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Survey of instructional design models
Abstract
Since Survey of Instructional Development Models was initially published in 1981, successive editions have provided practitioners and students of instructional design with up-to-date information every few years. This fifth edition, with the title slightly altered to Survey of Instructional Design Models, attests to the high quality and enduring utility of this volume.
The principles on which many of the models described in this new edition build tend to change little over time, whether since the first edition in 1981 or since the more recent fourth edition, which was published in 2002. However, technological advances have occurred—and continue to occur—rapidly, and the effects on teaching and learning of such advances can be dramatic. Consider just a few of the technological advances that have occurred between publication of the fourth edition in 2002 and this new, 2015 fifth edition.
... The most important principle of EC educators' responsibilities to children is "First of all, we will not harm children" (NAECY, 2020). The ethical principles of teaching as a profession provide a basic framework such as professionalism, responsibility in service, justice, equality, ensuring a healthy and safe environment, non-corruption, honesty, integrity and trust, objectivity, professional commitment and continuous improvement, respect and effective use of resources (Aydın, 2013). The conditions of teaching in ordinary and unusual periods of teachers may affect the applicability of these principles positively or negatively. ...
... According to the findings, teachers generally tried to maintain order and solve ethical problems by warning the child and family. Teachers tried to apply the principle of justice and equality (Aydın, 2013), one of the principles of professional ethics. In the other finding of this research, some of the teachers expressed their expectations from the administration in such a way that more importance could be given to the internet, and that they could pay more attention to vaccines and tests. ...
... According to the findings, the behaviors of some of the teachers in solving ethical dilemmas are suggesting to children that the current situation is temporary, sending a sick child back to school, and take care of the child who comes to school sick. By applying the ethical principle of honesty, integrity and trust (Aydın, 2013), teachers treated children fairly and lovingly. ...
In this qualitative study, ethical problems and ethical dilemmas caused by COVID-19 pandemic restrictions and teaching practices were investigated based on teachers' opinions. The study, which was carried out in October 2022 with 16 preschool teachers determined by the purposeful sampling method, was carried out face to face with a semi-structured interview form. Content analysis method was used in the analysis of the data obtained from the interviews. According to the findings: teachers conducted teaching mostly online during the epidemic and said that the effect was negative. The situations that they do not find ethical are the unequal teaching opportunities on the Internet and the inability to provide classroom management, and mostly family members get involved in online course activities. Children and families were warned about some issues and an attempt was made. Ethical dilemmas are mostly due to the difficulty of children in adapting to online education and the inability to communicate with families, and mostly the inefficiency of online preschool education. Administratively, mostly ethical problems are the lack of technological equality and the inability to be sensitive in epidemic measures. The views that the management does not act unethically are also in the majority. Finally, the teachers wished never to experience such a process again and thanked them for the study. It has been suggested to plan educational measures to overcome extraordinary situations such as epidemics with less damage.
... There are various concepts in research that explain online teaching and learning and ERTL. While these concepts have different meanings, they are often used interchangeably, for example, distance education, online teaching, emergency online education and remote teaching (Branch & Dousay 2015). Branch and Dousay (2015) argue that when planning for quality online learning, it is important to use a systematic model to guide instructional design. ...
... While these concepts have different meanings, they are often used interchangeably, for example, distance education, online teaching, emergency online education and remote teaching (Branch & Dousay 2015). Branch and Dousay (2015) argue that when planning for quality online learning, it is important to use a systematic model to guide instructional design. However, in times of crisis that require a quick shift to ERTL, this careful consideration is often neglected (Hodges et al. 2020). ...
... In the ADDIE approach, the implementation stage used an experimental approach to test the level of effectiveness of the learning media. According to Branch, (2009), The ADDIE approach consists of analysis which includes validation of gap performance, formulation of instructional destination, identification of students' characteristics, identification of the resources needed, determination of the right learning strategy, drawing up a plan for management projects/programs; design which include compiling to-do lists, compiling destination performance, strategize tests, calculate costs incurred; development which includes generate content, select or develop supporting media, develop guidance for students, develop guidance for teachers, conduct formative revisions, conduct a pilot test; Implementation (apply) which includes preparing teachers, preparing the student to use knowing response user to media use, and for knowing the effectiveness of media used. In the lesson, a Quasi-Experimental Design with the Form Non-equivalent Control Group Design approach was used (Sugiyono, 2010). ...
