Showing papers on "Instructional design published in 1989"

Designing tasks for the communicative classroom

Abstract: Designing Tasks for the Communicative Classroom provides a balanced introduction to both the theoretical and practical aspects of communicative task design, and is aimed at all second and foreign language teachers who want to develop their own tasks, or adopt/adapt those of others. The major purpose is to integrate recent research and practice in language teaching into a framework for analysing learning tasks. This framework should help teachers select, adapt or create their own communicative tasks. The ideas presented are relevant to teachers working in or preparing for a range of teaching situations with a variety of learner types.

Cognition and Learning

Abstract: According to the dictionary of psychology, cognition is defined as a general term covering all the various modes of knowing—perceiving, remembering, imagining, conceiving, judging, and reasoning (Drever, 1969). In order to understand the relationship between cognition, as defined above, and learning, it will be necessary to examine the historical development of learning including changes in learning definitions. It will also be necessary to tease out the interaction between cognition and learning and the effect on cognitive learning theory as now loosely defined; some of the inherent problems; and some of the resulting implications for education.

Principles Of Human Resource Development

Abstract: In this fully revised and updated edition of Principles of Human Resource Development, the authors present a rigorous and comprehensive overview of the theory and practice of HRD. They provide the building blocks of human resource development and illustrate the relationships among all the components that constitute the field. Showcasing the various roles and practices of HRD-including organizational learning, instructional design, program planning and evaluation, and internal consulting-they identify concrete ways to improve the HRD practice in order to raise its visibility and enhance its credibility within the organization. An all-in-one resource, this book will be indispensable for educators, students, and human resource professionals alike.

Instruction: Classroom lecture/discussion vs. Live televised instruction: A comparison of effects on student performance, attitude, and interaction

Abstract: (1989). Instruction: Classroom lecture/discussion vs. Live televised instruction: A comparison of effects on student performance, attitude, and interaction. American Journal of Distance Education: Vol. 3, No. 3, pp. 36-45.

Critical Instructional Factors for Students With Mild Handicaps An Integrative Review

Abstract: Instructional effectiveness is a popular topic, and a crucial one for educating students with mild handicaps. In this paper, the literature on effective instruction is integrated, and implications for instructing students with handicaps are provided. Based on the instructional effectiveness data base and research on quantity and quality of instruction for different categories of students, the authors contend that systematic use of an organized instructional cycle characterized by match, structure, and monitoring is needed to improve academic outcomes for students with mild handicaps.

Psychological Foundations of Instructional Design for Emerging Computer-Based Instructional Technologies: Parts I and II

Abstract: Although considerable research has been published concerning learning and cognition in general, little impact has been reported on the design of computer-based instruction (CBI). In addition, CBI designs have been influenced negatively by technocentric perspectives, where technological capabilities dictate lesson activities, rather than a more reflective view on the relationship among learner, learning task and performance requirements, and the selective use of media capabilities. Attempts to extrapolate the relevance of non-CBI research and theory to advance a comprehensive and integrated view of the design of CBI have been rare. An integrated meta-model derived from both CBI and non-CBI research and theory is presented in this article.

Current Progress and Future Directions for Research in Instructional Technology.

Abstract: Two perspectives on the status of current research are offered: (1) In the past 15 years, the field has made extraordinary advances in the technical excellence of research studies, and yet (2) our analytical investment at the front end of research planning has not kept pace. An analysis of present problems is accompanied by two suggestions for future developments in instructional technology research: (1) we need to go beyond descriptive research methods and adoptprescriptive research methodology; and (2) researchers should seek broader and deeper knowledge of previous research in both instructional design and development before they conduct studies.

7 The Design and Use of Instructional Graphics

Abstract: Publisher Summary This chapter discusses the design and use of instructional graphics. The chapter presents methods through which designers can use graphics to convey meaning and instruct, the types of outcomes that graphics are particularly adept at facilitating, and the conditions that affect how well they succeed. The design of instructional graphics (charts, graphs and diagrams) is carried out by means of a decision-making process that is common to all instructional design. The purpose of design is to select the best instructional method from among many, and to base that selection upon a rational analysis of what the goals to be attained are, and the conditions under which their attainment is to occur. Instructional strategies that use graphics are chosen largely on the basis of the different ways in which different graphic forms convey meaning. Charts, graphs, and diagrams express ideas in a variety of ways, such as concrete concepts, such as the animals in a food chain, can be represented by words, by pictures of varying degrees of realism, or by arbitrary symbols.

Facilitating the development of representations in hypertext with IDE

Abstract: Hypertext systems are used for a variety of representational tasks, many that involve fairly formalized structures Because hypertext systems are generally intended for developing informal (unstructured data) and semi-formal (semantic networks) structures, developing more formal structures can be difficult Regular patterns in structures must often be recreated from primitive elements (individual nodes and links) resulting in a high overhead cost In this paper we describe the Instructional Design Environment, or IDE, a hypertext system application that facilitates the rapid and accurate creation of regular network patterns in hypertext IDE focuses on the task of instructional design, but its facilities are general and useful to many representation tasks IDE features structure accelerators that provide simple menu interfaces to (1) define network structures out of patterns of typed node and link connections, (2) create new node types that contain structured content, and (3) tailor the interface for creating cards, links and structures to focus attention during different stages of the representation task These mechanisms allow the user to tailor the hypertext environment to better meet his or her representational needs We also report on the field use of IDE by instructional designers

