Instructional Development Project Research Articles

Assistive Technology Education: Experiences of Preservice Special Education Teachers Within an Instructional Material Development Project

The purpose of this study was to explore preservice special education teachers’ experiences within an instructional material development project for students with disabilities during a semester-long technology integration course. Data were collected from 61 preservice special education teachers through an open-ended questionnaire, instructional design reports, and instructional materials. The findings indicated that working with students with disabilities in a real-life environment helped the preservice teachers realize the importance of assistive technology in education to support these students’ needs. This experience also helped the teachers to ascertain what barriers may exist to assistive technology use in education, such as insufficient technology knowledge and skills, and inadequate infrastructure of classrooms, etc. The preservice teachers emphasized that following an instructional design process facilitated the development of effective instructional materials. They also stressed that the instructional material development project contributed to their professional development in different ways, such as practical skills through real-life experiences and technology-related skills.

Kas archyvuojama etnografiniame archyve? Parodomasis atvejis: iššūkiai tiriant aukštajame moksle besivystančias interdisciplinines programas

Straipsnyje gilinamasi į tai, kokias dedamąsias apima etnografinio archyvo įrašai, ir parodoma, su kokiais iššūkiais susidūrė mūsų interakcinės etnografijos (IE) grupė, tyrusi vidinės interakcinės etnografijos grupės surinktus archyvuotus įrašus, kai buvome pakviesti prisidėti prie vykdomo Mokymo plėtros projekto (MPP, angl. Instructional Development Project) dokumentavimo ir analizės. Išorinėje IE grupėje dalyvavo pagrindinis tyrėjas ir trys doktorantai, o vidinę IE grupę sudarė administracijos direktorius, profesorius iš organizacinės komunikacijos srities, projekto konsultantas ir du etnografai. Nors abi grupės rėmėsi interakcinės etnografijos (angl. Interactional Ethnography (IE) tyrimo logika, vis dėlto atliekant analizę teko susidurti su užtikrintumo ribų (Green, Baker, 2007) problema – kilo klausimas, kodėl buvo archyvuojami būtent tokie įrašai ir kas juose įrašyta. Siekiant atsakyti į šį klausimą, daryta papildomų įrašų, kuriais norėta plačiau išskleisti pradiniame įrašų archyve (vaizdo ir garso įrašuose, lauko užrašuose, dalyvių dialogų stenogramose ir artefaktuose) inskribuotas prasmes, veiksmus ir projekto kūrimo procesus. Įrašus papildžius susirašinėjimais su instruktoriumi el. paštu bei interviu su projekto nariais, tapo lengviau suprasti iteracinius ir rekursinius MPP procesus, kurių pagrindu sukurtas „geriausias šiuo metu siūlomas kursas“. Įsigilinimas į visą IE programos sudarymo procesą, kurio pagrindu sukurtas minėtas kursas, padėjo mūsų išorinei IE grupei geriau suprasti MPP grupės pristatomus įvykius, tekstus, dalyvius, erdves, laiką, prasmes ir konstruojamus veiksmus. Archyvo papildymas buvo naudingas tiriant istorinių įvykių ir institucinių kontekstų lygius, turėjusius įtakos tam, kuria kryptimi vystėsi MPP. Visa tai iškėlė papildomų klausimų: kada archyvas gali būti laikomas pilnu ir ko archyve gali trūkti nuodugniai vertinant konkrečios programos kūrimą skatinančius arba stabdančius veiksnius?

The ID Database: Managing the Instructional Development Process

Management is evolving as a foundational domain to the field of instructional design and technology. However, there are few tools dedicated to the management of instructional design and development projects and activities. In this article, we describe the development, features and implementation of an instructional design database—built from a commonly available database program—to manage course design, scheduling, training, contracts, payments and other activities involved in managing a team of instructional designers and a large number of course development projects.

