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The pursuit of useable knowledge in instructional technology
Abstract
The object of inquiry in instructional technology is not simply knowledge, but useable knowledge. This paper explores the
dimensions of relevance with respect to research and suggests ways the research community can accommodate the needs and interests
of practicing professionals in the field. Research relevance is examined as a reflection of: (a) practitioner and disciplinary
values; (b) perceived credibility, viewed in terms of authenticity, methods employed, and replicability; and (c) perceptions
of utility based upon the concrete nature of the findings. Specific recommendations relate to expanding the range of topics
addressed in our research, expanding the range of research methods employed, orienting our research communication to specific
practitioner communities, conducting research under natural conditions, replicating research, and establishing links between
abstract and concrete findings. Finally, the role of the practitioner as an educated consumer of research is discussed.
... Since Surry (2005) calls for more researchers and practitioners to fully realise the importance of the study of change—which is critical to the future of LT research—we may need to think about viable ways to make this field more successful. Value is what is important in learning, teaching or research related activities (Richey, 1998), and this paper reports on design research which is intended to validate and refine the guidelines for generating 'value innovation' (Kim & Mauborgne, 2004a) in LT research, with the aim of helping researchers and practitioners create new or previously unidentified research topics or questions. The five guidelines—inspired by the blue ocean strategy (BOS; Kim & Mauborgne, 2004b)—present refreshing insights. ...
... The queries raised from the expert review for refinements on the guidelines and the framework, the future research agenda and conclusions are all provided in this work. Creative research topics are always needed when we conduct research in order to advance knowledge and develop new applications in LT with regard to technological evolution, paradigm shifts in learning and value innovation (Richey, 1998). Some scholars attempt to find current research trends or some existing problems of research outcomes in an effort to provide a new direction. ...
... Since new technologies have been continuously emerging, research-proven or theory grounded guidelines and devices that can simulate innovative LT research topics and questions are desired (Latchem, 2006; Richey, 1998). LT in this study is defined broadly as technologies that can be used to facilitate human learning in various fields and contexts. ...
Some of the innovating research topics in learning technology and design research, which is intended to validate and refine the guidelines for generating value innovation is discussed. Learning technology (LT) is a transdisciplinary field that has been influencing human development in various academic subjects and industries. The evolution of LT integrated into teaching and research of various fields and diciplines is playing a major role in improving the current state and scope of LT contexts and developments. LT practitioners and researchers need to create or innovate values to promote LT research. They also need to develop some strategy to innovatively apply LT in existing domains, as well as create new domains for future research and development. It is belived that value innovation in LT research topics will bring about more fine researh and developments in academic and industrial fields.
... In such studies, giving detailed information about the research process (participants, data collection, data analysis, etc.) and sharing the data can contribute to conducting similar research and interpreting the results. Furthermore, more precise information on the conditions and context of results can be obtained (Richey, 1998;Roblyer, 2005). While determining the participants for this kind of research, attention should be paid to working with groups other than undergraduate students and on trying different (e.g. ...
... Let us give up the technological determinism, and focus on the study of social, economic, political and cultural contexts related to the use of educational technologies (Oliver, 2011). Last but not least, let us try to make changes in practice through creating mutual dialogues with practitioners and helping them interpret their research results (Hannafin,1985;Richey, 1998;Schrum et al., 2005). ...
... The last active debate about comparative studies in ETR&D started in the mid-1980's and continued, sporadically, until 2000 (Cobb, 1997;Clark, 1983Clark, , 1985Clark, , 1986Clark, , 1989Clark, , 1994Cunningham, 1986;Driscoll and Dick, 1999;Jonassen et al., 1994;Kozma, 1994Kozma, , 2000Lockee, Burton, & Cross, 1999;Morrison, 1994;Parkhurst, 1992;Reigeluth, 1989;Reiser, 1994;Richey, 1998;Ross, 1994;Shrock, 1994;Tennyson, 1994;Ullmer, 1994). If there was a last word, it was from Kozma (2000), who said, "traditional experiments often are not able to accommodate the complexity of these real-world situations" and "this confounding makes it difficult, if not impossible, to disentangle one component of a design from another because the various components are designed to work together (p. ...
Recipient of the 2021 AECT Research and Theory Division's Outstanding Theoretical Journal Award. Abstract Between 2010 and 2019, ETR&D experienced increased publication of a specific type of research that does not provide useful knowledge to the instructional design field. This type of research is research to prove, which entails pitting an incumbent, "traditional" learning experience against a new, innovative learning experience that lacks maturity. Additionally, under closer inspection, these new, innovative learning experiences show significant gaps of good design judgment, in terms of their alignment with the instructional theory framework. This type of research robs the instructional design field of important and useful data associated with effectiveness, efficiency, and appeal outcomes. To provide evidence for our claims, we reviewed 39 ETR&D articles between 1980 and 2019 and 41 articles in non-ETR&D journals between 2009 and 2018 that represented traditional instruction comparisons. Our conclusion is that a change in ETR&D editorial policies around 2010, such as reviewers having more power than editors in determining which papers get published, led to the unintended consequences this paper reports. We provide recommendations for addressing this situation.
... The last active debate about comparative studies in ETR&D started in the mid-1980's and continued, sporadically, until 2000 (Cobb, 1997;Clark, 1983Clark, , 1985Clark, , 1986Clark, , 1989Clark, , 1994Cunningham, 1986;Driscoll and Dick, 1999;Jonassen et al., 1994;Kozma, 1994Kozma, , 2000Lockee, Burton, & Cross, 1999;Morrison, 1994;Parkhurst, 1992;Reigeluth, 1989;Reiser, 1994;Richey, 1998;Ross, 1994;Shrock, 1994;Tennyson, 1994;Ullmer, 1994). If there was a last word, it was from Kozma (2000), who said, "traditional experiments often are not able to accommodate the complexity of these real-world situations" and "this confounding makes it difficult, if not impossible, to disentangle one component of a design from another because the various components are designed to work together (p. ...
Between 2010 and 2019, ETR&D experienced increased publication of a specific type of research that does not provide useful knowledge to the instructional design field. This type of research is research to prove, which entails pitting an incumbent, “traditional” learning experience against a new, innovative learning experience that lacks maturity. Additionally, under closer inspection, these new, innovative learning experiences show significant gaps of good design judgment, in terms of their alignment with the instructional theory framework. This type of research robs the instructional design field of important and useful data associated with effectiveness, efficiency, and appeal outcomes. To provide evidence for our claims, we reviewed 39 ETR&D articles between 1980 and 2019 and 41 articles in non-ETR&D journals between 2009 and 2018 that represented traditional instruction comparisons. Our conclusion is that a change in ETR&D editorial policies around 2010, such as reviewers having more power than editors in determining which papers get published, led to the unintended consequences this paper reports. We provide recommendations for addressing this situation.
... These eleven practices can be grouped into three areas: context, method and outcome. Context comprised 47% of the total citations [4,17,[19][20][21][22][23][24][25][26][27] . Method comprised 39% of the total citations [4, 19, 21, 22, 24-26, 28, 29] . ...
