A Review of What Instructional Designers Do: Questions Answered and Questions Not Asked

Autor/inn/en	Kenny, Richard F.; Zhang, Zuochen; Schwier, Richard A.; Campbell, Katy
Titel	A Review of What Instructional Designers Do: Questions Answered and Questions Not Asked
Quelle	In: Canadian Journal of Learning and Technology, 31 (2005) 1, (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1499-6677
Schlagwörter	Instructional Design; Instructional Systems; Literature Reviews; Models; Educational Responsibility; Evidence; Time on Task; Competence; Knowledge Level; Decision Making Skills; Problem Solving; Task Analysis + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsorganisation; Analogiemodell; Erziehungsverantwortung; Evidenz; Zeitaufwand; Kompetenz; Wissensbasis; Problemlösen; Aufgabenanalyse
Abstract	The purpose of this literature review was to determine what evidence there is that instructional designers apply ID Models, as well as to establish what other activities and processes they might use in their professional activities. Only ten articles were located that directly pertained to this topic: seven reporting on empirical research and three case descriptions recounting development experiences. All ten papers pertained to process-based ID models. Results showed that, while instructional designers apparently do make use of process-based ID models, they do not spend the majority of their time working with them nor do they follow them in a rigid fashion. They also engage in a wide variety of other tasks that are not reflected in ID models. (As Provided).
Anmerkungen	Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01