Related Research Articles
An instructional theory is "a theory that offers explicit guidance on how to better help people learn and develop." It provides insights about what is likely to happen and why with respect to different kinds of teaching and learning activities while helping indicate approaches for their evaluation. Instructional designers focus on how to best structure material and instructional behavior to facilitate learning.
Robert Mills Gagné was an American educational psychologist best known for his Conditions of Learning. He pioneered the science of instruction during World War II when he worked with the Army Air Corps training pilots. He went on to develop a series of studies and works that simplified and explained what he and others believed to be "good instruction." Gagné was also involved in applying concepts of instructional theory to the design of computer-based training and multimedia-based learning. His work is sometimes summarized as the Gagné assumption: that different types of learning exist, and that different instructional conditions are most likely to bring about these different types of learning.
Instructional design (ID), also known as instructional systems design and originally known as instructional systems development (ISD), is the practice of systematically designing, developing and delivering instructional materials and experiences, both digital and physical, in a consistent and reliable fashion toward an efficient, effective, appealing, engaging and inspiring acquisition of knowledge. The process consists broadly of determining the state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition. The outcome of this instruction may be directly observable and scientifically measured or completely hidden and assumed. There are many instructional design models but many are based on the ADDIE model with the five phases: analysis, design, development, implementation, and evaluation.
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning. This learning process promotes a deeper level of learning than many other common teaching strategies.
Procedural knowledge is the knowledge exercised in the performance of some task. Unlike descriptive knowledge, which involves knowledge of specific facts or propositions, procedural knowledge involves one's ability to do something. A person doesn't need to be able to verbally articulate their procedural knowledge in order for it to count as knowledge, since procedural knowledge requires only knowing how to correctly perform an action or exercise a skill.
Cumulative learning is the cognitive process by which we accumulate and improve knowledge and abilities that serve as building blocks for subsequent cognitive development. A primary benefit of such is that it consolidates knowledge one has obtained through experience, and allows the facilitation of further learning through analogical knowledge transfer. This is seen through students' ability to transfer knowledge across contexts and through time.
Educational technology is the combined use of computer hardware, software, and educational theory and practice to facilitate learning. When referred to with its abbreviation, "EdTech," it often refers to the industry of companies that create educational technology. In EdTech Inc.: Selling, Automating and Globalizing Higher Education in the Digital Age, Tanner Mirrlees and Shahid Alvi (2019) argue "EdTech is no exception to industry ownership and market rules" and "define the EdTech industries as all the privately owned companies currently involved in the financing, production and distribution of commercial hardware, software, cultural goods, services and platforms for the educational market with the goal of turning a profit. Many of these companies are US-based and rapidly expanding into educational markets across North America, and increasingly growing all over the world."
Computer-supported collaborative learning (CSCL) is a pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet. This kind of learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource. CSCL can be implemented in online and classroom learning environments and can take place synchronously or asynchronously.
Patricia A. Alexander is an educational psychologist who has conducted notable research on the role of individual difference, strategic processing, and interest in students' learning. She is currently a university distinguished professor, Jean Mullan Professor of Literacy, and Distinguished Scholar/Teacher in the Department of Human Development and Quantitative Methodology in the College of Education at the University of Maryland and a visiting professor at the University of Auckland, New Zealand.
Inquiry-based learning is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education, which generally relies on the teacher presenting facts and their knowledge about the subject. Inquiry-based learning is often assisted by a facilitator rather than a lecturer. Inquirers will identify and research issues and questions to develop knowledge or solutions. Inquiry-based learning includes problem-based learning, and is generally used in small-scale investigations and projects, as well as research. The inquiry-based instruction is principally very closely related to the development and practice of thinking and problem-solving skills.
Donna Alvermann is an American educator and researcher in the field of Language and Literacy Education whose work focuses on adolescent literacy in and out of school, inclusive of new media and digital literacies. Her most recent research interest involves developing historical-autobiographical methods for uncovering silences in scholarly writing that mask more than they disclose. She is the Omer Clyde and Elizabeth Parr Aderhold Professor in Education in the Mary Frances Early College of Education at the University of Georgia (UGA). She is also a UGA-appointed Distinguished Research Professor in the Department of Language and Literacy Education.
Charles M. Reigeluth is an American educational theorist, researcher, and reformer. His research focuses on instructional design theories and systemic transformation of educational systems to be learner-centered: personalized, competency-based, and largely project-based.
