A definition of instructional design theory is a theory that offers guidance and direction in the field of education to better help people learn and develop (Reigeluth, 1983, p. 5). The kinds of learning and development may vary and include cognitive, emotional, spiritual, physical, and social foundations. The learner may receive this knowledge in any number of methods including face-to-face teacher-lead learning, facilitated online student-focused learning, and any number of hybrid or mixed formats. Key factors for the instructional designer creating learning content and delivery are the learning goals and objectives, the learner traits and characteristics, and the delivery methodology dictated by technology, learners, and content (Willis, & Lockee, 2004). When distance learning is a consideration for the designer, the instructional delivery method and availability of technology and communication systems become a critical factor. Team B discusses four instructional design theory-based models 1) the Situated Model; 2) the Waterfall/Spiral Models; 3) the R2D5 Model; and 4) the Problem-based Learning model, a design approach with constructivist theory foundations. Instructional design models are used to recognize the influences of distributed learning and making suggest that is different than traditional learning (Willis & Lockee, 2004). Generally, instructional design models share these components: • Assessment of Technological Context, Learners, and Content – to ensure that the available technology can deliver the designed learning, the learners can access and understand the technology, and the delivery is appropriate for the learning content • Statement of Goals – goals form the basis for performance, evaluation, and learner ... ... middle of paper ... ...-Fernandez, R., & Fernandez-Manjon, B. (Oct 2009). Adaptive role playing games: an immersive approach for problem based learning. Educational Technology & Society, 12, 4. p.110(15). Retrieved February 05, 2010, from Academic OneFile via Gale. Schneider, D.K. (2006). Online learning in diplomacy workshop. Faculté de Psychologie et des Sciences de l’Education, Université de Genève, Geneva, Switzerland. Retrieved from the TECFA Education & Technologies website. Wells, S H, Warelow, P J, & Jackson, K L (Oct 2009). Problem based learning (PBL): a conundrum. Contemporary Nurse, 33, 2. p.191(11). Retrieved February 05, 2010, from Academic OneFile via Gale. Willis, L. L., & Lockee, B. B. (2004). A Pragmatic Instructional Design Model for Distance Learning. International Journal of Instructional Media, 31(1), 9+. Retrieved February 6, 2010, from Questia database.
“all patients have similar needs and experience these needs across wide ranges or continuums from health to illness. Logically, the more compromised patients are, the more severe or complex are their needs. The dimensions of a nurse 's practice are driven by the needs of a patient and family” (Basic Information section, para. 2).
Title of the book: Designing instruction for the traditional, adult, and distance learner: A new engine for technology-based teaching.
" Journal Of The American Academy Of Nurse Practitioners 24.12 (2012): 726-734. Academic Search Premier -. Web. The Web.
5th ed. of the book. New York: Springer Publishing Company. Zaccagnini, M., & White, K. (2014). Doctor of Nursing Practice Essentials.
Nursing/Academic Edition. Web. The Web. The Web. 01 Apr 2014.
Saxton, Dolores F., Patricia Mary Nugent, and Phyllis K. Pelikan. Mosby's Comprehensive Review of Nursing. 10th ed. St. Louis: Mosby, 1981. Print.
Anglin, Gary J. (1995). Instructional Technology: Past, Present and Future. (2nd ed.). In Barbara L. Grabowski, Message Design: Issues and Trends. (pp. 222-225). Colorado: Libraries Unlimited, Inc.
In chapter four the focus switches away from assistive technology supporting students in one content area and focuses on the teaching profession and how assistive technology can assist teachers to employ a universal design for learning. The Universal Design for Learning (UDL) promote learning that best for the student and promoting students a variety of methods to express their knowledge.
Potter, P.A., Perry, A.G., Stocker, P.A., & Hall. (2017). Fundamentals of Nursing (9th ed.). St. Louis, MO:
Gagné’s approach to instructional design is considered a seminal model that has influenced many other design approaches and particularly the Dick & Carey systems approach. Gagné proposed that events of learning and categories of learning outcomes together provide a framework for an account of learning conditions. The diagram below, from the third edition of The Conditions of Learning (Gagné, 1977), illustrates his vision of how the events of learning impact the conditions learning, which ultimately result in the learning outcomes, or learning capabilities.
According to Ormrod (1995), theories of learning provide explanations about the underlying mechanisms involved in the learning process. Theories allow us to summarize the results of many research studies and integrate numerous principle of learning. Principles of learning identify specific factors that consistently influence learning and describe the particular effects that these factors have. Studies have shown given the same piece of information, individuals interpret it differently and learn it at different rates through different methods. Thus, the challenge of effective instruction is not only delivering the desired instruction, but in a way that learners of various background, skills, and experiences can take that learning into their personal world of knowledge and make it their own. By addressing the fundamental concern of instructional design and incorporating learning theories to support the process of learning, Robert Gagné's instructional design theory has emerged as a primary model used for effective instructional design. This paper will outline Gagné's instructional design theory and provide information on how it is applied to instructional technology.
Potter, P. & Perry, A. (2009). Fundamentals of Nursing (7th ed.) St. Louis: Mosby Elsevier, 1029-1084.
Instructional Design is a systematic approach to design, evaluation and management of instruction. It helps to facilitate learning in an effort to improve. There are many models that have been developed to assist in the design of instructional materials. This paper will compare three: ADDIE, ASSURE and Kemp with a focus on online learning.
O'Malley, John, and Harrison McCraw. "Students perceptions of distance learning, online learning and the traditional classroom." Online journal of distance learning administration [Online] 2.4 (1999). Web. 10 Jan. 2014
Kameenui, Edward J., and Deborah C. Simmons. Designing Instructional Strategies: The Prevention of Academic Learning Problems. Columbus, OH: Merrill Pub., 1990.