Instructional Design as Critical and Creative Thinking: A Journey Through a Jamestown-Era Native American Village

The role of critical and creative thinking has been debated within the field of instructional design. Through an instructional design and development project we have identified how critical and creative thinking are essential to the instructional design process. This paper highlights a recent project focused on a virtual Native American village and the development of supporting instructional materials. The materials combine instruction on content-area material, technology and critical and creative thinking skills. Our concept of critical and creative thinking skills is guided by a model that includes idea generation, reflective judgment, attitudes and dispositions and self-regulation. Through the process of designing instruction to teach critical and creative thinking skills, we recognized that these critical and creative thinking skills are essential in the design process.

ID Activities and Project Success: Perceptions of Practitioners

Instructional development (ID) models are intended to serve as guides to successful ID practice. There is increasing evidence, however, that most practicing instructional designers do not strictly adhere to the prescriptions found in typical ID models. Rather, ID practice seems to be characterized by selective use of the design activities contained in the models. This study examined the relationship between the inclusion of various ID activities and the perceived success of ID projects. Based on face-to-face and telephone interviews with 40 practicing designers involved in 77 ID projects, it appears that designers' perceptions of project success are a function of neither how many ID activities (derived from typical ID models) are completed, nor how thoroughly the activities are completed.

Instructional Design Project Success Indicators: An Empirical Basis

Instructional design and development (ID) projects are undertaken every day, with project stakeholders attempting to concentrate their efforts and resources on the factors leading to a successful project. What are the factors that contribute to ID project success? Are they equally important to all stakeholders in an ID project? This article addresses these questions regarding ID project success.

Transformative Learning in a faculty Professional development Context

This article considers transformative learning within the context of the Partnership Program, an instructional development initiative of the Academic Technologies for Learning unit at the University of Alberta. This initiative focused on introducing faculty to technology-enhanced teaching and learning strategies and tools, developing educational resources through a collaborative instructional development process, promoting faculty use of educational technologies within the university, and supporting faculty to change their teaching practice through participation in an instructional development project. One question asked in this study was: Does the involvement of faculty members in an instructional development project facilitate a transformation in their teaching philosophy and practice? This article focuses on three themes that emerged from the study—alignment/misalignment of expectations with experience, change in attitudes toward technology-enhanced instruction, and change in pedagogical style—and how they may relate to the presence or lack of transformative learning experiences for faculty participating in instructional development projects.

Clinical evaluation in advanced practice nursing education: using standardized patients in Health Assessment.

Clinical education is critically important because competency in practice ultimately will determine the future of advanced practice nursing. Skills taught in Health Assessment, the first in a series of clinical courses, exposed students to tools that form the basis on which other competencies are built. The availability of standardized patients, people who participate in enacting a simulated but seemingly "real life" clinical encounter in a realistic clinical setting for the benefit of student learning and/or evaluation, made this instructional development project possible. The underlying assumption of this project was that clinical advanced practice nursing student education is enhanced by using an authentic clinical environment, known as a simulation center, with standardized patients and by using one or more evaluation techniques with multiple evaluators (i.e., peer, self, faculty, standardized patient). The student clinical experience was expected to improve and overall learning to increase by this method. This improvement was reflected at the end-of-course evaluations and in the quality of the final videotaped physical examination, which was superior to previous years. Student and faculty satisfaction with this teaching-learning process exceeded all expectations.

Long-term instructional development: A 20-year ID and implementation project

This article describes the development and implementation in the schools over a 20-year period of the Energy Source Program, a comprehensive K-12 energy education curriculum. The program was developed beginning in 1980 using state-of-the-art development procedures for that time and has been used to date by more than 12 million American students to learn about energy and energy issues. End-of-unit posttest scores for the elementary and high school units averaged above 80% for their field tests. Data obtained from a large sample during the first three years of installation of the program in the schools indicated that posttest scores remained at a level during installation similar to that during the field-test phase. A study conducted in the early 1990s by an independent research organization to assess the program's long-term effects revealed that grade 6 students who had used one or more units from the program had significantly greater energy knowledge and better energy conservation habits than students who had not used any units. A set of 10 guidelines are offered for long-term instructional development and implementation projects.

