Rapid prototyping: An alternative instructional design strategy

1990 ◽  
Vol 38 (1) ◽  
pp. 31-44 ◽  
Author(s):  
Steven D. Tripp ◽  
Barbara Bichelmeyer
Keyword(s):  
Instructional Design ◽  
Rapid Prototyping ◽  
Design Strategy

Intergenerational Learning Styles, Instructional Design Strategy, and Learning Efficacy

2020 ◽  
pp. 40-51
Author(s):  
Michael G. Strawser ◽  
Renee Kaufmann
Keyword(s):  
Instructional Design ◽  
Learning Styles ◽  
Learning Style ◽  
21St Century ◽  
Design Strategy ◽  
Instructional Designers ◽  
Intergenerational Learning ◽  
Educational Design ◽  
Broad Base ◽  
Learning Efficacy

Instructional designers must appeal to a variety of audience members both in terms of competency and preferred learning style. Though many factors may influence learning style, generational preferences may provide instructional designers a broad base of understanding undergirding strategic educational design choices. While it would be naive, and even inaccurate, to assume that Millennials constitute the only unique generational challenge for instructional designers, their sheer presence in organizations and their education expectations have changed the game—so to speak. Thus, in an attempt to clarify generational uniqueness, this chapter will explore general generational instructional trends while positioning instructional design as a necessary answer to 21st century learning efficacy challenges.

Implementing a Game-Based Instructional Design Strategy in the Eighth Grade Science Classroom

2018 ◽  
pp. 289-305
Author(s):  
Angela Dowling ◽  
Terence C. Ahern
Keyword(s):  
Instructional Design ◽  
Game Design ◽  
Instructional Strategy ◽  
Science Classroom ◽  
Design Method ◽  
Design Strategy ◽  
Science Class ◽  
Science Content ◽  
Instructional Activity ◽  
Activity Design

This chapter examines the effects of a game-like environment on instructional activity design and learning outcomes in a middle school general science class. The authors investigated if science content can be designed and successfully delivered instructionally using a game-like learning environment. The authors also wanted to investigate if by utilizing a game-design method could class and student engagement be increased. The results indicated that the instructional design of the unit using a game-like environment was successful and students exhibited learning. The authors also address the challenges inherent in utilizing this instructional strategy.

scholarly journals Drive Student Success: Designing a MakerBus to Bring Standard-Based Making and Technology Activities into K-12 Schools

2020 ◽  
Vol 11 (2) ◽  
pp. 130-141
Author(s):  
Yi Jin ◽  
Leigh Martin ◽  
Stephanee Stephens ◽  
Ann Marie Carrier
Keyword(s):  
Instructional Design ◽  
Student Success ◽  
Rapid Prototyping ◽  
Design Model ◽  
Social Changes ◽  
Design Decisions ◽  
Human Centered Design ◽  
Maker Education ◽  
Design Case ◽  
K 12

Designing a mobile makerspace, the MakerBus, originated from our goal of bringing maker education to all students in K-12, thus empowering students to believe they could create things and make social changes. This design case was guided by human-centered design principles and rapid prototyping instructional design model. In this paper, we elaborated on the process of designing the MakerBus, highlight major design decisions.

scholarly journals Information Literacy and Instruction: Backward Design: A Must-Have Library Instructional Design Strategy for Your Pedagogical and Teaching Toolbox

2020 ◽  
Vol 59 (2) ◽  
pp. 107 ◽  
Author(s):  
Donna Harp Ziegenfuss
Keyword(s):  
Instructional Design ◽  
Design Process ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Design Strategy ◽  
Library Instruction ◽  
Backward Design ◽  
Instructional Design Process ◽  
Invaluable Tool ◽  
Instructional Contexts

Library instruction sessions, courses, and programs benefit from a strategic and intentional instructional design approach. This type of approach can provide a framework for librarian discussions with collaborators, such as faculty or other stakeholders, and facilitate librarians’ advocacy efforts for information literacy instruction in the curriculum. But in the midst of busy schedules and competing responsibilities, it can be difficult to find time and a strategy that works well for library instructional contexts. This column shares an instructional design strategy adopted by librarians to add intentionality to their instruction. This backward design instructional design process has proven to be an invaluable tool for designing instructional contexts ranging from one-shots to tutorials to semester-length courses.—Editor

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