... This method is a process of devising, creating, and assessing systems, processes, and applications, which must exceed different standards of acceptability, efficacy, and consistency. This method is often adopted in the educational context as a "systematic approach in designing, developing and evaluating instructional programs processes and products that must meet the criteria of internal consistency and effectiveness" (Richey, 1998). ...
Purpose-This study explored the utilization of ICT tools and resources in developing ICTeachMUqPO. This information e-learning module system is a web-based application designed to support the academic needs of both faculty and students, in particular to track learning progress. Method-The proponents conducted a group discussion and collaboration with the end users and reviewed literature on faculty development and related studies to gather preliminary information. They also identified all software and hardware specifications necessary in developing the system through a survey. The descriptive method of research was employed in designing the system evaluation process. Judgmental or purposive sampling was used in selecting the respondents (n=113) who answered the evaluation survey. Result-The system evaluation survey was patterned after ISO 25010 and consisted of the following components: functionality, usability, reliability, performance, security, compatibility and supportability. The overall rating of the system was 4.11, which 164 indicated a "very good" grade. The portability test showed that the system can run on any computing platform using different web browser applications. Conclusions-The result of the system evaluation by the respondent implied that the system's overall internal and external performance exhibited consistency and met the compliance requirements set by the developers. Recommendation-The authors recommend that teachers and students undergo ICT capability training to get the most out of the functionalities of the ICTeachMUqPO e-learning management system. The school administrators may provide support in terms of enhanced accessibility of facilities, higher internet bandwidth allocation and better network infrastructure. The proponents suggest that further research be conducted using other variables, taking another direction such as assessing the learning outcome and behavior of the students using the system. Research Implication-E-learning or learning management systems can save faculty members time when preparing for their classes. The system can make use of additional features but in its present form it can already be a very useful educational tool to both the teacher and the student users. Making use of this technology could be an impetus for transitioning to other methods of instruction, such as online teaching.
... We are hopeful that these kinds of developments will occur. However, we contend, along with scholars such as Bichelmeyer (2004) and Richey (1986Richey ( , 1998, that effective theory should also be developed within the boundary of instructional design itself. This is not because such theory would inherently be more authoritative, but because scholars deeply aware of the intricacies of instructional design and development are well positioned to construct applicable theoretical resources for the field, a form of theory building we term originary in order to distinguish it from theories imported from elsewhere. ...
In this paper we offer a call for the development and utilization of originary theory in instructional design. Originary theory, which is generated by scholars within the field of its intended application, can be contrasted with imported theory, which is formulated in one field and later moved or “imported” into another for new purposes. In making our argument we first review the use of theories imported into instructional design and address limitations that might arise if these theories are overly relied upon, such as if they are treated as the primary source of insight for supporting the work of practitioners. Next, we define originary theory and argue that it should be emphasized within the field of instructional design because of the central role it can play in facilitating the field’s work of designing and developing excellent learning experiences. We further explore how originary theories can support instructional design practice by considering two examples of recent theoretical work that speak to the values, and challenge the assumptions, of instructional designers, disclosing aspects of the field that can help them better accomplish their work. First, we consider originary theory that conceptualizes instructional design as a design discipline; and second, we review originary theorizing that provides alternatives to common views about learners and learning. We conclude by considering what it might mean for the field to more intentionally develop and apply originary instructional design theory.
... Such collaborative analysis and modelling is a crucial precondition for the creation of a shared vision for the expansive solution of the contradictions (Engestr€ om, 2000). This is especially important in teacher education, given that the aim of education is usable knowledge or knowledge that is responsive to the current and emerging needs of practitioners and users and ultimately to the solution of professional problems (Richey, 1998). ...
... Figura 3.1. Proceso de la investigación de desarrollo (adaptado de Reeves, 2000) El valor de la metodología de investigación de diseño y desarrollo, reside en la habilidad para mejorar la práctica educativa, para mejorar la intervención (Martínez, 1998;Cabero, 2001, Richey, 1998Desing-Based Research Collective, 2003 -El desarrollo de teorías instructivas y del aprendizaje basadas en el contexto. ...
... Education researchers have sought to address the divide between research and persistent problems of practice faced by educators through technology, pedagogy, and methodology innovations (Anderson & Shattuck, 2012;Mishra & Koehler, 2007;Richey, 1998). Barriers to the successful development and implementation of technological innovations have impeded innovations from being taken up by educators to support students. ...
Education researchers have sought to address the divide between research and persistent problems of practice faced by educators through technology, pedagogy, and methodology innovations (Anderson & Shattuck, 2012; Mishra & Koehler, 2007; Richey, 1998). Barriers to the successful development and implementation of technological innovations have impeded innovations from being taken up by educators to support students. Notably, educators and administrators in K-12 schools and districts may lack the expertise to properly implement technological innovations or show integrity to the rationale underlying innovations that stems from research for improving teaching and learning. All too often, research information is inaccessible with few knowledgeable brokers to properly leverage research expertise toward current problems of practice in a school or district.
... Bring Your Own Devices the learning, but further divides still exist (Dijk, 2012). To achieve the complete digital inclusion, objectives should be to equip learners with not only the improved access and skills to digital technologies but the motivation and ability to think critically and the creation of new knowledge which is responsive to the solution of professional and social needs (Ghobadi and Ghobadi, 2015;Richey, 1998). Various researches in the field of digital divide show that better access to digital technology and skills gives any individual an increased chance of performing and achieving better outcomes (Deursen and Dijk, 2015). ...
Purpose
Over the past few years, technology-mediated learning has established itself as a valuable pathway towards learners’ academic and social development. However, within the adoption stages of information and communications technology-enabled education, further questions have been raised in terms of equity of information literacy and learning outcomes. For the past three years, the authors have been working with one of the earliest secondary schools in New Zealand to introduce a Bring Your Own Device (BYOD) policy. In this paper, the authors present the findings of a longitudinal investigation into the BYOD project, which offers new insights into the digital divide issues in the context of evolving teaching and learning practices across three levels, namely, digital access, digital capability and digital outcome.
Design/methodology/approach
This study is an empirically grounded longitudinal case research conducted over a three-year period in one secondary school in New Zealand. This research has included a number of methods, including surveys, interviews and classroom observations, to gather qualitative data from various stakeholders (teachers, students and parents).
Findings
The findings from the study of the BYOD project inform of digital divide issues in the context of evolving teaching and learning practices across formal and informal spaces. The authors explored how the BYOD policy has influenced existing divides in the learning process across three levels, namely, digital access, digital capability and digital outcome. The result sheds light on key issues affecting the learning process to contextualise factors in the three-level digital divide for the BYOD technology adoption process in classroom settings.
Research limitations/implications
The study presents findings from an ongoing investigation of one secondary school, an early adopter of the BYOD policy. While the authors have followed the school for three years, more in-depth studies on how teaching and learning practices are evolving across formal and informal spaces will be further qualified in the next stages of data collection.
Originality/value
The study contributes to new knowledge on how digital inclusion can be supported beyond mere access to meaningful use of technology to reinforce student learning and their overall skill development.
