Instructional Systems Design and the Learning Sciences: A Citation Analysis
01 Jan 2005-Educational Technology Research and Development (Springer Boston)-Vol. 53, Iss: 1, pp 37-48
TL;DR: The findings of the study indicate that the amount of cross- field publication is low, but there exists a trend for increased cross-field citation, and it is suggested that the existence of invisible colleges that link the fields will become more salient.
Abstract: Learning sciences (LS) and instructional systems design (ISD) are two related fields that have shared intersts in the application of technology for advancing human learning. While the two fields may have different values, boundaries, and in some cases methods, they also share significant overlap of content and purpose. We examine the relationship between the two fields through a citation analysis of three journals in each of the respective fields. The findings of the study indicate that the amount of cross-field publication is low, but there exists a trend for increased cross-field citation. As cross-field publication increases, we suggest that the existence of invisible colleges that link the fields will become more salient.
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Book•
01 Jan 1972
TL;DR: Invisible colleges diffusion of knowledge in scientific communities is also a way as one of the collective books that gives many advantages as discussed by the authors The advantages are not only for you, but for the other peoples with those meaningful benefits.
Abstract: No wonder you activities are, reading will be always needed. It is not only to fulfil the duties that you need to finish in deadline time. Reading will encourage your mind and thoughts. Of course, reading will greatly develop your experiences about everything. Reading invisible colleges diffusion of knowledge in scientific communities is also a way as one of the collective books that gives many advantages. The advantages are not only for you, but for the other peoples with those meaningful benefits.
1,262 citations
TL;DR: In this paper, the authors examine the past and present research trends, with emphasis on the role and contribution of research evidence for informing instructional practices and policies to improve learning in schools, and suggest directions for future research.
Abstract: Today, the exponential growth of technology usage in education, via such applications of distance education, Internet access, simulations, and educational games, has raised substantially the focus and importance of educational technology research. In this paper, we examine the past and present research trends, with emphasis on the role and contribution of research evidence for informing instructional practices and policies to improve learning in schools. Specific topics addressed include: (a) varied conceptions of “effective” technology uses in classroom instruction as topics for research, (b) historical trends in research approaches and topics of inquiry; (c) alternative research designs for balancing internal (rigor) and external (relevance) validity; and (d) suggested directions for future research. Attention is devoted to describing varied experimental designs as options for achieving appropriate rigor and relevance of research evidence, and using mixed-methods research for investigating and understanding technology applications in complex real-life settings.
205 citations
Cites background from "Instructional Systems Design and th..."
...Recently, Kirby, Hoadley, and Carr-Chellman (2005) further discovered limited overlap with regard to citations and authorships between research conducted in the areas of educational technology and instructional systems....
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Journal Article•
TL;DR: The authors conclude that idealized representations of design in educational technology tend to characterize design as being oriented on process, conducted as systematic work, represented by models, based on theory, grounded in data, characterized by subdivision and specialization, and focused on problem-solving.
Abstract: The purpose of the research reported in this article is to identify, where possible, fundamental qualities which tend to be associated with idealized representations of the concept of design in educational technology. Accordingly, the authors ask, What are essential characteristics of design in educational technology, as represented in and promoted by the field's foundational literature? Constant comparative methods were employed in an analysis of almost two dozen texts (including official definitions, professional competencies, and introductory instructional design textbooks) to identify recurring characteristics of design as presented in those texts. Based on statements from this literature, the authors conclude that idealized representations of design in educational technology tend to characterize design as being oriented on process, conducted as systematic work, represented by models, based on theory, grounded in data, characterized by subdivision and specialization, and focused on problem-solving. Implications of these themes are explored, with discussion of the limitations imposed on the field by them.
89 citations
01 Jan 2018
TL;DR: The 2018 AECT Outstanding Book Award for Learning and Instructional Design Technology (LODT) as mentioned in this paper was presented by the American Association of Educators (AECT) to help students understand the history and current trends in the field.
Abstract: This book received the 2018 AECT Outstanding Book Award!
'What is this field?' 'Where have we come from as a discipline, and where are we going?' 'What do I want to study?'These and other questions are typical for new students in the field of Learning and Instructional Design Technology. This textbook is designed to help answer these questions and provide the quickest route to understanding the history and current trends in the field. After surveying classic theories and writings, as well as more recent applications of theory and practice, students will be better prepared to chart their own course and careers within the discipline. This book is designed to support foundations courses common in departments, as well as seminars on current trends and issues.
