June 2024
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21 Reads
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480 Citations
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June 2024
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21 Reads
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480 Citations
June 2001
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1,084 Reads
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545 Citations
Educational Technology Research and Development
This is the second of a two-part article that discusses the history of the field of instructional design and technology in the United States. The first part, which focused on the history of instructional media, appeared in the previous issue of this journal (volume 49, number 1). This part of the article focuses on the history of instructional design. Starting with a description of the efforts to develop training programs during World War II, and continuing on through the publication of some of the first instructional design models in the 1960s and 1970s, major events in the development of the instructional design process are described. Factors that have affected the field of instructional design over the last two decades, including increasing interest in cognitive psychology, microcomputers, performance technology, and constructivism, are also described.
54 Reads
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30 Citations
Eds.). Trends and Issues in Instructional Design and Technology, 2 nd Ed. Pearson Prentice Hall, 2007, pp. 336-341. For almost four decades I have been associated with academic programs preparing instructional designers. During this time there have been numerous projects examining the field of instructional technology and attempting to define the "field". Each of these attempts has caused me to reflect on our activities and the students who graduate from our programs. On the 20th anniversary of the publication of Educational Technology Magazine I asked, "Can the adjective instructional modify the noun science?" (Merrill, 1980) In this paper I suggested that students of instructional design should be involved in both science and technology. Science activities involve theory development and experimental research to substantiate the theory. Technology activities involve the development of design procedures, instructional development, and evaluation (field research). I advocated a science-based approach in which the "…development of actual instructional materials should be done by the use of principle-based procedures …" that have been derived from theory that has been empirically verified via experimental research. It is my observation that my hope for a technology of instructional design grounded in empirically verified theory is still the exception rather than the rule. So after a quarter of a century I return to this theme. In a dinner conversation with my brother-in-law, who was a nuclear physicist, I listened carefully and without interruption while he explained some complicated mathematical derivation that had to do with particles in the nucleus of an atom. After he finished I began to describe my own work in developing instructional design theory. He interrupted me to disagree with my ideas. I said, "Wait a minute, I didn't interrupt you when you were describing your theory." His response was very typical, "Yes, but everyone is a teacher." Everyone is a teacher (designer) and they always will be.
... Eğitimciler öğretme ve öğrenme süreçlerinde öğrencilerin potansiyel düzeylerini saptamak için öğretim materyalleri geliştirmiştir (Reiser ve Dempsey, 2007). Öğretim materyalleri; öğrencilerin ilgi, ihtiyaç ve yeterlilik düzeyine göre farklı olarak birçok biçimde hazırlanmıştır (Taş ve Sırmacı, 2018, s. 337). ...
June 2024
... The primary aim of instructional design is to ensure the effective implementation and evaluation of teaching. In this process, which includes analysis, design, development, implementation, and evaluation phases, teachers start by determining the purpose and goals of their lessons (Merrill, 2007;Sweller, 2021). They plan the content by identifying the necessary knowledge and skills to achieve the goals and develop instructional strategies and activities that ensure active student participation. ...
... Instructional design focuses on the analysis of the problems, design, development, and evaluation of instructional processes to improve learning (Reiser, 2001). As a design-oriented theory, an instructional design theory should provide explicit guidance on how to help people learn and develop learning goals, learning content, instructional methods, situations, and expected outcomes (Reigeluth, 2013). ...
June 2001
Educational Technology Research and Development