Learners in a Changing Learning Landscape: Reflections from an Instructional Design Perspective

Van Merriënboer, J. J. G., & Stoyanov, S. (2008). Learners in a changing learning landscape: Reflections from an instructional design perspective. In J. Visser & M. Visser-Valfrey (Eds.), Learners in a changing learning landscape: Reflections from a dialogue on new roles and expectations (pp. 69-90). Dordrecht, The Netherlands: Springer.Both learners and teachers find themselves in a learning landscape that is rapidly changing, along with fast societal and technological developments. This paper discusses the new learning landscape from an instructional design perspective. First, with regard to what is learned, people more than ever need flexible problem-solving and reasoning skills allowing them to deal with new, unfamiliar problem situations in their professional and everyday life. Second, with regard to the context in which learning takes place, learning in technology-rich, informal and professional 24/7 settings is becoming general practice. And third, with regard to the learners themselves, they can more often be characterized as lifelong learners who are mature, bring relevant prior knowledge, and have very heterogeneous expectations and perceptions of learning. High-quality instructional design research should focus on the question which instructional methods and media-method combinations are effective, efficient and appealing in this new learning landscape. Some innovative instructional methods that meet this requirement are discussed

Electronic Performance Support for E-Learning Analysis and Design

Corporate instructional designers often follow an instructional systems design (ISD) process to plan, create, and implement training programs. Increased demand for elearning as a replacement or addition to classroom training means that, in the current corporate environment, instructional designers are called upon to produce a wide variety of instructional formats and have to make more decisions during the ISD process. E-learning is evolving into a total performance improvement solution rather than simply as a means to delivering distance training and consequently, in an effort to achieve business goals, many corporations are turning to it as a cost effective way to deliver training and support to employees and customers. Corporate e-learning applications can incorporate knowledge management and electronic performance support as well as support for multiple formats of online learning, adding to the complexity of the instructional designer\u27s job and the ISD process. While the ISD process is well documented and numerous operational models exist, instructional designers often have difficulty in its application given the complexity of an e-learning application. The study analyzed the impact of an experimental electronic performance support system (EPSS) on the performance of e-learning instructional designers. An EPSS intended to provide assistance during the analysis and design stages of an e-learning project was created to aid corporate instructional designers make tradeoffs among time, cost, and quality of various analysis and design procedures and techniques. Formative reviews by instructional designers experienced in e-learning added to the validity of the contents of the EPSS. Summative evaluator’s pilot tested the EPSS by using it in conjunction with the analysis and design activities of three corporate e-learning projects. Evaluation results indicated that an instructional design EPSS can help designers sequence and prioritize tasks, allocate time and resources to task execution, and focus tasks on user performance and client goals

Suggestions for Better Integrating ICT enhanced

In: A.J. Kallenberg and M.J.J.M. van de Ven (Eds), 2002, The New Educational Benefits of ICT in Higher Education: Proceedings. Rotterdam: Erasmus Plus BV, OECR ISBN 90-9016127-9The particular situation of academic teachers and learners in campus-based Higher Education today gives rise to the idea of an integrated dimensional framework for instructional design (ID). We will relate it to the potential of ICT, especially for blended learning. It is argued that the framework can become the kernel of an advisory system addressing current needs of practitioners in campus-based Higher Education by taking advantage of research evidence

Designing an e-learning platform for patients undergoing hip replacement surgery

This thesis is using information technology to create a tool, artifact, to be benefit patients by understanding and meeting their information needs and offering an online practical support. Going through a large surgery can be both challenging and intimidating for many of us as patients. One of the most completed surgeries in Norway each year is total hip arthroplasty, and it is often the first large surgery that thousands of people undergo every year, where most of the patients are defined as elderly. Both before and after the surgery there are many relevant factors that can improve both patient safety and rehabilitation, but access to the relevant and credible information is often experienced as not easily obtainable as it should be in 2018. It is therefore important to provide this information in a proper modern manner to ensure that it is accessible for everyone, and especially the main user group, which are elderly people. The goal of the thesis has been to gain an insight and impression whether the use of an e-learning platform can provide an opportunity for patient education and increased feeling of patient safety, while improving postoperative patients’ rehabilitation. From the technology point of view, the work has explored how UX design can provide intuitive navigation and high usability for a focus group, i.e. elderly people. Design Science framework was used though four iterations to deliver a set of prototypes of an e-learning platform. The design was based on data collected from patients and healthcare professionals, as well as on the evaluations carried out with usability and healthcare experts. The results clearly indicated that the use of an e-learning platform could help improve patient safety and rehabilitation by providing education and access to information. The current functions provide the information, exercise, and patient self-assessment tools. In total, the overall feedback was positive as expressed by high evaluation scores: System Usability Score (SUS) of 90 and Nielsen’s Heuristics of 9,2 (average). New functionalities and further development were sought after and, according to the patients, further development should be initiated by Helse Vest.Masteroppgave i informasjonsvitenskapINFO39

Innovation and design change strategies for learning technologies at Warwick : towards a ‘design capabilities’ heuristic for guiding practice and evaluating change.