76 citations
TL;DR: Descriptive and inferential statistics to bibliometric data are applied to investigate interdisciplinarity in MOOC research to suggest that empirical research on xMOOCs may be more interdisciplinary than research on c MOOCs.
Abstract: The complexity of digital and online education is becoming increasingly evident in the context of research into networked learning/participation. Interdisciplinary research is often proposed as a way to address complex scientific problems and enable researchers to bring novel perspectives into a field other than their own. The degree to which research on Massive Open Online Courses (MOOCs) is interdisciplinary is unknown. We apply descriptive and inferential statistics to bibliometric data to investigate interdisciplinarity in MOOC research. Results show that MOOC research published in 2013-2015 was (a) mostly conducted by researchers affiliated with Education and Computer Science disciplines, (b) far from monolithic, (c) had a greater representation of authors from Computer Science than in the past, and (d) showed a trend toward being more interdisciplinary than MOOC research published in 2008-2012. Our results also suggest that empirical research on xMOOCs may be more interdisciplinary than research on cMOOCs. Greater interdisciplinarity in xMOOC research could reflect the burgeoning interest in the field, the general familiarity with the xMOOC pedagogical model, and the hype experienced by xMOOCs. Greater interdisciplinarity in the field may also provide researchers with rich opportunities to improve our understanding and practice of digital and online learning.
69 citations
Cites background or methods from "Instructional Systems Design and th..."
...While not directly bearing upon the topic of interdisciplinarity in MOOC research, a study by Kirby, Hoadley, and Carr-Chellman (2005) is also informative....
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...To determine changes in MOOC research interdisciplinarity, we first undertook the same affiliation categorisation process with the corpus of literature collected in a systematic review of MOOC literature from 2008–2012 by Liyanagunawardena et al. (2013) as we had undertaken with our corpus....
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...…researchers could examine (a) the degree of interaction and awareness between the two disciplines by using methods similar to the ones used by Kirby, Hoadley, and Carr-Chellman (2005), or (b) the extent to which published research features interaction between the two fields not just in…...
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References
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TL;DR: In 1971, the Institute for Scientfic Information decided to undertake a systematic analysis of journal citation patterns across the whole of science and technology.
Abstract: As a communications system, the network of journals that play a paramount role in the exchange of scientific and technical information is little understood Periodically since 1927, when Gross and Gross published their study (1) of references in 1 year’s issues of the Journal of the American Chemical Socie/y, pieces of the network have been illuminated by the work of Bradford (2), Allen (3), Gross and Woodford (4), Hooker (5), Henkle (6), Fussier (7), Brown (8), and others (9) Nevertheless, there is still no map of the journal network as a whok To date, studies of the network and of the interrelation of its components have been limited in the number of journak, the areas of scientific study, and the periods of time their authors were able to consider, Such shortcomings have not been due to any lack of purpose, insight, or energy on the part of investigators, but to the practical difficulty of compiling and manipulating manually the enormous amount of necessary data A solution to this problem of data is available in the data base used to produce the Science Citation Index ( SCI ) (10) The coverage of the SCI is international and multidisciplinary; it has grown from 600 journals in 1964 to 2400 journals in 1972, and now includes the world’s most important scientific and technical journals in mow disciplines The SCI is published quarterly and is cumulated annually and quinquennially, but the data base from which the volumes are compiled is maintained on magnetic tape and is updated weekly At the end of 1971, this data base contained more than 27 mi[tion references to about 10 million different published items These references appeared over the past decade in the footnotes and bibliographies of more than 2 million journal articles, communications, letters, and so on The data base is, thus, not only multidisciplinary, it covers a substantial period of time and, being in machine-readable form, is amenable to extensive manipulation by computer In 1971, the Institute for Scientfic Information (1S1) decided to undertake a systematic analysis of journal citation patterns across the whole of science and technology It began by extracting from the data base all references pobIished during the last quarter of 1969 in the 2200 journals then covered by the SCL The resultant sample was about 1 million citations of journals, books, reports, theses, and so forth To test whether this 3-month sample was representative of the year as a whole, it was matched against another sample made by selecting every 27th reference from the approximately 4 million references collected over the entire year The two samples were similar enough in scope (number of diflerent items cited) and detail (relative frequency of their citation by different journals) to
2,560 citations
"Instructional Systems Design and th..." refers background or methods in this paper
...In this article, we examine the relationship between ISD and LS, as demonstrated by citation analysis (Crane, 1972; Garfield, 1972)....