Computers in the Faculty of Health Science—5 years on

In 1989, the Faculty of Health Science at Central Queensland University (CQU) committed itself to a major instructional development project for its nursing education program. Partially supported by a National Priority (Reserve) Fund (NPRF) grant, the Faculty undertook a multi-year project to develop computer-based learning materials. The success of that project was mixed. However, by 1993 staff and students within the Faculty were using computers regularly, many of the staff were involved in developing computer-based instructional materials, and some staff were using available computer-based tools to extend the scope of the standard Health Science materials developed under the project. As well, the Faculty was committed to using Faculty funds for technical support staff to maintain its computer infrastructure and to assist both staff and students in using that infrastructure. The authors review the original NPRF project, then explore the Faculty's continued development and use of computer-based learning materials through an examination of student and staff evaluations, personal recollections, and subsequent projects. This paper demonstrates that the NPRF project spawned a number of other computer-based developments, including the offering of health informatics degree programs at the undergraduate and postgraduate levels, the development of the Faculty's current Internet site and a CD-ROM based interactive multimedia project for diabetes education. It also demonstrates that moderate levels of funding can maintain a computer-literate Faculty which views computers as essential tools for learning.

Instructional design project success factors: An empirical basis

Instructional design and development (ID) projects are undertaken every day, with project stakeholders attempting to concentrate their efforts and resources on the factors leading to a successful project. What are the factors that contribute to ID project success? Are they equally important to all stakeholders in an ID project? This article addresses these questions regarding ID project success. Using a variety of data-gathering techniques and incorporating the perspective of four stakeholder groups, this study identified twenty-three ID project success factors that were grouped into four categories. Data analysis revealed significant differences among: (a) the four stakeholder groups in terms of the importance they attached to the factors; and (b) the four success factor categories in terms of their importance to ID project success. Also, an interaction was found between stakeholder groups and success factor categories.

Improving educational quality: a global perspective

Introduction Improving Educational Quality in Developing Countries by David W. Chapman and Carol A. Carrier What Investments Raise Achievement in the Third World? by Bruce Fuller Economics, Instructional Development and the Enhancement of Educational Efficiency by Douglas M. Windham Systems Design and Educational Improvement by Robert M. Morgan The Donor Role in Instructional Improvement by Joan M. Claffey Issues in Implementing Quality Improvement Programs An Integrated Approach to Primary Teacher Support and Training by Sivasailam Thiagarajan An Integrated Approach to Primary Teacher Incentives by Frances Kemmerer Affective Context of Schools as a Potential Indicator of Teacher Receptivity to Instructional Change and Teacher Worklife Quality by Conrad Wesley Snyder, Jr. Evaluating Instructional Improvement Programs by Carol A. Carrier Monitoring Implementation by David W. Chapman The Role of Education Management Information Systems in Improving Educational Quality by David W. Chapman Going to Scale: Why Successful Instructional Development Projects Fail to be Adopted by Frances Kemmerer Language Issues and National Educational Systems: Experiences in African Developing Nations by Jerry L. Messec Unmet Challenges: Educational Broadcasting in the Third World by John K. Mayo Selected Bibliography Index

Artificial intelligence knowledge acquisition techniques for instructional development

Knowledge engineering techniques for developing expert systems may also be useful for instructional development. A review of knowledge engineering focusing on knowledge representation and knowledge acquisition suggests ways in which these methods could be adapted to developing instructional systems. As further work is done on intelligent computer-assisted instructional systems and other complex instructional development projects, knowledge engineering skills may become more important for the instructional developer.

