scholarly journals Learning Design Repositories:Adapting Learning Design Specifications For Shared Instructional Knowledge

2004 ◽  
Vol 30 (3) ◽  
Author(s):  
Dawn C. Buzza ◽  
David Bean ◽  
Kevin Harrigan ◽  
Tom Carey
Keyword(s):  
Controlled Vocabulary ◽  
Search Model ◽  
Instructional Designers ◽  
Learning Design ◽  
Design Specification ◽  
Design Specifications ◽  
Machine Readable

The IMS Learning Design specification provides a potential means for capturing units of instruction in a machine-readable, consistent way. However, in order for the IMS Learning Design specification to be used widely by educators and instructional designers for whom it is intended, we will need effective ways for users to contribute to, access and adapt the repositories where reusable learning designs are collected and stored. This paper describes a project conducted to develop and test a prototype search model for learning design repositories. We argue for development of a controlled vocabulary to describe and label learning designs. In this way, designs can be accessed according to a variety of pedagogical, as well as topical criteria specific to the instructional purposes and perspectives of the user.

Multimedia Learning Designs

2005 ◽  
pp. 350-376
Author(s):  
Mike Keppell ◽  
Jane Gunn ◽  
Kelsey Hegarty ◽  
Vivienne O’Conner ◽  
Ngaire Kerse ◽  
...  
Keyword(s):  
Multimedia Learning ◽  
Authentic Learning ◽  
Problem Based Learning ◽  
Health Sciences ◽  
Instructional Designers ◽  
Learning Design ◽  
Student Centered ◽  
Context Learning ◽  
Pedagogical Design ◽  
Multimedia Resources

This chapter describes the learning design of two multimedia modules which complement a problem-based learning health sciences curriculum. The use of student-centered, authentic learning design frameworks guide academics and instructional designers in the creative pedagogical design of learning resources. The chapter describes the educational context, learning design of two multimedia modules and suggests a number of strategies for improving the design and development of multimedia resources.

Multimedia Learning Designs

2008 ◽  
pp. 398-418
Author(s):  
M. Keppell ◽  
J. Gunn ◽  
K. Hegarty ◽  
V. O’Conner ◽  
Ngaire Kerse ◽  
...  
Keyword(s):  
Multimedia Learning ◽  
Authentic Learning ◽  
Problem Based Learning ◽  
Health Sciences ◽  
Instructional Designers ◽  
Learning Resources ◽  
Learning Design ◽  
Context Learning ◽  
Pedagogical Design ◽  
Multimedia Resources

This chapter describes the learning design of two multimedia modules which complement a problem-based learning health sciences curriculum. The use of student-centred, authentic learning design frameworks guide academics and instructional designers in the creative pedagogical design of learning resources. The chapter describes the educational context, learning design of two multimedia modules and suggests a number of strategies for improving the design and development of multimedia resources.

The Potential of IMS Learning Design in E-Learning

2011 ◽  
pp. 65-78
Author(s):  
Diana M. Ragbir ◽  
Permanand Mohan
Keyword(s):  
Learning Process ◽  
Learning Objects ◽  
Learning Design ◽  
Design Specification ◽  
Instructional Needs ◽  
E Learning ◽  
Learning Scenarios ◽  
Actual Learning

This chapter presents the IMS Learning Design Specification and explains how it can be used to enhance the effectiveness of e-Learning scenarios. It shows how to assemble a learning design using elements of the learning process and chunks of content known as learning objects. The chapter proposes several learning design services that can potentially improve the pedagogical expressiveness of the current Learning Design Specification. It also discusses the possibility of storing learning designs in a repository and adapting and personalizing learning designs according to the instructional needs of individual learners. It is hoped that researchers and practitioners will understand how it is possible to go beyond learning objects and create learning designs that more accurately reflect the actual learning process of students and thus appreciate the value in extending the learning design specification to improve pedagogical effectiveness.