... The purpose of individual research projects under the positivist paradigm is therefore to adopt a methodology that enables the findings to add to an existing body of knowledge that can be further explored in a consistent and valid manner. In the related areas of information technology, human-computer interaction, simulation and games production, producing results that are replicable is a desirable attribute of research undertaken in this field (Elson & Quandt, 2014;Wilson, Machay, Chi, Bernstein, Russell & Thimbleby, 2011;Richey 1998). This was the reasoning behind using sound methods and approaches that previous studies have used on similar research questions. ...
Avatars have been a traditional mainstay of game based interactive entertainment, where they aim to enhance story-based interaction and player engagement. However, there has been an increase in avatar roles in fields such as serious gaming and simulation training, where accurate and cost-effective avatar development and ability to convey human emotional expressions is of interest. The area of emotional expression in avatars is not well understood, and uncanniness in avatars can pose issues that may impact on training outcomes.
There are two aims of this research, firstly to explore how avatar fidelity or realism influences the emotional experience of interactions between humans and computer-generated avatars. Secondly, to examine how the emotional expressions displayed by avatar facial features affect participants perceived valence or the intrinsic attractiveness of the avatar. In order to test these affects, this research uses a combination of survey and experimental methodologies. Utilising a Godspeed survey to measure the perception of an avatars ‘humanness’, ‘eeriness’ and ‘attractiveness’, and a three-part experiment measuring participant startle reflex responses to differing fidelity and emotional expression avatars, human-avatar interaction was explored.
The analysis of results indicated that participant gender played a role in the perception of avatars. In addition, the avatars themselves appear to have a significant impact on the responses from participants. The emotional expressions displayed indicated that sad expressions are less unpleasant and possibly less uncanny, than smiling.
In conclusion, this research represents an entry point into a broad, cross-disciplinary research area. While there are important findings and contributions made, the significant amount of data generated through the experiments will pose questions for future work in this research area.
... Estos resultados pueden, al mismo tiempo, asociarse a casi todos los tipos de problemas de investigación que propone Richey (1998): ...
p class="CAPITOL">Se entiende por Investigación Basada en Diseño un tipo de investigación orientado hacia la innovación educativa cuya característica fundamental consiste en la introducción de un elemento nuevo para transformar una situación.
Este tipo de investigación trata de responder a problemas detectados en la realidad educativa recurriendo a teorías científicas o modelos disponibles de cara a proponer posibles soluciones a dichos problemas. A este fin, se diseñan programas, paquetes didácticos, materiales, estrategias didácticas, etc.., que se someten a pruebas y validación, y, una vez mejorados, se difunden a la realidad escolar.
El proceso de investigación presenta, generalmente, dos etapas: investigar hasta crear un nuevo producto y sus sucesivas mejoras, y por otro lado aportar conocimiento en forma de principios que contribuyen a nuevos procesos de diseño. Entendiendo producto no sólo objetos materiales (libros de texto, programas de vídeo, aplicaciones de ordenador, juegos de simulación,...), sino también procesos y procedimientos (métodos de enseñanza, planes de organización escolar, estrategias didácticas, distintos programas,...).</p
... Estos resultados pueden, al mismo tiempo, asociarse a casi todos los tipos de problemas de investigación que propone Richey (1998): ...
Se entiende por Investigación Basada en Diseño un tipo de investigación orientado hacia la innovación educativa cuya característica fundamental consiste en la introducción de un elemento nuevo para transformar una situación. Este tipo de investigación trata de responder a problemas detectados en la realidad educativa recurriendo a teorías científicas o modelos disponibles de cara a proponer posibles soluciones a dichos problemas. A este fin, se diseñan programas, paquetes didácticos, materiales, estrategias didácticas, etc.., que se someten a pruebas y validación, y, una vez mejorados, se difunden a la realidad escolar. El proceso de investigación presenta, generalmente, dos etapas: investigar hasta crear un nuevo producto y sus sucesivas mejoras, y por otro lado aportar conocimiento en forma de principios que contribuyen a nuevos procesos de diseño. Entendiendo producto no sólo objetos materiales (libros de texto, programas de vídeo, aplicaciones de ordenador, juegos de simulación,), sino también procesos y procedimientos (métodos de enseñanza, planes de organización escolar, estrategias didácticas, distintos programas..
... Ensuring equalised digital access and digital skills/literacy are necessary measures towards bridging the digital divides in the learning, but further divides still exist. In order to achieve the complete digital inclusion, objectives should be to equip learners with not only the improved access and skills to digital technologies, but the motivation and ability to think critically and creation of new knowledge which is responsive to the solution of professional and social needs (Richey, 1998). ...
Technology mediated learning provide potentially valuable resources for learners' academic and social development. However, according to recent researches, as the adoption stages of ICTs advance there arise further levels of digital divides in terms of equity of information literacy and learning outcomes. For the last three years we have been working with the first secondary school in New Zealand to introduce a Bring Your Own Device (BYOD) policy. Our research has included a number of methods, including surveys, interviews and classroom observations. In this paper we present the findings from the investigation into BYOD project, which gave us insights into the digital divide issues in the context of technology mediated learning.
... Ensuring equalised digital access and digital skills/literacy are necessary measures towards bridging the digital divides in the learning, but further divides still exist. In order to achieve the complete digital inclusion, objectives should be to equip learners with not only the improved access and skills to digital technologies, but the motivation and ability to think critically and creation of new knowledge which is responsive to the solution of professional and social needs (Richey, 1998). ...
... The main aim of this study is to explore the potential of a sustainable pipeline of volunteer tutors to support online math tutoring service within a South African context. In order to reach this aim a development research approach will be implemented [18][19][20][21]. ...
Volunteer workers contribute to many aspects of society. There are volunteer organisations which formally assist in many areas such as health, education, housing, safety and security. Virtual volunteering is less common. Virtual volunteering is the phenomenon of people volunteering their services and expertise via the Internet. This paper describes work towards a sustainable model of sourcing volunteers for a mobile, online tutoring environment. This is a work in progress.
... We believe that postmodern researchers and instructional designers should continually strive to recognize and question their beliefs about what is being studied and designed and how those beliefs shape the findings of their research and design. While Solomon, citing Richey (1998) and others, calls these beliefs one's " philosophical orientation " (p. 8), we caution against pursuing only an abstract discourse of philosophy that is difficult for instructional designers and teachers to apply. ...
Following the publication of David Solomon's winning Young Scholar paper, "Toward a Post-modern Agenda in Instructional Technology," in issue 48(4) of ETR&D, several readers inquired asking for more concrete information on the meaning of postmodernism and its implications for practice and research in instructional technology. One reader in particular, Rick Voithofer from Ohio State University, asked if he could submit a reaction to Solomon's paper. I agreed to examine a draft, on which I provided feedback and encouragement to continue. I then invited David Solomon to provide a brief rejoinder. The products of these efforts follow.
... Figura 3.1. Proceso de la investigación de desarrollo (adaptado de Reeves, 2000) El valor de la metodología de investigación de diseño y desarrollo, reside en la habilidad para mejorar la práctica educativa, para mejorar la intervención (Martínez, 1998;Cabero, 2001, Richey, 1998Desing-Based Research Collective, 2003 -El desarrollo de teorías instructivas y del aprendizaje basadas en el contexto. ...
