Instructional designers and other training professionals are often stuck in order-taking roles. The company wants training on a specific topic--business writing, behavioral interviewing, customer service--and a one-size-fits-all module is produced. Training That Delivers Results offers a far better way to educate employees. Written by a widely recognized master of instructional design, this practical book helps readers connect learning solutions with strategic business goals. Designers become proactive partners with their clients, collecting data to define problems, developing targeted trainin.
The objective of the study is to identify various instructional design strategies used by the instructional designers for effective the E-learning experience. Thematic analysis is used to generate the factors accountable for the successful implementation of E-learning process. To fulfill the purpose of the study, semi-structured in-depth interviews were conducted with the instructional designers, students, and corporate employees, who are associated with E-learning apps. Interviews conducted are broadly classified into three sections. The first section dealt with the personal profiles of the respondents; second part dealt with the discussion on successful instructional strategies adopted by the designers, and the third part dealt with the ease and comfort experienced by the learners while undergoing the E-learning course. Thematic analysis of the interview transcripts generated six themes, namely Technical assistance; Problem based learning, Aesthetics, Gaming, Storytelling, and Social support. This study will help the instructional designers to understand, what kind of expectations the learners have while taking up an E-learning course and how best these expectations can be addressed through design strategies by the instructional designers.
The growth of Internet, Intranets and the World Wide Web has already had a significant impact on business, commerce, industry, banking, finance, education, entertainment, governmental and even our personal and professional lives. Many legacy information and database systems are being migrated to the Internet and Web environments. In the last few years, we have seen web sites that were initially started as a few Web pages, which grew in size and after a while became unmanageable. Over a period of time, if one wants to make some changes in the information, it will be very difficult or impossible.
The theme will primarily be treated in terms of "Human Rights and Democracy", and a) Universal Agreements and Human Rights in War, b) Illegal Immigrants and Refugee Rights, c) Women Rights sub-headings will be analyzed and evaluated. (C) 2009 Elsevier Ltd. All rights reserved
Language teachers are constantly creating, adapting, and evaluating teaching materials to create an instructional design that meets the needs of their learners. Developing instructional designs based on needs that engage learners in an effective and affective manner is crucial in improving the teaching and learning processes. One of the ways to develop the instructional design is through action research. This study attempted to illustrate how technology integration can promote instructional design development. The researcher used observations, interviews, and surveys to collect the qualitative data. Meanwhile, pre-and post-test was used to collect quantitative data. The qualitative data analysis employed the Interactive Model. On the other hand, the quantitative data analysis process was performed through the mean score comparison. The results showed some improvements in the learners' English competencies. Furthermore, the researcher developed a novel instructional design in collaboration with learners, who were vigorously engaged in the process by providing feedback on daily reflection forms. Findings included the improvement of learner engagement and participation in learning. Furthermore, this study discovered the learners' preferences regarding learning activities, online platforms, and topics for discussion. Finally, the study examined the implications of integrating technology in the learning process to develop a needs-based instructional design.
Instruction message design with simulations is the use of technology to create virtual environments for cost-effective, safe, and authentic learning. This chapter presents a condensed history of simulation learning, an introduction to several approaches to design instructional simulations, and research based best practices that can be used to guide instructional designers. These best practices include the attention to fidelity or realism of the simulation, the removal of extraneous distractions from the design, and the inclusion of sight, sound, and haptic details that the learner will encounter in the real world. Augmented reality, or the blending of virtual and physical environments, as well as virtual reality, or the immersion of learners in synthetic environments, are also two related areas that will allow for innovative message design opportunities. Advances in technology have allowed for the use of simulations in a wider variety of instructional applications including K-12, higher education, and military training. This chapter describes several of these intriguing avenues.
With the advent of desktop publishing systems and user-friendly computer software, there is an increasing trend for educators and trainers to produce their own instructional material. This study provides guidelines for the design of basic, sound and unconfusing instructional diagrams.
This paper reports on the development of an online toolkit of resources to support the use and assessment of experiential learning (EL) across planning programs. Planning graduates face diverse workplace demands with expectations to address the local and regional implications of global trends, integrate technological advances with existing planning processes, as well as interpret and integrate changing legislative and institutional arrangements. Planning education is about educators, practitioners and students coming together. Equipping students for increasing complexity and change requires planning educators to design programs that facilitate the learning of personal and professional skills and both broad and specialised planning knowledge. Planning practitioners, in partnership with educators, make further valuable contributions by providing a range of 'real world' learning experiences where students can directly develop new skills, knowledge and qualities. Experiential learning allows students to develop confidence within a safe environment through a series of activities and reflection that link theory to practice. However, developing EL learning outcomes, teaching activities and assessment can be demanding and time consuming for planning educators. In response, the Experiential Learning in Planning Education: Resources and Tools for Good Practice research project developed an online toolkit of case studies and associated resources to assist planning educators and practitioners in their application of EL. These case studies, developed by the partners in the project, explain the rationale of using particular EL activities based on a set of EL principles; how these activities are assessed; and reflections on how they could be improved for future use. The case studies also include numerous 'how to' resources, such as checklists and handy hints for organising activities, evaluation tools and examples of students' work. Furthermore, the toolkit website is an interactive and 'living' repository where additional case studies by other EL users can be included to enhance the diversity and richness of the resources available. The toolkit is expected to particularly benefit new planning educators but should also be of interest to planning schools and practitioners around the globe who are endeavouring to facilitate students' education in a rapidly changing world.