The objectives of this study are: (1) the performance of developing renewable energy based on IoT (Internet of Things) in the renewable energy engineering expertise program in the subject of solar hydro-wind energy (Tesha) engineering at Vocational Schools, (2) the level feasibility of development renewable energy based IoT in the subject Tesha's learning at Vocational Schools, (3) level effectiveness development renewable energy based IoT in the subject Tesha learning at Vocational Schools. This research is a research and development research with ADDIE approach (Analyze, Design, Develop, Implement, Evaluate) (Branch (2009) with approach experiments that will used is Quasi Experimental Design with form Nonequivalent Control Group Design. Results from study this show: (1) the feasibility of learning media " Eligible " category. Analysis response user get "Very feasible " category with Cronbach's Alpha get "Very Strong" category so that this media is declared fit for use as a learning media, (2) different and difficulty test on the questions pre-test with medium category of 96.875%, difficult 3.125% and post-test with moderate category of 93.75%, easy 3.125%, and difficult 3,125%, (3) Learning media more IoT based effective in comparison without using IoT because score statistic 0.05 that is 0.044 with the post-test average value is greater than the specified KKM value (85.42 75), while without using IoT, the post-test average value almost same KKM value (75.96 75).Keywords: learning media, renewable energy, Internet of Things (IoT)
... Dousay and Janak explore the history of educational radio to understand conceptualization and contemporary use of the MOOC. Another example is Shipley et al.'s (2018) examination of the historical changes in application of task analysis in instructional design or Branch and Dousay's (2015) exploration of instructional design models. Thorough investigation of how instructional design and technology has been implemented in education in the past can build a usable knowledge base of lessons learned. ...
Every academic field has a history valuable to understanding how a field developed (Ames, 2015). History can offer important insight into times, places, and people that have long been considered less relevant to the present or future. Through re-examination of written histories using new philosophical lenses or analytical approaches, researchers and practitioners are able to prevent stagnancy in historical research and uncover new perspectives or moments in history, specifically Instructional Design and Technology (IDT) history. This critical historiography of IDT’s written histories examines how various approaches to writing IDT history produce certain interpretations and understandings of IDT’s past. Historiography is the critical analysis of the written history of the history of a field or topic of study, such as IDT (Becker, 1938; Breisach, 2007; Cheng, 2012; Spalding and Parker, 2007). Historiography is useful in understanding how history has been written and how the act of writing and interpreting history impacts the understanding of history, the present, and the future (Cheng, 2012). This article introduces two major historical and philosophical paradigms evident in IDT history and explores associated research methods. The article then explores how historical record is thought about, shaped, and written to shed light on areas of IDT history previously unexplored and offer suggestions for future research and practice. A greater awareness of varied historical approaches and perspectives in academic inquiry can offer new ways to bolster or broaden research agendas and practitioner work in IDT.
... In the USA, the term 'instructional design' is more established. Branch and Dousay (2015) note how identifying a single definition of instructional design is difficult, despite attempts to define it as a field and standardise meanings of various terms but the results have not been widely adopted nor used consistently in the literature. The definitions cited in their work demonstrate how definitions have evolved over time, impacted by various orientations, from productionist concerns to human learning experiences. ...
There is growing interest in the literature towards a more distributed, collaborative view of learning design that focuses on relationships and connection. In this paper, we propose a vision of learning design that is entangled and crosses boundaries, framed by an equity-oriented mindset that blurs and resists boundaries, and merges learning design with facilitation, external with internal communities, and academia with activism. Based on interviews with learning design practitioners across the world, and framed by theories of posthumanism and postdigital education, we share eight orientations that form a future and equity-oriented learning design pattern: awareness of context, matter matters, co-creating with humans and non-humans, relationality and connection, modelling vulnerability, the entanglement of the personal and political, and creating transformative spaces. We then use one of our responses to the advent of ChatGPT to show how these orientations have helped us in times of uncertainty and disruption, an agential cut that highlights the value of acknowledging the material-discursive relationships emerging in and through our work. As such, rather than focusing on conventional, static definitions and models, we are interested in knowledge-making processes that come into existence when we practise learning design and engage with each other and the world around us, and who we become in our relationships with others, both human and non-human, and the patterns that we form in this entanglement.