... By following Ma and Harmon's (2009) design-based research and development process, we a) identified preservice teachers' reflective journal writing problems in a Web-based educational assessment system and the tentative solutions to the problems, b) designed and developed the prototype of the journal writing scaffolds within certain theoretical frameworks, c) evaluated the effects of the prototype on preservice teachers' critically reflective thinking in their journal writing, and d) generated the design principles for future similar undertakings. Reeves (1995) and Richey (1998) believe that traditional research methodologies have largely failed to generate useful knowledge to guide instructional practice. Reeves (2000b) called for the validity and social relevance of research in the field of instructional technology. ...
Leveraging the potential of design-based research to improve reflective thinking in an educational assessment system. International Journal of Technology in Teaching and Learning, 5(2), 119-137. Reflective practice has become an integral component of computer-based educational learning systems to develop preservice teachers' critically reflective thinking capability. Recently, design-based research has demonstrated its potential as a methodology suitable to guide the research and design of technology-enhanced learning environments. Guided by Ma and Harmon's (2009) detailed design-based research process, this case study presents an iteration of a project on how to embed computer-based scaffolds (question prompts and writing process display) in a technology-enhanced educational assessment system to facilitate preservice teachers' online reflective journal writing. Rapid prototyping was adopted as the development method of the Web-based scaffolds. Explanatory mixed-methods design served as the research methodology. Both quantitative and qualitative results revealed that the scaffolds did enhance preservice teachers' critically reflective thinking capability in the simulated system. A few design principles were generated hoping to guide those interested in working with the computer-based scaffolds tailored for reflective practice.
... validation, and implementation of ID models (Richey, 1998; Richey, Klein, & Nelson, 2004; Seels, 1994). This research focus, usually referred to as developmental research, draws on and contributes to the literature in areas such as the nature and practice of ID, designer decision-making, the role of theory in instructional design, and the relationships between theory and practice in ID. ...
This is a report of a developmental research study that aimed to construct and validate an instructional design (ID) model
that incorporates the theory and practice of multiple intelligences (MI). The study consisted of three phases. In phase one,
the theoretical foundations of multiple Intelligences and ID were examined to guide the development of such model. In phase
two the model components were determined and an initial model was constructed. In phase three, the model was reviewed and
validated by experts in the field of ID through a three-round Delphi study. The result was a revised and validated Multiple
Intelligences Design Model. This paper presents the decision-making processes and procedures used in model development, and
provides a framework for the internal validation of ID models using expert review procedures.
... Historically many of these models have not undergone rigorous or systematic review. In recent years, there has been an increased focus on systematically studying the processes involved in the construction, validation, and implementation of instructional design models (Seels 1994;Richey 1998;Richey et al. 2004). ...
This is a report of one case of a design and development research study that aimed to validate an overlay instructional design
model incorporating the theory of multiple intelligences into instructional systems design. After design and expert review
model validation, The Multiple Intelligence (MI) Design Model, used with an Instructional Systems Design (ISD) Model, was
tested for use by four practicing instructional designers. Instruction developed for learners using this model was then evaluated
measuring post-test and attitudinal scores with 102 participants. This report also provides a reflection on the lessons learned
in conducting design and development research on model validation. The procedures and findings have implications for the processes
involved in instructional design model validation through designer use and program implementation.
... Answers to these questions not only predict interest in the project, but also whether the research is viewed as relevant. "Explorations of research relevance are typically examinations of shared perceptions, the extent to which researchers' notions of relevance are congruent with the perceptions and needs of practitioners" (Richey, 1998, p. 8). This is particularly true with developmental research where the object of such research is clearly not simply knowledge, but knowledge that practitioners can use. ...
THE PURPOSE OF THIS ARTICLE is to provide direction to those entertaining a developmental research project. There are two
categories of developmental research, both of which are examined here. The two types vary in terms of the extent to which
the conclusions resulting from the research are generalizable or contextually specific. This article describes developmental
research in terms of the traditional stages of planning, conducting, and reporting a research project—problem definition,
literature reviews, and research procedures. Examples of adapting a literature review to a developmental study are identified.
Problem definition procedures encompass focusing on and framing the problem, and identifying the limitations of the research.
Research procedures are adapted to developmental studies, particularly with respect to identifying the study’s participants,
creating a research design, and collecting and analyzing the data. Finally, issues with respect to reporting developmental
research are discussed.
... There is a sort of disengagement between the creators of abstract, often mathematized knowledge and practitioners that will not be overcome by the generation of still more abstract knowledge following from the empirical literature ( Bensimon et al., 2004). In order for findings to be helpful they must be perceived as current, beneficial, feasible, and in a form conducive to application (Richey, 1998). Ultimately, research and theory produced under the received view-through its emphasis on highly technical and abstract solutions-results in a retrenchment of the theory-practice split it sought to overcome. ...
The authors provide an overview of the theory-practice split in instructional design by reviewing the nature and limits of
six prominent attempts to connect these disparate aspects of the field. The authors then suggest an alternative viewpoint
in which theory and practice are not fundamentally distinct, but rather two ways of interpreting experience, taking account
of phenomena, and guiding action. While theory is primarily based on abstractions (e.g., explanatory constructs, variables,
models), practice is primarily based on the concrete meanings of everyday life (e.g., implicit assumptions and values, tacit
knowledge, and inarticulate “theories”). A re-conceptualized view of theory can help obviate the theory-practice split by
emphasizing concrete meanings and avoiding abstractions that are difficult to apply. In conclusion, the authors offer several
implications for theory and inquiry in the field.
KeywordsTheory-practice split-Practice theory-Abstract meanings-Concrete meanings-Facilitative theory
... The instructional design enterprise is a bit like an ocean liner—huge, slow, ponderous, and requiring large amounts of energy and a great deal of time to move it even one degree off its current path. Recent discussions and developments in the field concern rapid technological and societal changes and the resulting need for very complex knowledge at work (Berryman, 1993;Cascio, 1995); new constructivist design theories for problem solving (Jonassen, 1994;Reigeluth, 1999a;Schwarz, Brophy, Lin, & Bransford, 1999); arguments for new context and technology-based design (Driscoll & Dick, 1999;Kozma, 2000;Richey, 1998); two decades of systematic design research and development byJohn Anderson (1983Anderson & Lebiere, 1998), and innovative work on " first principles of instruction " by designer-researcher David Merrill (2000). These welcome discussions have at least one important goal in common-the gradual evolution of design theory to accommodate complex learning. ...
This article provides an overview description of the four-component instructional design system (4C/ID-model) developed originally
by van Merriënboer and others in the early 1990s (van Merriënboer, Jelsma, & Paas, 1992) for the design of training programs
for complex skills. It discusses the structure of training blueprints for complex learning and associated instructional methods.
The basic claim is that four interrelated components are essential in blueprints for complex learning: (a) learning tasks,
(b) supportive information, (c) just-in-time (JIT) information, and (d) part-task practice. Instructional methods for each
component are coupled to the basic learning processes involved in complex learning and a fully worked-out example of a training
blueprint for “searching for literature” is provided. Readers who benefit from a structured advance organizer should consider
reading the appendix at the end of this article before reading the entire article.
