Enhancing Instructional Design Efficiency: Methodologies Employed by Instructional Designers

Autor/in	Roytek, Margaret A.
Titel	Enhancing Instructional Design Efficiency: Methodologies Employed by Instructional Designers
Quelle	In: British Journal of Educational Technology, 41 (2010) 2, S.170-180 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2008.00902.x
Schlagwörter	Instructional Design; Instructional Systems; Efficiency; Methods; Business; Industry; Competence; Design Requirements; Qualitative Research; Electronic Learning; Internet; Web Based Instruction; Training Methods; Work Environment; Guidelines; Consultants + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsorganisation; Effectiveness; Effektivität; Wirkungsgrad; Method; Methode; Business studies; Wirtschaft; Betriebswirtschaft; Industrie; Kompetenz; Design preferences; Gestaltungsmittel; Qualitative Forschung; Web Based Training; Didaktik; Trainingsmaßnahme; Arbeitsmilieu; Richtlinien; Consultant; Berater
Abstract	Instructional systems design (ISD) has been frequently criticised as taking too long to implement, calling for a reduction in cycle time--the time that elapses between project initiation and delivery. While instructional design research has historically focused on increasing "learner" efficiencies, the study of what instructional designers do to increase efficiency during the design of instruction, including web-based training, has not yet been fully examined. The purpose of this qualitative developmental study was to identify and understand the methodologies used by experienced instructional designers to increase the efficiency of the instructional design process. Data were gathered from 11 instructional designers working within two business and industry consulting firms that provide learning solutions to global clients. Results revealed 47 efficiency methodologies found within the four categories of design model, instructional design team member roles, instructional design processes and instructional design tools. Additionally, 14 supporting instructional designer competencies were found within the category of instructional designer knowledge, skills and attitudes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10