The article analyzes the traditional face-to-face and distance learning formats. The unfavorable epidemiological situation since March 2020 required an immediate change in the format of education.The comparison of full-time and distance learning, which highlights the positive and negative sides of both types.The problematic aspects of distance education are highlighted. The international experience of urgent transition to online education is described. The experience of transition to a new format of education in the Republic of Kazakhstan is analyzed.
Bu çalışmanın amacı; ortaöğretimdeki öğrencilerin uzaktan eğitime yönelik tutumları ile dijital yeterliliklerini belirlemek, uzaktan eğitime yönelik tutumları ile dijital yeterliliklerini arasındaki ilişkiyi incelemek ve salgın sürecinde yürütülen derslerle ilgili görüşleri analiz ederek sürecin verimliliğini ortaya koymaktır. Çalışma, karma yöntem araştırması ile yürütülmüştür. Çalışmanın örneklemini Amasya ilinde farklı liselerdeki 689 öğrenci oluşturmuştur. Nitel veriler için 10 öğrenci ile görüşmeler yapılmıştır. Nicel veriler öğrencilerden “E-öğrenmeye Yönelik Tutum Ölçeği” ve “Gençlere Yönelik Dijital Vatandaşlık Ölçeği” ile toplanmıştır. Yarı yapılandırılmış görüşme formu ile nitel veriler toplanmıştır. Çalışma sonuçlarına göre; Öğrencilerin e-öğrenmeye yönelik tutumları ve dijital vatandaşlıkları orta seviyededir. Öğrencilerin cinsiyete göre e-öğrenmeye yönelik tutumları anlamlı bir farklılık göstermekte, dijital vatandaşlıkları ise anlamlı bir farklılık göstermemektedir. E-öğrenmeye yönelik tutumları ve dijital vatandaşlıkları sınıf düzeylerine göre anlamlıdır fakat yaşadıkları yere göre anlamlı bir farklılık göstermemektedir. Öğrencilerin e-öğrenmeye yönelik tutumları ile dijital vatandaşlıkları arasında pozitif yönde ve anlamlı bir ilişki bulunmaktadır. Öğrencilerin dijital vatandaşlıkları, e-öğrenmeye yönelik tutumlarını anlamlı bir şekilde yordamaktadır. Nitel veriler içerik analiziyle çözümlenmiştir. Uzaktan eğitimle yapılan dersler fırsat eşitsizliğine ve sınıf yönetiminde zorluğa sebep olurken, mekândan ve zamandan bağımsız olunmasını sağlamaktadır. Uzaktan eğitim ile yürütülen derslerin kalitesinin arttırılması için öğrencilerin görüşleri doğrultusunda çalışmada sunulan önerilerle ortaöğretimde yaşanan olumsuzlukların önüne geçilmesi amaçlanmıştır.
A manutenção de atividades de ensino durante a pandemia de COVID-19 em Instituições de Ensino Superior exigiu adaptação pedagógica e replanejamento didático de disciplinas em cursos presenciais. Esta pesquisa objetivou avaliar o ensino remoto de Epidemiologia para cursos da área da saúde de instituição pública. Foi realizado um estudo descritivo com abordagem quali e quantitativa. O ensino foi avaliado por 54 acadêmicos regularmente matriculados e que acompanham as disciplinas por regime remoto, quanto aos aspectos de estrutura geral, quantidade de recursos e atividades, flexibilização de tempo e espaço, feedback, pertinência e adequação de metodologias, satisfação e aprendizado. A estrutura geral das disciplinas bem como a satisfação foram identificados como bons ou ótimos por mais de 80% dos respondentes. Igualmente a maioria dos participantes consideraram as metodologias pertinentes e adequadas para as competências e objetivos esperados em todos os tópicos de ensino avaliados. A análise complementar de relatos evidenciou a utilização de metodologias ativas como potencial para o aprendizado da ciência e identificou desafios do ensino remoto como gestão de tempo e estudo. O conjunto de resultados mostrou a potencialidade de ensino e aprendizagem e possibilitou adequações na continuidade das disciplinas considerando as limitações da modalidade identificadas pelos participantes.
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