Expert Instructional Designers Research Articles

VALIDASI DAN UJI LAPANGAN BAHAN PEMBELAJARAN GENERASI BARU (Studi pada Matakuliah Geografi dan Pelestarian Lingkungan dalam PIPS Universitas Terbuka)

This study aims to carry out the Validation and Trial of Learning Materials for the New Generation of Universitas Terbuka (UT) in Geography and Environmental Preservation in PIPS. This research was carried out in Conventional, Blended and Fully Online forms referring to steps 9 – 10 of the R & D model developed by Borg, Walter R. and Gall, Meredith D. (1983) for the macro scale, and the R & D model according to Borg and Gall (2007) for the micro scale. The results of the Preliminary Field Testing consist of input by 1) Content expert validation which includes material should not be used from the web, updated references, HOT question forms and updated material content; 2) Validation of Language Expert Instructional Design which includes more clarified drawing/illustration techniques, presentation of material plus instructions and sentences are good. The results of the Preliminary Product Revision by students (3 people) of UPBJJ-UT Jakarta, namely input in the form of being given instructions/material descriptions in the answer to the exercise. The Main Field Testing results consist of 1) UPBJJ-UT Purwokerto A total of 8 people, namely improvements to Modules 1-9 and each module a concept map is made; 2) UPBJJ-UT Semarang 4 people, namely the material is too broad and TTM Tutorial Guidance is needed; and UPBJJ-UT Jakarta 2 people, namely given instructions on the description of the material in the answers to the exercises.

MODEL DEVELOPMENT OF INSTRUCTIONAL DESIGN COMMERCIAL GRAPHICS-BASED PLANNING PROJECT IN THE FACULTY OF ARTS AND DESIGN TRISAKTI UNIVERSITY

The purpose of this study was to develop a learning model based Commercial Graphic Design Drafting project-based learning approach, was chosen as a strategy in the learning product development research. University students as the target audience of this model are the students of the fifth semester Visual Communications Design Studies Program Faculty of Art and Design University of Trisakti. Dick, Carey, and Carey models of Research and Development (R and D) are applied to develop this model. The model consists of the systematic phase used to develop learning products Drafting Commercial Graphics. Results of learning products reviewed by expert instructional design, instructional material expert, and instructional media specialist. A series of formative evaluation session - a review and revision process - undertaken in developing this learning product. The result showed that the learning model Drafting Commercial Graphics implemented a project-based approach has been improving learning outcomes better than the target - the students of the fifth semester Visual Communications Design Studies Program Faculty of Art and Design University of Trisakti. The results of the research and development of this model in the category of Good.

A Model for Developing Instructional Design Professionals for Higher Education Through Apprenticeship: Blending Theory and Practice

In light of the growing number of instructional designers (IDs) of diverse educational and professional backgrounds in higher education, there is a need for formalized professional development programs. Currently no systematic pathway exists for equipping novice IDs with the requisite knowledge, skills, and experiences for successful performance and career growth. This article introduces the Development of Instructional Designers Apprenticeship (DIDA) model, comprised of four stages: (1) Observation and Modeling, (2) Tasks with Coaching, (3) Contextualized Practice, and (4) Reflection and Exploration. In this cognitive apprenticeship approach, an expert ID guides a novice through a continuum of tasks that graduate in level of difficulty over time. Case studies and sample tasks for each stage of development are provided as guides for implementation.

Attitudinal Learning in Large-Enrollment Classrooms: a Case Study

How to provide effective attitudinal learning in large-enrollment classrooms is a continuing question in higher education. This qualitative single case study investigated instructional design strategies and activities that could effectively be applied to attitude change in large-enrollment learning contexts. By evaluating an undergraduate sustainability course from multiple perspectives, this study focused on answering four research questions: 1) Did students perceive that their attitudes towards sustainability changed after taking the course? 2) From expert instructional designers’ perspectives, to what extent was the course design aligned with the first principles for attitudinal instruction? 3) From both the instructor and students’ perspectives, what instructional activities were most effective for attitude change? 4) From the instructor’s perspective, what were the key instructional design strategies for promoting effective attitudinal instruction? Results showed that despite the challenges a large course might present, this course successfully helped students change their attitudes towards sustainability. A variety of instructional strategies and activities were applied in this course, including active learning, instructional videos, collaborative projects, and teamwork. This case study set a successful example of incorporating active learning strategies and activities in large classroom contexts.