... education research where the object of its inquiry is not simply knowledge, but useable knowledge. That is, education research should be " responsive to the current or emerging needs of practitioners and ultimately to the solution of professional and social problems " (Richey, 1998, p.7). Since learning activities in ICT-mediated classrooms must be understood in the context of larger sociocultural issues, activity theory will be used to analyse different levels of interactions within an activity system. ...
This paper explains how activity theory is used as a framework to study the information and communication technologies (ICT) integration processes in Singapore schools, both from the sociocultural and pedagogical perspectives. The research study addresses the pertinent question of ‘How has ICT been integrated in Singapore schools such that students engage in higher order thinking?’ Taking activity system as a unit of analysis, the study documents the processes by which activities shape and are shaped by their different levels of context. Such a framework guides the study by documenting and describing the activity systems within and across schools and classrooms, with the integral contextual understanding of how larger entities such as policymakers have on them. This understanding is particularly critical to education research where the object of its inquiry is not simply knowledge, but useable knowledge.
تکامل فناوری بر روی زندگی و نحوه یادگیری ما در قرن 21 تاثیرات بسیاری گذاشته است. همواره فناوری آموزشی تمایل بسیاری به سمت عملی شدن در کلاس های درس داشته است (ریچی، 1997)، یافته های پژوهش های اولیه تلاش داشته است تا این تمایل را نشان دهند. فین (1953/1996) بیان کرد که بدنه نظریات نظام مند ما نیازمند آن است که توسط پژوهش و تفکر به طور مستمر گسترش یابد. اگر تصور کنیم که پژوهش های مبتنی بر فناوری آموزشی موفق باشد، یعنی نظریات ما راتائید کند و فرضیات جدیدی ایجاد کند، همچنان "تفکر" در این رشته می تواند یکی از مهمترین مسائل فراموش شده در مسیر یادگیری باشد. فلسفه، تفکر است (موریس، 1999)؛ در اصل روش زندگی است (مارینوف، 1999) و نیازی برای زندگی (موریس، 1999). این مقاله به فلسفه فناوری آموزشی پرداخته است و در ابتدا فلسفه و فناوری آموزشی بررسی شده است و سپس چهار جنبه از پرسش های فلسفی در فناوری آموزشی را به بحث خواهیم نشست. برای اینکه به طور کامل درک کنیم که معلمان چه دیدگاهی به نقش فناوری در قرن 21 دارند و اینکه چرا این دیدگاه را حفظ می کنند، ابتدا آن ها نیاز دارند تا فلسفه های آموزش خود را بازتاب دهند. تلفیق و کاربرد فناوری با فلسفه آموزشی معلم بسیار حیاتی است. فلسفه برای متخصصان تکنولوژی آموزشی به دو دلیل مهم است: 1. انسان ها فلسفه هایی دارند که بر عمل آن ها تاثیر می گذارد. 2. نظریه از فلسفه سرچشمه می گیرد (سولومن، 2000). می توان اینگونه بیان کرد که مطالعات بر روی نقش فلسفه در فناوری آموزشی بسیار نادر است و این نقش به طور دقیقی توضیح داده نشده است. با توجه به ارائه انواع گرایشات فلسفی که در این زمینه موجود است، این مقاله ممکن است بتواند نگرشی را به درک بهتر روش های مختلفی که فلسفه می تواند طراحی آموزشی را شکل دهد فراهم کند.
In January 1995 the National Science Foundation Advanced Technological Education (NSF-ATE) Program funded the creation of the National Center for Manufacturing Education (NCME) to develop curricular materials for a novel manufacturing education associate degree program. The primary deliverable included 62 instructional units (modules) that create a novel associate degree program in manufacturing engineering technology. The program was considered innovative in its pedagogy, organization, and content[1]. This paper focuses on the constructivist framework that supports the pedagogy (instructional design model), a supportive Curriculum Assessment Checklist, and the results obtained from our external evaluator, the Higher Education Evaluation and Research Group (HEERG)[2,3]. The first tasks in the creation of this novel program revolved around the determination of the curriculum competencies - the what - and the philosophical underpinning for a new instructional design model, the how. The NCME determine that a constructivist learning philosophy defined within fifteen learning statements provided the underpinnings for the Instructional Design Model. The learning statements and subsequently developed instructional design model go beyond the eight instructional principles and the three primary constructivist propositions defined by Savery and Duffy (1995, 2001) on how we come to understand or know, to include the learner's preferred learning modes[4,5]. The instructional design model as shown in Figure 1 supports activity-based, contextual, industry-verified, whole-to-part learning. Each of the instructional modules contains more than one authentic learning task and a transfer activity. A key element of the module is a transfer activity at the end of each module, which provides a context for integrating all the competencies developed within that module, and to provide contextual linkage between modules. The most commonly used context is based on a virtual company, Robotic Grippers Inc.
This paper explains how the activity theory is used as a framework to analyze the barriers to a virtual Management Information Stream (MIS) Curriculum in Jordanian schools, from both the sociocultural and pedagogical perspectives. Taking the activity system as a unit of analysis, this study documents the processes by which activities shape and are shaped by their different levels of context. Through qualitative data collection methodologies, the study explored the various contextual and personal imbalances that appeared while implementing the MIS at schools. At the end of the study, several suggestions and recommendation are offered to enhance the curriculum and its implementation at schools.
Design-based research is a burgeoning research paradigm holding the promise of introducing more socially responsible studies to transform education. However, there is a lack of methodological standards and established research processes to inform this type of study. Although there are general principles and procedures on design-based research, little guidance is available to researchers with regard to how to conduct design-based research at the individual iteration level when creating technology-based innovative learning environments. In this article, we describe a case study of design-based research in a single iteration, illustrate a research and development process evolved from this study, and present several guidelines on how to conduct design-based research.
Evidence in the literature indicates that the current generation of electronic learning and teaching aids can offer significant pedagogical advantages ranging from revision to improved feedback. As a result, many universities in Australia and worldwide, are investing heavily in modern teaching tools, often equipping lecture theatres with the latest multimedia facilities. However, at the same time, there are growing pressures on academic staff regarding the competing needs for their time spent on research and other commitments. Questions therefore arise as to whether these new education technologies are in fact welcomed and used by some academics, despite the reported advantages to the student learning experience when used effectively. To investigate this, several surveys of engineering staff and students regarding education technology were conducted to establish the perceptions of their impacts on student learning and scope of their use. Based on these results and a review of the literature, recommendations are proposed for effective strategies for academic staff who wish to adopt education technologies. The objective is to decrease the resistance of those academics that may not yet have embraced some of the more modern teaching technologies. This is done by demonstrating that if integrated into existing teaching practices in a systematic manner, any short-term increase in workload can be offset by longer term efficiencies, along with potential improvements to student understanding and satisfaction.
The field of instructional technology has traditionally involved a unique blend of theory and
practice. This blend is most obvious in developmental research, those studies that involve
the production of knowledge with the ultimate aim of improving the processes of instructional design, development, and evaluation. Such research is based on either situation-specific problem solving or generalized inquiry procedures. Developmental research, as opposed to simple instructional development, has been defined as “the systematic study of designing . . .
