Open Access. Powered by Scholars. Published by Universities.®
- Publication
Articles 1 - 5 of 5
Full-Text Articles in Education
How Do Instructional Designers Evaluate? A Qualitative Study Of Evaluation In Practice, David Williams, Joseph South, Stephen Yanchar, Brent Wilson, Stephanie Allen
How Do Instructional Designers Evaluate? A Qualitative Study Of Evaluation In Practice, David Williams, Joseph South, Stephen Yanchar, Brent Wilson, Stephanie Allen
Brent Wilson
This study employed a qualitative research design to investigate how instructional designers use evaluation in everyday design practice. While past research has examined how designers spend their time, how they generally make decisions, and expertnovice differences, little attention has been paid to use of context, input, process, or product evaluation, from the perspective of practicing designers. Based on interviews of practitioners, our findings included ten themes regarding how designers use evaluation to improve their products. While these results substantiate to some degree the claim that practitioners believe clients will not pay for formal evaluations, they also suggest that practitioners use …
Situated Instructional Design: Blurring The Distinctions Between Theory And Practice, Design And Implementation, Curriculum And Instruction, Brent Wilson
Brent Wilson
A view of situated instructional development (ID) is presented which incorporates a constructivist, situated view of learning and expertise, while at the same time viewing the ID process itself in situated terms. The purposes of this paper are to offer several reflections about the relationship between design and implementation of learning environments and instructional products, and to offer a number of specific recommendations for practicing ID from a situated/constructivist perspective. Several points of reflection are offered pertaining to the practice of ID as it relates to real-world contexts: (1) implementation and design are ultimately inseparable; (2) questions of curriculum and …
Learning By Design: Teachers And Students As Co-Creators Of Knowledge [Book Chapter], Nathan Balasubramanian, Brent Wilson
Learning By Design: Teachers And Students As Co-Creators Of Knowledge [Book Chapter], Nathan Balasubramanian, Brent Wilson
Brent Wilson
About this book: Numerous educational technology programs and strategies have been developed on all continents to ensure that technology is used effectively for the benefit of student learning and achievement. The impact of technology on learning and instruction is still not clear. This book addresses several concerns of educators who rub elbows with a new technology. The book offers global research-based data on educational technology. The book consists of nine independent blind peer-reviewed scientific articles written by thirteen authors, four from Europe and nine from the USA. The authors present diverse views on social technologies and integration of ICT (information …
Cognitive Apprenticeships: An Instructional Design Review, Brent Wilson, Peggy Cole
Cognitive Apprenticeships: An Instructional Design Review, Brent Wilson, Peggy Cole
Brent Wilson
This discussion of the relationship between two related disciplines--cognitive psychology and instructional design (ID)--characterizes instructional design as a more applied discipline, which concerns itself more with prescriptions and models for designing instruction, while instructional psychologists conduct empirical research on learning and instructional processes. It is posited that a problem-solving orientation to education is needed if schoo]s are to achieve substantial learning outcomes, and the concept of cognitive apprenticeships, which emphasize returning instruction to settings where worthwhile problems can be worked with and solved, is proposed as a possible solution to this problem. A brief review of ID models focuses on …
How Games Work: Exploring The Instructional Design Of Diablo Iii, Carly Finseth
How Games Work: Exploring The Instructional Design Of Diablo Iii, Carly Finseth
Carly Finseth
This presentation describes a portion of a three-part case study designed to research the instructional patterns that occur within role-playing games (RPGs). It presents a set of nine heuristics for learning in RPGs and analyzes how and where those heuristics occur within the game Diablo III. The findings from the study include an overview of a cyclical learning pattern that occurs with RPGs, as well as theoretical and practical implication for both industry and academic contexts.