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Dousay, Tonia A. – Educational Technology, 2017
Many resources now punctuate the maker movement landscape. However, some schools and communities still struggle to understand this burgeoning movement. How do we define these spaces and differentiate them from previous labs and shops? Through a multidimensional framework, stakeholders should consider how the structure, access, staffing, and tools…
Descriptors: Educational Facilities Design, Educational Change, Advocacy, Blended Learning
Hadlock, Camey Andersen; McDonald, Jason K. – Educational Technology, 2014
While instructional design's technological roots have given it many approaches for process and product improvement, in most cases designers still rely on instructional forms that do not allow them to develop instruction of a quality consistent with that expressed by the field's visionary leaders. As a result, often the teachers and students using…
Descriptors: Instructional Design, Design Requirements, World Views, Values
Trentin, Guglielmo; Bocconi, Stefania – Educational Technology, 2014
In order to design learning solutions that effectively embed face-to-face and online dimensions, it is crucial to identify the key components underpinning hybrid solutions. Furthermore, once these components have been identified, there is the need to clarify how to recombine them to meet a specific learning objective. This article aims to…
Descriptors: Higher Education, Instructional Design, Blended Learning, Teaching Methods
Stansberry, Susan L. – Educational Technology, 2016
This design case (Boling, 2010) includes the challenges, considerations, and decisions associated with the design and development of a learning space/place (Dourish, 2006; Harrison & Dourish, 1996) focused on innovative, creative, and imaginative ways to transform teaching and learning with technology. The T.E.C.H. Playground in the College of…
Descriptors: Educational Facilities Design, Educational Environment, Educational Change, Innovation
Norris, Cathie; Soloway, Elliot; Tan, Chun Ming; Looi, Chee-Kit; Wong, Lung Hsiang – Educational Technology, 2013
Increasingly, "research" is not being conducted in a separate group in an organization; rather, it is being integrated into the fabric of the organization. Google recently described such an integrated, "hybrid" model of software research that is characterized by cycles of short duration and small-scope activity that is ongoing…
Descriptors: Models, Design Preferences, Design, Educational Technology
Norton, Priscilla; Hathaway, Dawn – Educational Technology, 2015
Despite the rhetoric around technology as a transformative force in education, transformation is in the hands of teachers not technology. Yet, teachers cannot capitalize on technology's transformative potentials when teacher education is focused on the technology itself or even on the goal of technology integration. Teachers today are challenged…
Descriptors: Teacher Education Curriculum, Instructional Design, Educational Technology, Technology Uses in Education
Hannum, Wallace H. – Educational Technology, 2012
Instructional design models have been criticized for being too inflexible and taking too long to follow to be useful in today's fast-paced environment. As a result, some have rejected instructional design. This article offers an alternative view of instructional design as flexible and able to be accomplished in much shorter time periods than…
Descriptors: Instructional Design, Change Strategies, Educational Change, Educational Practices
Buchanan, Richard; Cross, Nigel; Durling, David; Nelson, Harold; Owen, Charles; Valtonen, Anna; Boling, Elizabeth; Gibbons, Andrew; Visscher-Voerman, Irene – Educational Technology, 2013
Scholars representing the field of design were asked to identify what they considered to be the most exciting and imaginative work currently being done in their field, as well as how that work might change our understanding. The scholars included Richard Buchanan, Nigel Cross, David Durling, Harold Nelson, Charles Owen, and Anna Valtonen. Scholars…
Descriptors: Educational Technology, Design, Imagination, Scholarship
Gropper, George L. – Educational Technology, 2014
Student achievement does not depend solely on teacher competence. Students' own behavior, their motivation to achieve, and their attitudes toward others around them all contribute. These variables create conditions--an environment--that either favors or disfavors achievement. They can dictate the amount of time a teacher has to devote to…
Descriptors: Classroom Techniques, Classroom Environment, Models, Guidelines
Shaughnessy, Michael F.; Fulgham, Susan M. – Educational Technology, 2016
The authors present this interview with Joshua Kim, Director of Digital Learning Initiatives at the Dartmouth Center for the Advancement of Learning (DCAL). Dr. Kim leads Dartmouth College's efforts around online learning and digital innovation for teaching and learning. He is a well-known conference speaker and consultant in the area of…
Descriptors: Educational Technology, Interviews, Electronic Learning, Web Based Instruction
Merrill, M. David – Educational Technology, 2014
This article provides the rationales for three recommendations for the future of Instructional Technology: (1) instructional technology as a field seems to have reached a tipping point, where the basic approach to instructional design has stabilized to where further research at this level has waned, suggesting that it is time for instructional…
Descriptors: Educational Technology, Instructional Design, Technological Advancement, Technology Uses in Education
Zywica, Jolene; Roberts, Anna; Davidson, Drew – Educational Technology, 2013
Working Examples (WEx) is described by the authors as a vehicle for ideating and building radical innovations to change education. It is a community of researchers, designers, and educators working at the intersection of education and technology. "Examples" (ideas, work, and projects) allow people to explore new ideas, learn from each…
Descriptors: Educational Technology, Educational Change, Educational Practices, Communities of Practice
Moyer, Sonja S. – Educational Technology, 2010
Change in education is not going away; instead, it seems to be increasing exponentially. Technology has been the catalyst, and the changes with the greatest impact on education are the location and size of the classroom. The challenges associated with these changes involve working with students from potentially an unlimited number of countries and…
Descriptors: Global Education, Student Diversity, Cultural Pluralism, Educational Change
McDonald, Jason K. – Educational Technology, 2010
Instructional designers face tremendous pressure to abandon the essential characteristics of educational approaches, and settle instead for routine practices that do not preserve the level of quality those approaches originally expressed. Because this pressure can be strong enough to affect designers almost as gravity affects objects in the…
Descriptors: Instructional Design, Educational Change, Teaching Methods, Educational Objectives
Bush, Michael D.; Walker, Edward C. T.; Sorensen, Alexander N. – Educational Technology, 2011
E-Learning standards began to come on the scene in the late 1990s. SCORM is the most widely known and practiced example, but some would say that it has failed to yield the hoped-for results. The authors have been engaged in projects to determine the impact that SCORM has had, and this article presents the results of interviews with individuals who…
Descriptors: Electronic Learning, Educational Change, Interviews, Program Attitudes