Instructional designers in public schools and higher education: Predictions for the year 2001

1988 ◽  
Vol 11 (3) ◽  
pp. 3-6 ◽  
Author(s):  
Robert A. Reiser
Keyword(s):  
Higher Education ◽  
Public Schools ◽  
Instructional Designers

Research into Strategy Implementation in Public Schools of Higher Education in Poland

2011 ◽  
Vol 2011 (5 (148)) ◽  
Author(s):  
Szymon Cyfert ◽  
Jakub Jasiczak ◽  
Cezary Kochalski
Keyword(s):  
Higher Education ◽  
Public Schools ◽  
Strategy Implementation

Outcomes-based approach to quality assessment and curriculum improvement in higher education

2014 ◽  
Vol 22 (2) ◽  
pp. 158-168 ◽  
Author(s):  
Maureen Tam
Keyword(s):  
Higher Education ◽  
Quality Assessment ◽  
Student Learning ◽  
Learning Outcomes ◽  
Instructional Designers ◽  
Content Type ◽  
Curriculum Improvement ◽  
Improving Student Learning ◽  
Views And Perceptions ◽  
Traditional Structures

Purpose – This paper was written for practitioners in higher education, including academics and instructional designers who are engaged in curriculum revision. It aims to examine the notion of outcomes-based education, survey the literature and provide a critical review of the outcomes-based approach to quality assessment and curriculum improvement in higher education. The outcomes-based approach is completely student-centred, which focuses on what students know and can actually do. Sharpening the focus onto student learning outcomes goes beyond mere tinkering with traditional structures and methods; it really constitutes a paradigm shift in educational philosophy and practice. Design/methodology/approach – This paper begins with a summary of developments in institutional quality assessment and curriculum improvement in higher education in recent decades. Then, it identifies the underlying concepts and principles that characterize the outcomes-based approach for the design and improvement of curriculum and instruction in higher education. Finally, the outcomes-based approach is critically reviewed for its value from the perspectives of both practical and philosophical considerations. Findings – In so doing, it is directed to the heightening of sensitivity as to the manner and situations in which the outcomes-based approach may be employed. Originality/value – A final note is that while learning outcomes approaches are useful, care is needed to take into account the different views and perceptions of those involved in defining learning outcomes and to keep the ultimate goal of improving student learning clearly in mind. Care must also be taken to avoid rigidity and conceptual reification during implementation in curriculum and instructional design.

Factors Influencing Virtual Learning System Usage in Higher Education

2020 ◽  
pp. 296-321
Author(s):  
Indira Padayachee
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Virtual Learning ◽  
Learning System ◽  
Instructional Designers ◽  
Related Factors ◽  
System Usage ◽  
Actual Usage ◽  
Software Designers ◽  
Factors Influencing

Virtual learning systems (VLSs), commonly referred to as learning or course management systems, have been formally adopted at many higher education institutions. However, knowledge of the actual usage of VLSs is limited in terms of what specific functional and non-functional characteristics are deemed useful and how this influences system usage. Furthermore, little is known about the role of other non-system-related factors related to VLS usage, such as pedagogic, organisational, and individual difference factors. This chapter proposes and describes the virtual learning system usage model (VLSUM), which represents the factors influencing VLS usage in higher education institutions. The VLSUM is based on a conceptual framework integrating multiple dimensions and is confirmed by the results of an empirical study. A mixed-methods research design was adopted in the development of the VSLUM. This model is valuable to educational technologists, instructional designers, and software designers for VLS implementation in higher education.

Younan, Ramses (1913–1966)

2018 ◽  
Author(s):  
Sam Bardaouil
Keyword(s):  
Higher Education ◽  
Public Schools ◽  
Middle Class ◽  
Fine Arts ◽  
Art Teacher ◽  
Middle Class Family ◽  
The Press ◽  
Degenerate Art ◽  
Port Said ◽  
Press Office

Born into a middle-class family in Minieh, Egypt, Ramses Younan enrolled at the School of Fine Arts in Cairo in 1929. Due to an irreconcilable gap in creative and intellectual affinities between him and his peers and instructors, however, Younan dropped out in 1933 before finishing his diploma. In 1934, after obtaining a teaching certificate from the Syndicate of Higher Education, Younan took a job as an art teacher in a number of public schools in Tantah, Port-Said, and Cairo. In 1935, he joined The Call for Art Group founded by Habib Girji, which advocated the importance of art in the education of children. In 1939, he was one of the co-signatories of the manifesto "Long Live Degenerate Art," which was signed by thirty-seven mostly—but not exclusively—Egyptian artists and intellectuals living in Cairo at the time, who condemned the persecution of artists in Europe by Nazis and Fascists. In 1939, he and Georges Henein co-founded the Art and Liberty Group, comprising a number of intellectuals and artists who aligned themselves primarily with Surrealism. In 1941, Younan quit teaching to devote himself entirely to art and writing, and became the editor-in-chief of the leftist weekly magazine Al-Majalla Al-Jadida [The New Magazine]. He left Egypt for Paris in 1947 and worked in the Arabic Department of the French National Radio until 1956, while continuing to work as a painter and writer. After a brief time spent in the press office of the Egyptian Embassy in Paris, he returned to Cairo where he stayed until his death in 1966.

Bridging the Instructional Designers and Lecturers in Technology Education

2011 ◽  
pp. 215-237
Author(s):  
Samuel Ng Hong Kok ◽  
Tang Buay Choo ◽  
Myint Swe Khine
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Communities Of Practice ◽  
Technology Education ◽  
Teaching And Learning ◽  
Education Institution ◽  
Learning Objects ◽  
Instructional Designers ◽  
Higher Education Institution

This chapter examines an initiative to create educational technology (ET) Champions and leaders within a higher education institution in Singapore. It examines how the concept of communities of practice was applied to an initiative for transforming teaching and learning through educational technology. Instructional designers coached ET Champions in the principles of creating learning objects who later returned to their respective colleges to work with other lecturers. ET Champions progressed through five stages, which included peripheral, legitimate, core, strategic and transformational membership. Each stage required support and guidance within the community.

Instructional Challenges in Higher Education Online Courses Delivered through a Learning Management System by Subject Matter Experts

2011 ◽  
pp. 330-341 ◽  
Author(s):  
George L. Joeckel III ◽  
Tae Jeon ◽  
Joel Gardner
Keyword(s):  
Higher Education ◽  
Subject Matter ◽  
Management System ◽  
Online Courses ◽  
Learning Management System ◽  
Instructional System ◽  
Instructional Designers ◽  
Subject Matter Experts ◽  
Learning Management ◽  
Instructional Challenges

The authors are Instructional Designers developing online courses in higher education. These courses are facilitated by Subject Matter Experts and delivered through a Learning Management System. They propose that instructional alignment with pedagogic beliefs is the best instructional foundation for original course designs in this instructional context, and examine three factors unique to this context. They propose new instructional design models and a new instructional system of design to address the instructional challenges specific to their learning system context.

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