Avoiding Failure Through Better Project Planning and Analysis: Case Studies of Avoidable Failure in Instructional Systems Design and Development Projects

Avoiding Failure Through Better Project Planning and Analysis: Case Studies of Avoidable Failure in Instructional Systems Design and Development Projects

Project Management for Computer-Based Training Development

This article deals with the management of instructional development projects for computer-based training (CBT), and is primarily aimed at project managers working with a team of instructional developers for a corporate client. Two issues are discussed: a) estimating the size of a CBT project, and b) performing a cost-benefit analysis. These issues are important for projecting costs, tracking performance and justifying development expenditures.This is a fictionalized case study. The methodology, examples, concepts and estimates are composite sketches drawn from several projects, based upon the author's experiences while working as a CBT project manager. Actual figures and clients have been intentionally obscured to protect the proprietary rights of all parties involved.The reader should be cautioned that the article presents only one approach to project development and estimation. Wholesale application of the approach described is not recommended, as every project will introduce novel interactions of resources and variables which mandate different treatment. Still, it is hoped that the reader will draw upon the ideas presented to refine project management approaches already used.

Conducting literature searches for instructional development projects

While most instructional developers would agree that some type of literature search should be conducted prior to ac~ tuatty producing a new training program, few would agree on the actual procedures that should be used in completing the search. Because so little attention has been paid to this area of instructional design, there also would likely be disagreement concerning the purposes of conducting the search. Most would agree that a primary purpose would be to avoid the duplication of existing training programs, but is that the only reason for reviewing literature prior to designing instruction/How, for example, is the developer to make the best use of program research and evaluation data that have been collected on the topic of the proposed instructional product? The purpose of this paper is to describe three types of literature searches that should be conducted as part of the instructional design process: (a) an instructional materials review, (b) a content research review, and (c) an instructional theory review. A suggested set of procedures will be given for completing the searches, followed by an account of using the procedure in an actual development project.

Monitoring an instructional development project: A graphic tracking system

Performance + InstructionVolume 24, Issue 3 p. 24-27 Article Monitoring an instructional development project: A graphic tracking system Sivasailam Thiagarajan, Sivasailam ThiagarajanSearch for more papers by this author Sivasailam Thiagarajan, Sivasailam ThiagarajanSearch for more papers by this author First published: April 1985 https://doi.org/10.1002/pfi.4150240314AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume24, Issue3April 1985Pages 24-27 RelatedInformation

Instructional development: A consideration of the interpersonal variables

It is only recently that much attention has been paid to the interpersonal aspects of the instructional development process. While many writers have stated that interpersonal competency is a must for instructional development specialists, few have spent much time explaining why. This paper utilizes behavioral and socialpsychological frameworks to explain why the instructional development process can be a difficult and demotivating experience for a subject matter expert. Anecdotal evidence taken from interviews with three subject matter experts who were recently involved in instructional development projects is used to illustrate the difficulties that can occur. Also explored are the implications for research and for training instructional developers.

The project-oriented matrix and instructional development project management

Instructional developers create instructional systems by means of a collaborative process: the team approach. Academic organizations typically expect instructional developers to manage an interdisciplinary ID team with little formal authority or supervisory responsibility. The subject-matter specialists and technical specialists that work with instructional developers are assigned to projects by functional managers. Supervision of team members remains with functional managers; yet the developer is responsible for managing the individual’s contribution to the project. This ambiguous management system is typical in an organizational design called the project-oriented matrix. A project- oriented matrix is an organizational structure where technical specialists are supervised by functional mangers, but are assigned to work on various projects, managed by different persons. This paper defines the project-oriented matrix and describes specific management strategies that instructional developers can use to solve common ID management problems.

Further consideration of heuristic guidelines for multiple institution instructional development projects

This article elaborates on some of the heuristic dimensions of instructional development put forth by Haney, Lange, and Barson in the late sixties. In addition, several new heuristic guidelines are presented and more recent articles on heuristic guidelines are discussed. These new guidelines provide additional common sense approaches to instructional development (ID) which the authors discovered while working on a series of interinstitutional instructional development projects. The old and new heuristic approaches are based on first hand experience in the field. Some of the new guidelines are specific to multiple institution ID projects. Others have applicability for any type of ID project.