. The authors conclude that ID isn't so much about following a rigid process, but about solving complex problems and making nuanced decisions.
New link: http://www.cjlt.ca/index.php/cjlt/article/view/147/140-
Results showed that, while instructional designers apparently do make use of process-based ID models, they do not spend the majority of their time working with them nor do they follow them in a rigid fashion. They also engage in a wide variety of other tasks that are not reflected in ID models.
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Rowland (1992) reported his results to be congruent with the research on expertise and indicated that expert instructional designers clearly employ a definable problem solving and decision-making process. He suggested that ID tools, unlike procedural design models, should foster a deep understanding of the system of concern and should include such characteristics as flexibility of structures and processes, a workspace for construction of problem representation, and mechanisms for making multiple links between problems and solutions. Rowland suggested that, rather than to be taught procedures or even problem-solving heuristics, novices need to develop experience in the design process and that a case-based method of teaching, providing involvement with real or realistic situations, might be the most appropriate way for new instructional designers to learn the design process.
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Design is always about making judgments about design situations that are complex, rich and replete with tensions and contradictions.
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24 Aug 07
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13 Aug 07
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11 Jul 07
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24 Apr 07
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05 Oct 06
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21 Sep 06
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ID models are useful to designers and inform practice, but few if any designers actually use models to confine their practice.
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Most (> 50%) reported using common ID activities on a regular basis but omitted one or more activities on every project. A sizable minority (at least 25% on 7 of 11 activities) acknowledged omitting many of these activities from their practice. The highest frequency responses for excluding an activity were: a) decision already made, b) not enough time, and, c) considered unnecessary.
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The most informative result of this study is that, rather than working on traditional instructional design tasks (as defined by ID models), instructional designers spend over half their professional time engaged in the sorts of tasks listed in Table 1.
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Allen concludes that the survey results highlight a dichotomy between definitions (models) of instructional design and the activities in which many instructional designers engage.
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While instructional designers apparently do make use of the techniques delineated by traditional, process-based models, it is clear that they do not spend the majority of their time working with them nor do they follow them in a rigid fashion (e.g., Liu et al., 2002; Tessmer & Wedman, 1990; Wedman & Tessmer, 1993; Winer & Vásquez-Abad, 1995).
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Knowledge of ID models: Instructional designers should be well-versed in several instructional design models and strategies from which to choose a case specific process [emphasis added] and keep up with new education or training theories and research.
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22 Mar 06
Keith Baileyde detailed technology training for learners
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18 Aug 05
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16 Aug 05
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15 Aug 05
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