Literaturnachweis - Detailanzeige
| Autor/in | Dyman, Daniel J. |
|---|---|
| Titel | System-Based Strategies in Instructional Design. |
| Quelle | (1998), (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Educational Technology; Higher Education; Instructional Design; Instructional Systems; Systems Approach; Systems Development |
| Abstract | The integration of concepts and contributions from learning theorists, media specialists, and teaching practitioners, optimized within a framework of selected system strategies derived from military management programs, can help resolve concerns for educational improvement and accountability and influence the utilization of technology enabling effective teaching and learning. This paper discusses relevant applications of technology and describes strategic systems, highlighting Program Evaluation and Review Technique (PERT), a management tool for project schedule monitoring and control. A systems framework for instructional design from Indiana's Ball State University also is presented. In 1970, Ball State used PERT when developing instructional materials, coupling it with Critical Path Method, a cost effectiveness tool. Needs assessment was the starting point. Instructional design was predicated upon written goals. Each instructional goal provided a benchmark for congruent evaluation and statistical analysis of achievement and a taxonomic index for the cognitive level of achievement as knowledge, comprehension, application, analysis, synthesis, and evaluation. The instructional materials were designed according to fundamental learning theory. Evaluation of Ball State's instructional design project was encouraging. Mean cognitive achievement at the level of knowledge was 79.2 percent, comprehension, 79.5 percent, and application, 62.9 percent. Mean ratings for relevance, practical value, and interest were 40.3 percent, 37.7 percent, and 33.3 percent, respectively at the very high level and 50.7 percent, 50.0 percent, and 45.7 percent, respectively, at the high level. (Contains 27 references.) (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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