Definitions of Instructional Design 教学设计的定义

Definitions of Instructional Design

ID is interpreted broadly and includes a collection of activities to plan, implement,evaluate,and manage events and environments that are intended to facilitate learning and performance. ID encompasses a set of interdependent and complex activities including situation assessment and problem identification, analysis and design, development and production, evaluation, and management and maintenance of learning process and the ID effort.

Instructional Design as a Process

Instructional design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learning activities.

Instructional Design as a Discipline

Instructional Design is that branch of knowledge concerned with research and theory about instructional strategies and the process for developing and implementing those strategies. Instructional Design as a Science

Instructional Design is the science of creating detailed specifications for the development, implementation, evaluation,and maintenance of situations that facilitate the learning of both large and small units of subject matter at all levels of complexity.

Instructional Design as Reality

Instructional Design can start at any point in the design process. Often a glimmer of an idea is developed to give the core of an instruction situation. By the time the entire process is done, the designer looks back and he or she checks to see that all parts of the “science” have been taken into account. Then the entire process is written up as if it occurred in a systematic fashion.

Section B Basic Principles of ID

Many current instructional models suggest that the most effective learning environments are those that are problem-based and involve the students in four distinct phases of learning:(1)activation of prior experience; (2)demonstration of skills; (3)application of skills; (4)integration of these skills into real-world activities. Figure 9.2.1 illustrates these fice ideas. Much instructional practice concentrates primarily on phase 2 and ignores the other phase in this cycle of learning.

At the top level, the instructional design prescriptions based on first principles are as follows:

(1)Learning is facilitated when learners are engaged in solving real-world problems.

(2)Learning is facilitated when existing knowledge is activated as a foundation for new knowledge.

(3)Learning is facilitated when new knowledge is demonstrated to the learner.

(4)Learning is facilitated when new knowledge is applied by the learner.

(5)Learning is facilitated when new knowledge is integrated into the learner’s world.