This report gives a narrative account of an investigation into design and design capability in teaching and learning in a research-intensive university. It begins, in the Introduction, with definitions of key concepts: design, designing, successful design (achieving fit, stick, spread and growth), design change and design capability (although this last term is only really fleshed­out in Reading the Case Studies and the Conclusion). These words are common currency, but rarely used with precision. When clearly defined they provide a lens through which we can attain more clarity and granularity in analysing attempts at enhancing practice. In the second part, on the Origins of the Investigation and Earlier Experiments, we examine the limitations of a techno­centric approach to understanding, predicting and supporting the uptake of technology enhanced learning. It is argued that a design capability approach is needed, in which the ability of all people (including students) to discover, create, adopt, adapt designs that fit, stick, spread and grow is of prime value. In part 3, the design of the investigation is explained, with its focus upon discovering, creating and using design patterns as a key facilitating aspect of design capability. In part 4, this is put to the test, with an attempt at creatively reading the 23 mini case studies produced in interviews with academics. However, design patterns do not emerge easily from the cases, and we see that design and designing in this setting is more diverse and complex than expected. It is argued that a design patterns based approach will be useful, but much more work needs to be done before design patterns can become the lingua franca of teaching and learning design and development. This leads to a more sophisticated view of design capability, presented in the Conclusion. Drawing upon the experiences of the academics interviewed in the case studies, especially experienced and confident senior academics, it is conjectured that we need to increase the intensity with which academics encounter and reflect upon design challenges, designerly approaches, suboptimal and successful designs and design patterns. An integrated combination of Design Thinking and the Higher Education Academy Fellowship framework is recommended as a way of achieving this

Improving Test Score Reporting: Perspectives From the ETS Score Reporting Conference

This volume includes 3 papers based on presentations at a workshop on communicating assessment information to particular audiences, held at Educational Testing Service (ETS) on November 4th, 2010, to explore some issues that influence score reports and new advances that contribute to the effectiveness of these reports. Jessica Hullman, Rebecca Rhodes, Fernando Rodriguez, and Priti Shah present the results of recent research on graph comprehension and data interpretation, especially the role of presentation format, the impact of prior quantitative literacy and domain knowledge, the trade‐off between reducing cognitive load and increasing active processing of data, and the affective influence of graphical displays. Rebecca Zwick and Jeffrey Sklar present the results of the Instructional Tools in Educational Measurement and Statistics for School Personnel (ITEMS) project, funded by the National Science Foundation and conducted at the University of California, Santa Barbara to develop and evaluate 3 web‐based instructional modules intended to help educators interpret test scores. Zwick and Sklar discuss the modules and the procedures used to evaluate their effectiveness. Diego Zapata‐Rivera presents a new framework for designing and evaluating score reports, based on work on designing and evaluating score reports for particular audiences in the context of the CBAL (Cognitively Based Assessment of, for, and as Learning) project (Bennett & Gitomer, 2009), which has been applied in the development and evaluation of reports for various audiences including teachers, administrators and students.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/108325/1/ets202281.pd

Teaching with Technology in the Modern Classroom: A Learning Systems Model

Rapid advances in technology, an expanding non-traditional student body, and paradigm shifts are profoundly changing education. With Federal initiatives targeting ways to help students, educators feel the pressure to do more teaching with technology. However, educators may tend to adapt a piecemeal approach, without recognizing the wider implications for education as a total system. The Learning Systems Model expands and tailors a process model for teaching that identifies the interrelated components of education at the levels of individual, institution, and the wider society. In particular, elements within the model emphasize the needs of a multicultural and diverse student body, as well as the implications of utilizing technology as a tool in education. The discussion ends with specific teaching skills and techniques to help the educator adapt to the modern classroom

The Design Discourse of Professional Instructional Designers

The design discourse of professional instructional designers (IDs) exposes the inner workings of instructional design because collaboration is integral to instructional design practice. Despite the importance of collaboration, there has been little examination of the collaboration in Instructional Design and Technology (IDT). To examine IDs’ collaboration, I examined the design discourse of IDs in design meetings with clients through a content analysis of their discourse. Analysis revealed areas of design expertise that frequented those discussions. I collected audio recordings of five discussions between one or more IDs and a client. Overall, six IDs and five clients participated in this study. A codebook of 16 codes provided ten codes of design discourse that appeared in the data and six subsequent codes that emerged as discourse management strategies. Among IDs, the most prominent type of design discourse was problem solving. When aggregating design discourse types, discussions surrounding problems, users, and tools were the three most frequent types and accounted for almost three-fourths of the design discourse of these designers in these discussions. Further analysis of the design discourse types revealed that precedent and user experience were the most complex areas of design discourse, suggesting that expressing precedent and user experience are advanced design skills. An analysis by gender revealed that male and female IDs focused on different areas of design discourse in practice. Female IDs focused on user experience and problem solving while male IDs concentrated on problem solving and tools. These findings have implications for how learners in IDT are trained, how design expertise is recognized, and how the design process is understood