The influence of multimedia development knowledge and workplace pressures on the design decisions of the instructional designer

This study explored the interaction of multimedia production competencies of expert and novice instructional designers on the design decisions made during the instructional design process/workflow. This multiple measures study used qualitative survey instruments to access and measure the production competencies of participants, then a design aloud protocol to capture and measure the instructional design decision-making process for those same participants. A follow-on interview after the initial design aloud session was conducted in order to triangulate and confirm any trends or findings uncovered during the earlier design aloud session. Ultimately, the objective of this study was to provide some evidence that suggests whether certain production skills are influencing instructional design decision-making. Employer influence on the instructional designer’s decision-making was also explored. Results indicated that a substantial number of instructional designers (n = 30) who participated in this study were selecting media as a preliminary step in their workflow process, and were often then using analysis as a measure to confirm the early media selection. Expert instructional designers appeared to be less susceptible to the early media selection behavior, though not immune. Results indicate that one reason the expert instructional designers were less likely to adopt media as a preliminary instructional design step was that the experts conducted a more diverse set of analysis activities. Additionally, results indicated that instructional designers were often experiencing pressure to adopt media based on employer demands, and project constraints such as budget and time.

Development of Learning Devices Commercial Graphic Based Planning Project

The purpose of this study was to develop a learning model based Commercial Graphic Design project-based learning approach, was chosen as a strategy in the learning product development research. University students as the target audience of this model are the students of the fifth semester Visual Communications Design Studies Program Faculty of Art and Design University of Trisakti. Dick, Carey, and Carey models of Research and Development (R and D) are applied to develop this model. The model consists of the systematic phase used to develop products Commercial Graphics. Results of learning products reviewed by expert instructional design, instructional material expert, and instructional media specialist. A series of formative evaluation session - a review and revision process - undertaken in developing this learning products. The results showed that the learning model Commercial Graphics implemented a project-based approach has been improving learning outcomes better than the target - the students of the fifth semester Visual Communications Design Studies Program Faculty of Art and Design University of Trisakti. The results of the research and development of this model in the category of Good. Product effectiveness learning materials can be seen from the test results of students before reading the book knowledge and test results after reading the book. The average value of pre-test result is 64,4, while the result of posttest result is 78,80 The result shows improvement of learning result, test value shows bigger than 17,36 means, and it can be concluded that the learning materials product can improve student learning outcomes . The result of observation from class also shows result of achievement of indicator with answer yes is, 100%, for opening activity, 98,33%, for core activity.

Model Development of Instructional Design, Commercial Graphics-Based Planning Project, in the Faculty of Arts and Design, Trisakti University

The purpose of this study was to develop a learning model based Commercial Graphic Design Drafting project-based learning approach, was chosen as a strategy in the learning product development research. University students as the target audience of this model are the students of the fifth semester Visual Communications Design Studies Program Faculty of Art and Design University of Trisakti. Dick, Carey, and Carey models of Research and Development (R and D) are applied to develop this model. The model consists of the systematic phase used to develop learning products Drafting Commercial Graphics. Results of learning products reviewed by expert instructional design, instructional material expert, and instructional media specialist. A series of formative evaluation session - a review and revision process - undertaken in developing these learning products. The result showed that the learning model Drafting Commercial Graphics implemented a project-based approach has been improving learning outcomes better than the target - the students of the fifth semester Visual Communications Design Studies Program Faculty of Art and Design University of Trisakti. The results of the research and development of this model in the category of Good.

Pengembangan Buku Ajar Biologi Topik Ekologi Kelas Vii SMP Berbasis Penemuan Terbimbing dengan Memanfaatkan Lingkungan Kebun Sayur

This study aim to generate a decent textbook to use, easy to learn and can be used for leaners individual learning which produce teaching materials based on guided discovery. This research is the development of a research model product development Borg and Gall combined with a model of Dick and Carey instructional design. The research method consisted of: (1) validation of subject matter experts; (2) validation of expert instructional design; (3) validation of biology teacher; (4) individual trial; (5) small group testing; (6) limited field trials. Test subjects consisted of two subject matter experts biology, one expert instructional design, three students for individual trials, nine students to test small group and 38 students to a limited field test. Value about the quality of the product development is collected by questionnaire and analyzed with quantitative analysis techniques descriptive. The result showed: (1) subject matter experts are very well qualifications (90,14%); (2) test of instructional design experts are very well qualifications (88,06%); (3) biology teachers are in very well qualifications (93%); (4) individual trials are in well qualifications (91,07%); (5) small group trials are in very well qualifications (90,67%); (6) limited group trial in very good qualifications (87,55%).