Formal Requirements and Design Specifications: The Clepsydra Methodology

1997 ◽  
Vol 07 (01) ◽  
pp. 1-42 ◽  
Author(s):  
P. Ciaccia ◽  
P. Ciancarini ◽  
W. Penzo
Keyword(s):  
Development Process ◽  
Requirements Specification ◽  
Design Specification ◽  
Software Products ◽  
Design Specifications ◽  
Requirements Document ◽  
Formal Requirements ◽  
Formal Design ◽  
Is Design

The use of formal methods early in the development process has been advocated as a way of improving the quality of software products and their production process. Here we study the influence of a formal requirements document on the next phase in the software process, that is design. We suggest that formal design should coherently follow from formal requirements. We show that two different formal notations can be effectively used, one for writing requirements specification and one for design specification. We also consider how a design specification can be formally checked with respect to requirements specification. The notations we choose are well known: the Z notation for requirements and the Larch two-tiered language for design. We show how a number of tools based on these notations can be used to improve the quality of the documents produced during the development process.

scholarly journals DESAIN MODEL PEMBELAJARAN ONLINE SEBAGAI UPAYA MEMFASILITASI BELAJAR DI TEMPAT KERJA

2019 ◽  
Vol 20 (1) ◽  
pp. 17-24
Author(s):  
Syaiputra Wahyuda Meisa Diningrat
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Model ◽  
Instructional Designers ◽  
Learning Design ◽  
Design Framework ◽  
Vocational High School ◽  
Integrative Learning ◽  
Self Regulated Learning ◽  
School Based

Vocational high school in Indonesia is familiar with the concept of dual system education program. There are two places of learning such as school-based learning and work-based learning. A few vocational education institutions have claimed that during carry out work-based learning, they ask students to master some competencies through self-regulated learning without a learning environment that planned. Therefore, this article aims to give an integrative learning design framework for online learning as an effort to guide educators and instructional designers in designing and developing online learning environment that meet with the students need. Shifting roles of educators and instructional designers in online learning, each component within integrative learning design framework for online learning, as well as the features of online learning model are discussed here. So that, educators and instructional designers who want to design online learning model could not only avoid mistakes but also reduce the failure.

scholarly journals Συστήματα συστάσεων στην εξ΄ αποστάσεως εκπαίδευση

2020 ◽  
Author(s):  
Σουλτάνα Κάργα
Keyword(s):  
Learning Design ◽  
Instructional Management ◽  
Design Specification ◽  
Management Standards

Στο συνεχώς εξελισσόμενο τομέα της ηλεκτρονικής μάθησης, ο Μαθησιακός Σχεδιασμός αποτελεί κρίσιμο παράγοντα επιτυχίας καθώς μπορεί να υποστηρίξει την ανάπτυξη αποτελεσματικών και παιδαγωγικά ενημερωμένων περιβαλλόντων μάθησης. Αναγνωρίζοντας τη διαδικασία σχεδιασμού ως σύνθετη και απαιτητική από πλευράς γνώσεων, χρόνου και εμπειρίας, η παρούσα διατριβή έθεσε σκοπό τη διερεύνηση των Συστημάτων Συστάσεων ως μέσο υποστήριξης των εκπαιδευτικών στη διαδικασία συγγραφής Σχεδίων Μαθημάτων. Για την επίτευξη του σκοπού της διατριβής σχεδιάστηκε, υλοποιήθηκε και αξιολογήθηκε ένα Σύστημα Συστάσεων Σχεδίων Μαθημάτων, το οποίο ονομάστηκε Mentor. Το Mentor είναι συμβατό με την προδιαγραφή Instructional Management Standards Learning Design Specification (IMS LD), η οποία είναι η κυρίαρχη για τη μοντελοποίηση Σχεδίων Μαθημάτων. Σημαντικό τμήμα της σχεδίασης του συστήματος αποτέλεσε η ενσωμάτωση επεξηγήσεων σε αυτό. Το Mentor ενσωματώθηκε στο LAMS, ένα δημοφιλές σύστημα δημιουργίας, διαχείρισης και εκτέλεσης ψηφιακών Σχεδίων Μαθημάτων. To Mentor συστήνει στους εκπαιδευτικούς Σχέδια Μαθημάτων στηριζόμενο στην επαναχρησιμοποίηση υφιστάμενων Σχεδίων Μαθημάτων. Οι εκπαιδευτικοί μπορούν να τροποποιήσουν ένα προτεινόμενο Σχέδιο Μαθήματος και να το αξιοποιήσουν ως σημείο έναρξης για τη δημιουργία των δικών τους σχεδίων. Για την αξιολόγηση του Mentor πραγματοποιήθηκαν δυο χρηστοκεντρικές μελέτες. Η πρώτη μελέτη πραγματοποιήθηκε προκειμένου να αξιολογηθεί η εμπειρία χρήσης και η αποδοχή του Mentor από τους χρήστες του, καθώς επίσης και τα οφέλη που πιθανόν προκύπτουν από τη χρήση του για την εκπαιδευτική κοινότητα. Σκοπός της δεύτερης έρευνας ήταν να διερευνηθούν τα πιθανά οφέλη που προκύπτουν για την εκπαιδευτική κοινότητα από την ενσωμάτωση επεξηγήσεων στα Συστήματα Συστάσεων που συστήνουν Σχέδια Μαθημάτων. Η σημαντικότερη συμβολή των ερευνών που πραγματοποιήθηκαν είναι ότι παρέχουν ερευνητικά στοιχεία σύμφωνα με τα οποία τα Συστήματα Συστάσεων είναι μια αποδεκτή από τους εκπαιδευτικούς τεχνολογία που τους υποστηρίζει ως Σχεδιαστές Μάθησης όταν ενσωματώνεται στο πλαίσιο υφιστάμενων περιβαλλόντων Μαθησιακού Σχεδιασμού όπως το LAMS. Η πρόταση μιας τεχνολογίας αποδεκτής από τους εκπαιδευτικούς που τους υποστηρίζει στη δημιουργία Σχεδίων Μαθημάτων μέσω του επανασχεδιασμού υφιστάμενων σχεδίων είναι σημαντική κυρίως λόγω της δυναμικής που ενέχει να ενισχύσει την υιοθέτηση των πρακτικών του Μαθησιακού Σχεδιασμού από τους εκπαιδευτικούς, πράγμα το οποίο σύμφωνα με τη βιβλιογραφία θα επηρέαζε θετικά την ποιότητα της διδασκαλίας και της μάθησης.