Cathy Kessel is a U.S. researcher in mathematics education and consultant, past-president of Association for Women in Mathematics, winner of the Association for Women in Mathematics Louise Hay Award, and a blogger on Mathematics and Education. She served as an editor for Illustrative Mathematics from the end of 2015 through July 15, 2017.
The Technological Pedagogical Content Knowledge (TPACK) framework describes the kinds of knowledge required by teachers for the successful integration of technology in teaching. It suggests that teachers need to know about the intersections of technology, pedagogy, and content. Specifically, how these areas of knowledge interact and influence one another in unique and specific contexts. In terms of teaching with technology, it suggests that it impacts not only what we teach but how we teach. This idea was in the zeitgeist in the early 2000s, with scholars working on variations of the idea.
Michelene (Micki) T. H. Chi is a cognitive and learning scientist known for her work on the development of expertise, benefits of self-explanations, and active learning in the classroom. Chi is the Regents Professor, Dorothy Bray Endowed Professor of Science and Teaching at Arizona State University, where she directs the Learning and Cognition Lab.
Young-Suk Kim is an educational psychologist known for her research on language and literacy development. She is Senior Associate Dean and Professor of Education at the University of California, Irvine.
Robert Reiser is an American academic and professor of instructional systems at Florida State University.
Robert Heinich was an American instructional designer, instructional technologist, author, and editor.
Laura Mary O'Dwyer is a professor of Measurement, Evaluation, and Statistics at Boston College known for her work on examining the impact of technology in education, especially science education, and for quantifying outcomes for K-12 student success.
References
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- 1 2 Morford, Jeanne M. (2018). "IDT Featured Leader: Rita C. Richey" . TechTrends. 62 (2): 135–136. doi:10.1007/s11528-018-0253-1. ISSN 8756-3894. S2CID 255319662.
- ↑ Theoretical and Conceptual Bases of Instructional Design
- Seels, Barbara (1987). "Review of Theoretical and Conceptual Bases of Instructional Design". Educational Communication and Technology. 35 (1): 57–59. doi:10.1007/BF02769456. ISSN 0148-5806. JSTOR 30218214. S2CID 58515776.
- Badley, Graham (1988). "Review of The Theoretical and Conceptual Bases of Instructional Design". British Journal of Educational Studies. 36 (1): 86–88. doi:10.2307/3121609. ISSN 0007-1005. JSTOR 3121609.
- Rossett, Allison (1986). "Review of The Theoretical and Conceptual Bases of Instructional Design". Journal of Instructional Development. 9 (3): 28–29. doi:10.1007/BF02906276. ISSN 0162-2641. JSTOR 30221290. S2CID 57273562.
- ↑ Moseley, James L.; Toker, Sacip; Fulgham, Susan M.; Shaughnessy, Michael F.; Richey, Rita C. (2009). "Interview with Rita C. Richey". Educational Technology. 49 (1): 59–61. ISSN 0013-1962. JSTOR 44429650.
- ↑ Gagné, Robert M. (2000). The legacy of Robert M. Gagné. Rita Richey, ERIC Clearinghouse on Information & Technology, Performance, and Instruction International Board of Standards for Training, United States. Department of Education. Syracuse, N.Y.: ERIC Clearinghouse on Information & Technology, Syracuse University. ISBN 0-937597-49-X. OCLC 47003188.
Reviewed by:- Dick, Walter (2003). "Review of The Legacy of Robert M. Gagné". Educational Technology Research and Development. 51 (2): 77–78. doi:10.1007/BF02504527. ISSN 1042-1629. JSTOR 30221163. S2CID 61477329.
- ↑ Reviews
- Cates, Ward Mitchell (2011). "Review of The instructional design knowledge base: theory, research, and practice". Educational Technology Research and Development. 59 (5): 737–739. doi:10.1007/s11423-011-9213-6. ISSN 1042-1629. JSTOR 41414968. S2CID 59695646.
- Spector, J. Michael (2011). Richey, Rita C.; Klein, James D.; Tracey, Monica W. (eds.). "Foundations for Researchers and Design Practitioners". Educational Technology. 51 (1): 55. ISSN 0013-1962. JSTOR 44429900.
- ↑ "AECT: James W. Brown Publication Award". members.aect.org. Retrieved 2022-09-02.
- ↑ "Academy Members". Academy of Scholars. 2022-09-01. Retrieved 2022-09-02.