Pengembangan Bahan Ajar Geografi pada Kompetensi Dasar Memahami Atmosfer dan Dampaknya terhadap Kehidupan di Muka Bumi Kelas X SMA/MA Semester II dengan Menggunakan Pendekatan Keruangan

Learning materials geography for class X SMA/MA semester II on basic competence to understand the atmosphere and their impact on life in the face of the earth, in the field there are still many aspects of problems encountered data/facts, concepts, the truth of the representation of an image, generalization, punctuation, readability of the material, the connectedness of formal and material objects, and the use of spatially approach. This research was designed using Dick and Carey model development. This model is modified from the ten steps into five steps. The simplify method or step development model Dick and Carey because this model is based intructional to adopted into development learning material geography. These materials before testing validated by expert lecturers. Validator content rate in terms of suitability of materials with atmospheric approach spatially. In addition to expert assessment material learning of geography experts also conducted to assess product design learning geography in order to make text more quality. Implementation of a validation expert material lasts three times atmospheric validation stages while the expert instructional design geography takes five times the validation stage. Types of data collected during the test run is a description of the results of the work of students in the matter of the test materials of text understanding atmosphere. The structure to understanding model IRI (Informal Reading Inventory) next to procentase and matched with answer keys. The student's understanding model test is performed three times the IRI of meeting learning. Based on the results of processing the test model can be described understanding IRI that test results the first IRI models of understanding the overall results of 84.5%, model understanding test results both the overall result of 85,3%, test results and an understanding of the overall results of the third model of 91.6%. Recomendation to development learning material geography into next period is the way: (1) to produced product very quality reaasonable to many standar competence of geography, (2) the testing material reasonable to many shcool to have a good answer abaout development learning material geography, (3) is to reasonable to tes the product into experiment research, and (4) to have a good quality product and comprehenship is to reasonable research multiply years. DOI: http://dx.doi.org/10.17977/um017v20i22015p053

A Proposed Model of Knowledge Sharing to Develop Educational Computer Standardized Test in Higher Education

Measurement and evaluation of teaching and learning are important for learning management, but some computer education lecturers don’t have these skills. Most lack of knowledge in test construction and they perceive that they lack of opportunities to learn about test construction techniques. That may lead to the low quality of educational computer test affecting quality of education. The purpose of this research was to develop a model for knowledge sharing in order to develop educational computer standardized test. The model of knowledge sharing was evaluated by 5 expert instructional designers and data were analyzed using content analysis and descriptive statistics. The research results were as follows: 1) There are 5 components of knowledge sharing namely people, knowledge, technology support system, activity and evaluation and 2) The model of knowledge sharing consists of 7 steps including explain and guide, objective, facilitate, assign, share and learn, review and evaluate. Moreover, the degrees of congruence among experts are high.

What Do Instructional Designers Actually Do? An Initial Investigation of Expert Practice

We have a large body of literature that describes and prescribes how to design instruction but a poor understanding of what expert instructional designers actually do in practice. This paper describes a study in which expert and novice designers were asked to think aloud as they solved a design problem. The resulting protocols were analyzed and compared. Important differences were identified between experts and novices and between apparent characteristics of expertise and descriptions of instructional design in the literature. The implications of these differences for assisting and training instructional designers are discussed.

How do instructional designers use automated instructional design tool?

The purpose of this study was to investigate the use of an automated design tool by naive, novice, and expert instructional designers. A talk-aloud protocol, attitude survey, performance assessment, and direct observation were used to gather data. While the expert designers used the tool, they used it as a word processor with a rich database of instructional strategies. The novice designers relied on the tool for advice, guidance, and assistance in completing all the design tasks. Non-designers used the tool for learning about design. The novice designer is likely to gain more benefit from using the tool than a naı¨ve or expert designer. Novice designers can use the tool to reinforce their prior knowledge as well as filling in any gaps in the knowledge of the design process. Based on this study, we might expect the use of an automated tool to diminish as the designer gains experience. Non-designers should probably be trained on instructional design tasks prior to exposure to automated instructional design tools.

How do instructional designers use automated instructional design tool?

The purpose of this study was to investigate the use of an automated design tool by naive, novice, and expert instructional designers. A talk-aloud protocol, attitude survey, performance assessment, and direct observation were used to gather data. While the expert designers used the tool, they used it as a word processor with a rich database of instructional strategies. The novice designers relied on the tool for advice, guidance, and assistance in completing all the design tasks. Non-designers used the tool for learning about design. The novice designer is likely to gain more benefit from using the tool than a naı¨ve or expert designer. Novice designers can use the tool to reinforce their prior knowledge as well as filling in any gaps in the knowledge of the design process. Based on this study, we might expect the use of an automated tool to diminish as the designer gains experience. Non-designers should probably be trained on instructional design tasks prior to exposure to automated instructional design tools.