Modeling instructional-design theories with ontologies: Using methods to check, generate and search learning designs

As the nature of work has become much more complex and sociotechnical, the needs for developing expertise are high. Research on expertise development are diverse (Bjork, 1994; Einstein & McDaniel, 2005; Schneider et al., 2002), but empirical studies intended to bridge expertise development and instructional design theories are relatively scarce (Ertmer et al., 2008; Fadde, 2009). This chapter addresses why and how scholars and practitioners should foster expertise development skills for Next-Generation digital learners.

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Reigeluth, C.M., Beatty, B.J., & Myers, R.D., (Eds.) (2017). Instructional-Design Theories and Models, Volume IV: The Learner-Centered Paradigm of Education. New York: Routledge

TechTrends ◽

10.1007/s11528-017-0193-1 ◽

2017 ◽

Vol 61 (5) ◽

pp. 507-508 ◽

Cited By ~ 1

Author(s):

Marshall G. Jones

Keyword(s):

New York ◽

Instructional Design ◽

Learner Centered ◽

Design Theories

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Applying Instructional Design Theories to Bioinformatics Education in Microarray Analysis and Primer Design Workshops

Cell Biology Education ◽

10.1187/cbe.04-11-0055 ◽

2005 ◽

Vol 4 (3) ◽

pp. 199-206 ◽

Cited By ~ 13

Author(s):

Aviv Shachak ◽

Ron Ophir ◽

Eitan Rubin

Keyword(s):

Instructional Design ◽

Microarray Analysis ◽

Design Theory ◽

Primer Design ◽

Instructional Design Theory ◽

Biology Students ◽

Hands On ◽

Bioinformatics Education ◽

Design Theories ◽

Conditions Of Learning

The need to support bioinformatics training has been widely recognized by scientists, industry, and government institutions. However, the discussion of instructional methods for teaching bioinformatics is only beginning. Here we report on a systematic attempt to design two bioinformatics workshops for graduate biology students on the basis of Gagne's Conditions of Learning instructional design theory. This theory, although first published in the early 1970s, is still fundamental in instructional design and instructional technology. First, top-level as well as prerequisite learning objectives for a microarray analysis workshop and a primer design workshop were defined. Then a hierarchy of objectives for each workshop was created. Hands-on tutorials were designed to meet these objectives. Finally, events of learning proposed by Gagne's theory were incorporated into the hands-on tutorials. The resultant manuals were tested on a small number of trainees, revised, and applied in 1-day bioinformatics workshops. Based on this experience and on observations made during the workshops, we conclude that Gagne's Conditions of Learning instructional design theory provides a useful framework for developing bioinformatics training, but may not be optimal as a method for teaching it.

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