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...In particular, citation analysis is a surface form of content analysis that analyzes only the citations referenced in a publication (such as the References, Works Cited, or Bibliography sections of an article), as opposed to analysis of the prose of each publication (Crane, 1972; Garfield, 1972)....
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Book•
01 Mar 1972
1,310 citations
Book•
01 Jan 1972
TL;DR: Invisible colleges diffusion of knowledge in scientific communities is also a way as one of the collective books that gives many advantages as discussed by the authors The advantages are not only for you, but for the other peoples with those meaningful benefits.
Abstract: No wonder you activities are, reading will be always needed. It is not only to fulfil the duties that you need to finish in deadline time. Reading will encourage your mind and thoughts. Of course, reading will greatly develop your experiences about everything. Reading invisible colleges diffusion of knowledge in scientific communities is also a way as one of the collective books that gives many advantages. The advantages are not only for you, but for the other peoples with those meaningful benefits.
1,262 citations
13 May 2013
TL;DR: The second volume of Instructional Design Theories and Models: An Overview of Their Current Status as mentioned in this paper provides a broad sampling of new methods of instruction currently under development, helps show the interrelationships among these diverse theories, and highlights current issues and trends in instructional design.
Abstract: Instructional theory describes a variety of methods of instruction (different ways of facilitating human learning and development) and when to use--and not use--each of those methods It is about how to help people learn better This volume provides a concise summary of a broad sampling of new methods of instruction currently under development, helps show the interrelationships among these diverse theories, and highlights current issues and trends in instructional design It is a sequel to Instructional-Design Theories and Models: An Overview of Their Current Status, which provided a "snapshot in time" of the status of instructional theory in the early 1980s Dramatic changes in the nature of instructional theory have occurred since then, partly in response to advances in knowledge about the human brain and learning theory, partly due to shifts in educational philosophies and beliefs, and partly in response to advances in information technologies These changes have made new methods of instruction not only possible, but also necessary in order to take advantage of new instructional capabilities offered by the new technologies These changes are so dramatic that many argue they constitute a new paradigm of instruction, which requires a new paradigm of instructional theory In short, there is a clear need for this Volume II of Instructional Design Theories and Models To attain the broad sampling of methods and theories it presents, and to make this book more useful for practitioners as well as graduate students interested in education and training, this volume contains twice as many chapters, but each half as long as the ones in Volume I, and the descriptions are generally less technical Several unique features are provided by the editor to help readers understand and compare the theories in this book: *Chapter 1, which discusses the characteristics of instructional theory and the nature of the new paradigm of instruction, helps the reader identify commonalities across the theories *Chapter forewords, which summarize the major elements of the instructional-design theories, are useful for reviewing and comparing theories, as well as for previewing a theory to decide if it is of interest, and for developing a general schema that will make it easier to understand *Editor's notes provide additional help in understanding and comparing the theories and the new paradigm of instruction to which they belong *Units 2 and 4 have introductory chapters to help readers analyze and understand the theories in those units This is an essential book for anyone interested in exploring new approaches to fostering human learning and development and thinking creatively about ways to best meet the needs of learners in all kinds of learning contexts Readers are invited to use Dr Charles Reigeluth's Web site to comment and to view others' comments about the instructional design theories in this book, as well as other theories Point your browser to: wwwindianaedu/~idtheory
1,017 citations
TL;DR: The second part of a two-part article that discusses the history of the field of instructional design and technology in the United States was published in the previous issue of this journal as mentioned in this paper.
Abstract: This is the second of a two-part article that discusses the history of the field of instructional design and technology in the United States. The first part, which focused on the history of instructional media, appeared in the previous issue of this journal (volume 49, number 1). This part of the article focuses on the history of instructional design. Starting with a description of the efforts to develop training programs during World War II, and continuing on through the publication of some of the first instructional design models in the 1960s and 1970s, major events in the development of the instructional design process are described. Factors that have affected the field of instructional design over the last two decades, including increasing interest in cognitive psychology, microcomputers, performance technology, and constructivism, are also described.
654 citations
"Instructional Systems Design and th..." refers background in this paper
...ISD, as the name implies, has traditionally worked within instructionist models of learning ( Reiser, 2001a, 2001b ), whereas LS has been more oriented toward informationprocessing models of learning, or constructivist approaches (Kolodner, 1991)....
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