scholarly journals Design specification representation for intelligent product appearance design

2020 ◽  
Vol 179 ◽  
pp. 02004
Author(s):  
Hu Huicong ◽  
Lu Wen-Feng
Keyword(s):  
User Satisfaction ◽  
Aesthetic Experience ◽  
Global Market ◽  
User Needs ◽  
Digital Cameras ◽  
Design Specification ◽  
Design Specifications ◽  
Appearance Design ◽  
Intelligent Product ◽  
Product Appearance

Traditional intelligent product design usually focuses on functional design, aiming to generate appropriate structures that would provide required functions. Design specifications are mainly formulized into technical descriptions or values that are related to certain functional or usability requirements. In today’s global market, to in-crease user satisfaction, the appearance design of a product become vital for users to make purchasing decisions. This is particularly true of today’s consumer products such as mobile phones, digital cameras, and other electronic products. In intelligent product appearance design, design specifications are merely described as basic geometric dimensions and types of surface materials. Additionally, the aesthetic considerations and emotional needs of product appearance are seldom discussed when establishing design specifications for product appearance design. In this regard, the objective of this study is to propose a design specification representation framework for intelligent product appearance design considering both emotional and aesthetic aspects. The framework be-gins to investigate user needs by acquiring user aesthetic experience. Based on the notion of aesthetic experience, a detailed representation model of appearance design specifications is provided for satisfying user emotional and aesthetic needs. Finally, a case study of the appearance design of digital cameras is provided to demonstrate the acquisition of user needs and establishment of design specifications based on the proposed framework.

Instruction Modeling

2020 ◽  
Author(s):  
George A. Khachatryan
Keyword(s):  
Blended Learning ◽  
Careful Analysis ◽  
Instructional Designers ◽  
Learning Design ◽  
School Students ◽  
Non Profit ◽  
Wide Range ◽  
Learning Programs ◽  
Teachers And Students ◽  
American Schools

Blended learning, which is instruction that combines online with face-to-face components, is becoming increasingly popular in American schools. However, few first-hand accounts have been provided by program creators concerning the design, use, and experiences of widely used blended learning programs. This book fills this gap. Written by a leading program designer, it describes the creation and implementation of the blended learning programs of Reasoning Mind, a non-profit organization which has served hundreds of thousands of elementary and middle school students. Besides general insights into blended learning design and implementation, the book offers a detailed discussion of instruction modeling, a blended learning design approach used by Reasoning Mind. A wide range of methods can be used in designing instructional technology programs: some rely on research in cognitive psychology, others on gaming, and still others on modern statistical methods such as “big data.” By contrast, instruction modeling relies on the careful analysis of existing instructional traditions. The idea of instruction modeling is to study high-quality offline instruction and use blended learning to recreate it on a larger scale. The aim is to give students equivalent educational experiences to those of children in the world’s best classrooms. This book describes the instruction modeling technique in detail and makes the case for its broader use. The book will be relevant to anyone interested in the practical design and evolution of blended learning, including researchers, instructional designers, teachers, and students of education.

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