Effects of Curriculum-Based Measurement on Teachers' Instructional Planning

Abstract: This study assessed the effects of curriculum-based measurement (CBM) on teachers' instructional planning. Subjects were 30 teachers, assigned randomly to a computer-assisted CBM group, a noncomputer CBM group, and a contrast group. In the CBM groups, teachers specified 15-week reading goals, established CBM systems to measure student progress toward goals at least twice weekly, and systematically evaluated those data bases to determine when instructional modifications were necessary. Contrast teachers monitored student progress toward Individualized Education Program (IEP) goals as they wished and were encouraged to develop instructional programs as necessary. At the end of a 12- to 15-week implementation period, teachers completed a questionnaire with reference to one randomly selected pupil. Analyses of variance indicated no difference between the CBM groups. However, compared to the contrast group, CBM teachers (a) used more specific, acceptable goals; (b) were less optimistic about goal attainment; (...

Control for intelligent tutoring systems: a blackboard-based dynamic instructional planner

Abstract: An intelligent tutoring system that delivers effective instruction must select pedagogical actions appropriate to its tutorial situation. The approach taken in this research is to view this control problem as a dynamic planning problem. Dynamic instructional planning is the ability to generate, monitor, and revise instructional plans during the course of instruction. Planning and execution of instructional actions must be interleaved because the tutor operates in a changing environment with incomplete information. An appropriate architecture is the BB1 Blackboard Architecture, which supports the building of knowledge-based planners that represent and reason about their own actions. Dynamic instructional planning uses these capabilities to apply pedagogical knowledge to reason about instructional actions that a tutor can perform. We have built the Blackboard Instructional Planner in BB1 to teach troubleshooting a complex physical device by first imparting a mental model of the device and its operation. The planner generates instructional plans from skeletal plans, executes them and monitors their effectiveness. Instructional plans are modified and particular instructional actions selected in response to changes in the student model, changes in resources available, requests and questions of the student, and to properties of the subject matter currently being presented.

On the Integration of Language and Content Instruction.

Abstract: The 1980s were dynamic years for applied linguistic researchers and practitioners involved in the integration of language and content instruction. In addition to the publication of five stimulating texts devoted to the subject (Mohan 1986, Cantoni-Harvey 1987, Crandall 1987, Enright and McCloskey 1988, and Brinton, Snow, and Wesche 1989), there was increasing attention at all school levels to curriculum development, materials development, teacher training, evaluation, and assessment, Second and foreign language educators as well educators in the fields of mathematics, science, and social science have become cognizant of the relationship between language development and the acquisition of content-specific knowledge and skills.

Training Consistent Components of Tasks: Developing an Instructional System Based on Automatic/Controlled Processing Principles

Abstract: The research evaluated the effectiveness of rule-based versus single-step (non-rule-based) approaches to training skills in a classroom setting. Trainees received three days of either rule-based or single-step instruction on base-5 arithmetic skills. Achievement tests were administered after each instructional unit, and trainees' self-assessment of learning was also measured. The trainees' ability to transfer the classroom instruction to a speed-stressed verification task (determining the correctness of equations) was assessed. After rule-based instruction trainees were better able to assess their readiness for promotion to a higher level of instruction. The rule-based instruction also facilitated transfer to the verification task. The implications of automatic/controlled processing theory for providing theoretical and practical underpinnings for the development of instructional systems design are discussed.

A Comparison of Three Strategies to Reduce Student Procrastination in PSI

Abstract: Student procrastination in one the most serious drawbacks of self-paced learning. Our study investigated the effectiveness of three types of course contingencies (contracting, doomsday, and doomsday with tokens) designed to reduce student procrastination in a personalized system of instruction (PSI) course. Students participants (N = 610). Student progress was fastest, p < .001, and course completion was most likely, p <.01, in the contracting condition, which was also the most costly in terms of administrative effort.

Teaching Complex Content to Learning Disabled Students: The Role of Technology

Abstract: A program of research has combined the effectiveness of Direct Instruction curriculum design and mastery learning with the efficiency of technology to teach more cognitively complex skills. This article explains one example of this comprehensive intervention in detail. Findings from several studies are briefly reviewed. The purpose of this article is to document how such a comprehensive intervention reduces performance differences between students with learning disabilities and their peers, while using technology to minimize, or even reduce, the demands placed on the teacher.

Issues in the Management of Distance Education

Abstract: (1989). Management: Issues in the management of distance education. American Journal of Distance Education: Vol. 3, No. 1, pp. 4-19.

A checklist for designing instruction in the affective domain

Abstract: Math Attitudes. Affective Instructional Design, Kindergarten, Universal Design for Learning Appendix F: Checklist for Observations of Positive Attitude. Affect. A developmental domain triggering emotional, behavioral, or psychological. Instructional Design: Writing Course Goals and Objectives These domains include the cognitive (knowledge), the psychomotor (skills) and the affective (attitudes). Within each domain, objectives are classified over a range of performance the appropriate number of learning outcomes for courses, provides a checklist.

An in Vivo Evaluation of the Use of Data-Based Rules to Guide Instructional Decisions:

Abstract: A program evaluation of the benefits of utilizing systematic procedures for data review to make instructional decisions was conducted with teachers in two university-affiliated programs who had bee