The concept of Instructional Design. Models, theories, trends, pitfalls, and anything you need to know, written from our Instructional Design experts.
In this article, I will give try to answer the questions "What Instructional Design really is?" and "What Instructional Designers do?", and I will also talk about 3 Instructional Design myths. You constructive feedback will be highly appreciated!
Should their roles be autonomous, identical or interconnected? Experiences vary, but let’s see at what level they actually coincide.
Learning levels, learning domains, reflecting and extending learning, cognitive, perceptual, affective, interpersonal, and psychomotor. Do these words sound familiar or not? What are the levels of learning?
Are you involved in the instructional design field? I am sure that you have used ADDIE. What about SAM? Would you like to broaden your knowledge of the design of training programs? How you will design training and instructional design programs for older adults? What is the relationship between instructional design and online learning?
Since Instructional Design owes much of its theory and practice to the military, it seems only reasonable to use military terms to describe it. Here is a military objective:
Abstract – The theory of transformative learning theory, first articulated by Mezirow and further refined in his later publications, is about change - dramatic, fundamental change in the way we see ourselves and the world (Mezirow and Taylor, 2009). In contrast, Knowles' model of andragogy focuses on the characteristics of the adult learner and his or her life situation (Knowles, Holton and Swanson, 2005). This article compares and contrasts the essence of Mezirow's transformational learning and Knowles' model of andragogy and provides supporting research evidence for each one. It also formulates an approach to the instructional design of learning for adults who are returning to school that incorporates appropriate concepts from these two theories.”