Marine shell ornaments have several characteristics that make them significant for archaeological analysis. Made from a raw material valued by cultures throughout the world and imbued with water, life, health, and fertility symbolism, shell objects have functioned as prestige goods. Shell prestige goods circulated between individuals, groups, and societies and materialized interpersonal relationships, making them valuable for archaeologists shifting focus from objects to the people in past societies. Shell ornaments had multiple roles, including ornamentation, wealth, marking status, and as ritual paraphernalia, and had varying symbolic associations even within a society. The rich ethnographic literature on shell use provides a source for archaeological model building. Marine shell artifacts often moved between societies and across long distances, offering a way for archaeologists to explore regional relationships and the interactions between ancient societies. To do this requires using several scales of analysis to investigate archaeological residues of a system that includes marine shell ornaments, the social organization of their production and exchange, and the people who made, displayed, and circulated them.
Evaluation of online training is a necessity to its future as a viable alternative method to classroom training. The purpose of Study 1 was to evaluate the effectiveness and efficiencies of online training as it compared to current classroom training with Nebraska Law Enforcement Training Center's (NLETC's) Jail Management trainees. Trainees were randomly assigned to receive either online or classroom training. Learning, motivation, and attitudes were measured for instructional effectiveness. Instructional time and cost/benefit calculations were used as measures of efficiencies. Results indicated, as predicted, that online training is as effective an instructional method as classroom training, and more efficient than classroom training. No meaningful learning differences occurred between the two groups, but online training was completed in almost half the time of classroom instruction and at a lesser cost. However, the classroom group reported higher motivation and positive feelings concerning their instruction than did the online group. Study 2 experimentally examined learning, instructional time, motivation, and attitude advantages of multimedia included in the Jail Management online training courses. Although hypothesized that video would enhance learning, motivation, and attitude, there were no differences in UNL student participants' test scores or surveys scores whether they received training with text only, audio with the text, or video with the text. Only instructional time differed among the groups.
Over the last few years, the higher education and the vocational education and training sectors have increased the number of online learning courses available for professionals. Yet, research on e-learning opportunities for professionals has not developed at the same pace. This paper describes the results of a systematic search for research based, empirical studies on professional online learning that examined interactivity and other forms of social learning. Based on four selection criteria (online learning course, professionals, interactivity and research study), the search yielded 18 articles. These were examined first in relation to the characteristics and context of the professional online courses under scrutiny, and second in relation to four levels of interactivity focus in the research. The highest level represents studies where the interactivity was planned, supported and implemented successfully, and the lowest level studies where minimal opportunities for interactivity were available. Overall, although some studies were of a high academic and educational quality, there was little evidence of pedagogical innovations that would give this field of educational research and practice a clear direction for the future.
Integrating adult learning and technology is exceptionally challenging. The one
certainty present for adult educators is that they can rely on change and therefore catering
for learners' needs, interests and abilities is no easy task. In order to be effective, an adult
educator must be aware of their own philosophy to cater for this ever increasing diversity.
Delivery styles and activities need to be reflective of the philosophy held by the educator and
their institution. Although a philosophy may be an eclectic mix, there is usually a key ...
“Post-modernists look to the past and future equally and position themselves in the present, seeing time as a broken continuum
in need of acknowledgement” (Jencks, 1992b, p.6).
Traditional views in instructional technology are often based on the application of scientific knowledge. Post-modernism,
an alternative paradigm, questions whether science alone offers the best approach to teaching and learning. Post-modernism
holds promise for guiding research and development in instructional technology.; however, its potential contributions to the
field require clarification. Accordingly, cogent definitions of post-modernism have been constructed—from an instructional
technologist's point of view—and implications for the field have been presented to address the concerns of critics. This paper
received the 1999 ETR&D Young Scholar Award and the author notes that the termpost-modern shall be hyphenated to symbolize “the continuation of Modernism and its transcendence” (Jencks, 1995, p. 30).
‘Design’ is a term that is familiar to many language teachers and
CALL practitioners. It is used regularly in relation to curriculum, syllabus, course and task
in the general literature and it occurs in all these areas and more in the CALL sphere where
instructional design, website design, interface design and screen design are just some of the
additional points of focus. This paper aims to look at CALL design in more detail. It places a
particular emphasis on describing the discourse, products and processes of design in CALL. It looks
at what we have learnt about design and points to areas that remain problematical. It also makes
connections with cognate fields whenever these links prove helpful. This study is the second in a
series of three complementary papers which look at research, design and evaluation in CALL (see
Levy, 2000). All use the same corpus of CALL work as a database and the research design and
methodology in each is the same. In this paper the description and discussion is based on 93
articles involving design published in books and journals published in 1999. The descriptive
section is followed by analysis and interpretation with special attention given to the relationship
between theory and design, and the centrality of the task and the learner in the design process.
Using results from previous work on the initial stages of ion beam mixing in metallic multilayers, we developed a method allowing us to pattern the magnetic properties of Pt/Co thin film sandwiches and multilayers without affecting their optical or topographical properties. Excellent control of local coercivity or magnetic anisotropy is obtained in the irradiated areas. We produced arrays of 1 μm wide stripes with perpendicular magnetic anisotropy, separated by 1 μm wide paramagnetic stripes, and studied domain wall motion in these structures. Calculations show that nanometer scale resolution can be achieved. Besides its interest for micromagnetics studies, the technique holds promise for applications in high density magnetic recording and magnetic sensor technologies.
Many theorists and practitioners are calling for more authentically based teaching approaches in the preparation of instructional designers and performance technologists to address the complexity of the field's practice. Although many innovative methods have been incorporated into the study of instructional design and development and human performance technology, including case studies and applied experiences with collaborative groups, among others, the majority of teaching approaches are limited to the time constraints and format of the traditional university classroom setting. This paper discusses an alternative teaching approach that incorporates action learning principles along with authentic project-based methods into the full-time study of instructional design. The paper reviews action learning principles and highlights the commonalties between these principles and the application of the practice and teaching of the instructional design process in an authentic manner. Finally, the implementation of action learning principles within a graduate program in instructional technology is described.Action learning principles may be applied to many content areas; however, the highly complementary nature of this specific methodology to the teaching and practice of instructional design may have the potential to improve greatly our preparation of professionals in the complex work environments characteristic of this and related disciplines. As a valuable component of performance technology skills, training in instructional design methods based on an action learning approach may have broad implications for both the preparation of instructional designers and performance technologists.
A sociocultural approach towards the study of Information and Communication Technologies (ICT) in education rejects the view that ICT can be studied in isolation; it must be studied within the broader context in which it is situated. The paper argues for a more holistic approach of studying ICT in schools by adopting a sociocultural perspective. It proposes a theoretical framework based on activity theory, with the activity system as a unit of analysis that is surrounded by different levels of ecological circles.
Thirteen reef areas of Colombian territories in the Southwestern Caribbean were surveyed during the last 10 years. Coral diseases have been recorded in all these areas since 1990 and some of them have increased progressively. Six types were differentiated in the region, of which black band disease (BBD), dark spots disease (DSD), white band disease (WBD) and white plague disease (WPD) are widespread and common. Yellow band disease (YBD) was observed only since April 1998 but has been found now in seven reef areas and eight coral species (most of them recorded here as new hosts). In total, 25 species of hard corals were observed with diseases in the region, of which Colpophyllia natans, Diploria labyrinthiformis, Montastraea annularis, M. faveolata, M. franksi and Acropora spp. appear to be highly susceptible.
