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An Exploration of How Learning Design and Educational Technology Programs Prepare Instructional Designers to Evaluate in Practice
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DeVaughn, Philena; Stefaniak, Jill – Educational Technology Research and Development, 2020
The purpose of this qualitative study was to examine how learning design and educational technology degree programs prepare students to evaluate in practice. This study involved the curricular mapping of 16 graduate instructional design programs and 29 semi-structured interviews with program faculty and recent postgraduates. Based on information…
Descriptors: Instructional Design, Educational Technology, Program Evaluation, Graduate Study
Expansive Framing as Pragmatic Theory for Online and Hybrid Instructional Design
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Hickey, Daniel T.; Chartrand, Grant T.; Andrews, Christopher D. – Educational Technology Research and Development, 2020
This article explores the complex question of how instruction should be "framed" (i.e., contextualized). Reports from the US National Research Council reveal a broad consensus among experts that most instruction should be framed with problems, examples, cases, and illustrations. Such framing is assumed to help learners connect new…
Descriptors: Online Courses, Blended Learning, Teaching Methods, Educational Technology
The Studio Experience at the University of Georgia: An Example of Constructionist Learning for Adults
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Clinton, Gregory; Rieber, Lloyd P. – Educational Technology Research and Development, 2010
The Studio curriculum in the Learning, Design, and Technology (formerly Instructional Technology) program at a large research-extensive university in the southeastern U.S. represents a deliberate application of contemporary theory of how adults learn complex information in ill-structured domains. The Studio curriculum, part of a graduate program…
Descriptors: Educational Technology, Adult Learning, Graduate Study, College Curriculum
Collaborative Knowledge Building: A Case Study.
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Gilbert, Nancy J.; Driscoll, Marcy P. – Educational Technology Research and Development, 2002
Investigates collaborative knowledge building in a graduate level course designed to incorporate specific constructivist learning principles. Results indicated the instructional strategies promoted collaborative knowledge building and the acquisition of key concepts through self-directed learning strategies. Results also indicated types of…
Descriptors: Computer Assisted Instruction, Constructivism (Learning), Cooperative Learning, Educational Development
Application of Cognitive Apprenticeship Model to a Graduate Course in Performance Systems Analysis: A Case Study
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Darabi, A. Aubteen – Educational Technology Research and Development, 2005
This article reports a case study describing how the principles of a cognitive apprenticeship (CA) model developed by Collins, Brown, and Holum (1991) were applied to a graduate course on performance systems analysis (PSA), and the differences this application made in student performance and evaluation of the course compared to the previous…
Descriptors: Educational Environment, Systems Analysis, Apprenticeships, Student Attitudes
Knowledge Constructing through HyperMedia Authoring.
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Nicaise, Molly; Crane, Michael – Educational Technology Research and Development, 1999
Examines how educational theory translates into classroom practice. Students in a graduate course learned about educational theory by creating a hypermedia chapter for a Web-based book. Findings indicated: most students were highly satisfied with the course; some transferred learning; and students developed skills and knowledge with instructional…
Descriptors: Educational Practices, Educational Technology, Educational Theories, Graduate Study