In this article, I comment on the seven articles that appeared in the special issues of Educational Technology Research and
Development (1998, 46(4); 1999, 47(2)) and an associated American Educational Research Association (AERA) symposium, as well
as other selected developments in educational technology as presented in a recent edited volume (Jacobson & Kozma, in press).
I address the importance of the research and development (R&D) described in these articles and identify five interconnected
themes that cut across many of them: the centrality of design, the enabling capabilities of technology, collaboration with
new partners, scaling up of projects, and the use of alternative research methodologies. Together, the projects described
in these articles are defining new directions for educational technology that put it at the forefront of educational R&D.
At the same time, I direct a critique and challenge to traditional instructional systems design (ISD) technology programs.
Computer forensics is a relatively new, but growing, field of study at the undergraduate college and university level. This paper describes some of the course design aspects of teaching computer forensics in an online environment. The learning theories and pedagogies that provide the guiding principles for course design are presented, along with specific issues related to adult education. The paper then presents a detailed description of the design of an introductory computer forensics course, with particular attention to the issue of hands-on assignments in the online environment. Finally, a small study about the efficacy of the online courses is presented.
The field of instructional technology has traditionally involved a unique blend of theory and
practice. This blend is most obvious in developmental research, which involves the
production of knowledge with the ultimate aim of improving the processes of instructional
design, development, and evaluation. It is based on either situation-specific problem solving or generalized inquiry procedures. Developmental research, as opposed to simple
instructional development, has been defined as" the systematic study of designing . . .
The purpose of the present experimental study was to test the effects of variation in certain theory-relevant features of a learning program on the progress of learning and the resulting performance of individuals to whom the program was administered. Interest was centered in this study on the variables of recallability and integration; no attempt was made to manipulate stimulus- or solution-identification conditions. On the whole, then, the study was designed to measure the effects, as revealed by the performance of low ability and high ability students, of learning program variations in amount of repetition (of learning set tasks), and in amount of detail provided in integration guidance. A learning program on addition of integers, based upon a chapter of Mathematics for the Junior High School (University of Maryland Mathematics Project, 1959) was prepared in four different forms and administered over a period of 4 days to 136 students in four seventh grade classes. An analysis of the learning program was undertaken to reveal a hierarchical structure of "learning sets" (subordinate knowledge), which are conceived to perform the function of mediating positive transfer to the final task for which learning is undertaken. Results showed that acquisition of learning sets at successively higher stages of the hierarchy was found to be dependent upon prior mastery of subordinate learning sets. Instances in accord with the theory ranged from 97-100%. Discussion of these findings emphasizes the relatively small effects of the experimental variables as contrasted with those produced by addition or omission of learning sets.
The purpose of this study was to validate use of a rapid prototyping methodology using qualitative methods in an effort to answer the following questions: (1) What does the instructional designer/developer do when using the rapid prototyping methodology? (2) What does the customer do when using the rapid prototyping methodology? (3) To what extent does the rapid prototyping methodology reduce the design and development cycle time? (4) To what extent does the rapid prototyping methodology produce a better instructional product? The participants of the study were instructional designers from a training and development consultant firm and some of their customers. ^ The conclusions of this study indicate that targeted rapid prototyping methodology is a valid methodology. Tasks that the instructional designers perform includes identifying audience, content, business processes, instructional strategy; writing a design memo and reviewing it with the customer; presenting a prototype to the customer; getting agreement from the customer to freeze the content; piloting and revising the product and delivering the product. This study suggests that the instructional designer's collaborative effort with the customer results in enhanced levels of satisfaction and that customer involvement through using and experiencing the prototype appears to be a major aspect of rapid prototyping. Additionally, although cycle time is reduced the reduction is minimal. Overall, the study seems to point to a win-win environment for both the customer and the design team when rapid prototyping methods are adopted. ^
Examines issues related to theory and instructional systems design: the utility of theory; differences between descriptive (scientific) and design (goal-oriented) theories; the value of multiple theoretical perspectives; the inadequacy of current instructional design theories; and new directions needed in instructional theory, emphasizing the effects of a shift from industry to information. (PEN)
A variety of instructional approaches has been studied and implemented across educational and training settings. Vastly different
design practices have been proposed that reflect fundamentally different philosophies, beliefs, and biases. Yet, evidence
of mismatched frameworks and methods are widespread. This has become particularly problematic in advancing emerging constructivist
learning environments. In this paper, we advance the concept of grounded design, a process that involves linking the practices
of learning systems design with related theory and research. The purposes of this paper are to introduce the fundamentals
of grounded design, to describe how underlying foundations and assumptions can be aligned with the corresponding methods,
and to introduce examples of grounded constructivist learning environments.
Understanding how science students respond to anomalous data is essential to understanding knowledge acquisition in science classrooms. This article presents a detailed analysis of the ways in which scientists and science students respond to such data. We postulate that there are seven distinct forms of response to anomalous data, only one of which is to accept the data and change theories. The other six responses involve discounting the data in various ways in order to protect the preinstructional theory. We analyze the factors that influence which of these seven forms of response a scientist or student will choose, giving special attention to the factors that make theory change more likely. Finally, we discuss the implications of our framework for science instruction.
The abstract for this document is available on CSA Illumina.To view the Abstract, click the Abstract button above the document title.
Political scientists believe they ought to promote research as a social enterprise and develop a stronger sense of community within the discipline. They disagree on how to foster community and on the best way to promote research. The position taken in “Replication, Replication” (King 1995) is that these goals can be achieved by requiring researchers who collect data to surrender the products of their labor to others without compensation.
The purpose of this study was to identify the strategies used by adult learners in an open-ended hypermedia information system. Four participants were drawn from an introductory educational technology course that incorporated a unit on telecommunications. Participants completed a survey measuring reported knowledge in three domains (metacognitive, system, and subject) as well as self-efficacy toward technology. They then identified a personal search topic, and searched the World Wide Web for information using Netscape®, thinking aloud as they searched. Data collection and analysis occurred in several phases: scripting the search, reading through the data, segmenting according to research question, encoding, and aggregating. Three major findings related to hypermedia information systems resulted from this study: (a) a variety of strategies are used by learners; (b) self-reported knowledge appears to affect the strategies used; and (c) perceptions of disorientation and perceived self-efficacy influence the strategies used. Implications related to emerging information technologies and open-ended learning environments are considered.
The authors examine inferences made by a beginning teacher and illustrate that traditional notions of validity as presented by Cronbach and Cook and Campbell are inadequate for judging their validity. These traditional notions of validity depend on a regularity theory of causation, although Cronbach's and Cook and Campbell's particular conceptions are quite different. The relationships between causation and validity are discussed. A different theory of causation, an intentional theory of causation, is explicated. Such a view runs counter to the principles of the regularity theory but makes intuitive sense and seems particularly sensible in understanding teachers' causal inferences. The authors advocate an expanded, pluralistic conception of validity that allows that inferences made in a variety of ways can be valid.
Disputes in educational research over the past few decades have resulted in part from an inadequate conception of the nature of science itself. Developments in the philosophy of science have led to a new understanding–scientific realism–that has promise of resolving many longstanding dilemmas. At the core of the "standard view" of science is the incorrect Humean notion of causation, which has had devastating effects on research in the social sciences. An adequate notion of causation may provide a framework for research that is at once scientific, that incorporates the perceptions and intentions of participants, and that advances critical values such as social justice.
Summary In summary, then, of the six criteria set forth in this paper; (a) intellectual technique, (b) application of technique to
practice, (c) long training period, (d) association of members with a high quality of communication, (e) a series of standards
and an enforced statement of ethics, and (f) an organized body of intellectual theory constantly expanding by research, audio-visual
personnel meet only the first and second completely. The fourth and fifth are met to a degree which is not satisfactory but
which is improving. And the third and sixth tests rate such low scores that failure is the only possible grade. This adds
up, in the opinion of the writer, to the simple stated fact thatthe audio-visual field is not yet a profession.
This is the introductory article for the first issue ofEducational Technology Research and Development (ETR&D). The authors review the issues and process that led to the decision by the AECT Executive Board to co-publishEducational Communication and Technology Journal (ECTJ) and theJournal of Instructional Development (JID) in a new journal. The results of analyses of ECTJ and JID by Schwen and Middendorf (1987) and Dick and Dick (1989)
are briefly summarized. The authors then report their own survey of AECT members to determine the topics and types of articles
the members would prefer to read in ETR&D. Member preferences are compared with the actual content of the last ten issues
of ECTJ and JID. Finally, the authors briefly discuss their own perspectives on ETR&D.
An attempt to establish criteria to judge scholarly activities in the field of educational technology focused on skills of inquiry, a process which includes problem definition, hypothesis formation, and hypothesis verification. To be judged adequate such inquiry should be: (1) publicly verifiable; (2) disciplined; (3) generalizable; (4) based on a conceptual structure or theoretical framework; (5) directed towards the extension of knowledge; (6) a demonstration of a comprehensive search; (7) a creative exploration; and (8) sensible. This report describes the need for such criteria, defines each criterion, and explains the implications for adopting the set of criteria. (EMH)
The contextual grounding of the meaning of human activity and language has been largely ignored in traditional approaches to research in the social and behavioral sciences. The prevailing positivist model has led to a quest for general context-free laws and to methods in which the role of context plays no part. This is now beginning to change, especially in the fields of developmental and social psychology, and in educational research. Drawing examples from phenomenology, sociolinguistics, and ethnomethodology, alternative approaches are proposed which are more appropriate to the study of meaning in context. (37 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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.
The instructional technology field is periodically faced with discussion of the appropriate direction of its research and
more specifically of the relationship between research and practice. This paper extends the discussion by examining the nature
and scope of developmental research. Two categories of developmental research are explored. They vary in terms of the extent
to which the conclusions resulting from the research are generalizable or contextually-specific. Type 1 research tends to
be case studies of specific design, development, or evaluation projects with its findings directed toward the improvement
of a product or identification of those conditions conducive to efficient product development and use. Type 2 research typically
addresses the validity and/or effectiveness of an existing or newly constructed development model, process, or technique.
The promise of developmental research as a vehicle for creating sound methods for linking research and practice is discussed.
Due in part to the diverse characteristics and training of its researchers, the field of instructional technology is currently
plagued by much uncertainty regarding meaningful research questions and accepted paradigms for investigating them. Major areas
in which these uncertainties are manifested concern the degree of emphasis to be placed on basic versus developmental research
and considerations involving the separation of media from methods in research designs. To help researchers achieve a “happier
medium” in balancing instructional technology goals with the performance of well-designed and scientifically sound studies,
greater attention to three concerns is advocated: the external validity of studies to increase the relevance of findings to
applied technologies; usage of media replications to test the generalizability of findings obtained with individual media
and to demonstrate delivery applications; and learner control as a potentially effective and practical means of adapting validated
instructional strategies to individuals. Each of these issues is discussed in relation to research conducted by the authors
and to suggested designs for future studies.
This is the 10th ERIC/ECTJ Annual Review Paper, preparation of which was supported by the ERIC (Educational Resources Information
Center) Clearinghouse on Information Resources, Syracuse University. The material in this article was prepared pursuant to
a contract with the National Institute of Education, U.S. Department of Education. Contractors undertaking such projects under
government sponsorship are encouraged to express freely their judgment in professional and technical matters. Points of view
or opinions do not necessarily represent the official view or opinion of the NIE. - Ed.
Political science is a community enterprise; the community of empirical political scientists needs access to the body of data necessary to replicate existing studies to understand, evaluate, and especially build on this work. Unfortunately, the norms we have in place now do not encourage, or in some cases even permit, this aim. Following are suggestions that would facilitate replication and are easy to implement-by teachers, students, dissertation writers, graduate programs, authors, reviewers, funding agencies, and journal and book editors. Version of Record
The primary purpose of this study was to determine the current roles and competencies of instructional design practice as identified by experts in the field.^ The identification of roles and competencies in instructional design has not been studied in great detail. While job analysis can be conducted in a variety of ways, this study utilized the critical incident technique to gain a new understanding about the nature of the work of instructional design as well as an analysis of the characteristics of the instructional designer.^ Using a single case study method, fifteen interviews were conducted with expert instructional designers. In an effort to establish multiple points of data, the procedures for data collection included the Critical Incident Survey, a demographic profile, and a follow up interview which probed both these areas in depth.^ This study focused on one primary research question. Inquiry into the expert practice of instructional design yielded nine role themes of instructional design generated from a correlate group of competencies. It was concluded that these competencies should be included in current efforts to certify instructional designers.^ The research findings present multiple opportunities for replication. While the research yielded rich, extensive data about the expert practice of instructional design, the small number of subjects is an inherent limitation. Further investigation is recommended in each of the theme areas identified to provide a deeper understanding of the requirements of instructional design practice. ^
"This study ... examined theories and design principles from the fields of instructional technology and human factors that could be applied to the development of JPAs [Job Performance Aids] and HRHR [High Risk, High Reliability] organizational systems ... this study used the aviation industry as a representative sample industry"--P. 1. Typescript. Thesis (Ph. D.)--Wayne State University, 1998. Includes bibliographical references. UMI Number: 9827177"--Photocopy ed. Photocopy.
Naturalistic inquiry Usable knowl-edge: Social science and social problem solving
- Y S Lincoln
- E G Guba
Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage Publications. Lindblom, C.E., & Cohen, D.K. (1979). Usable knowl-edge: Social science and social problem solving. New Haven, CT and London, England: Yale University Press.
Validating the process of designing and developing instructional materials using the rapid pro-totyping methodology. Unpublished doctoral disserta-tion
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A history of the impact of research on teaching
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Thinking methodologically
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The relationship of media and ISD theory: The unrealized promise of Dale's cone of experience
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Using problem-based learning techniques to develop the expertise of emergency medicine residents. Unpublished doctoral dissertation
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Designing instruction for the adult learner: Systemic training theory and practice
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Audio-visual methods in teaching
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Instructional-design theories and models: An overview of their current status
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