A directory of resources inthe field of technical communication.

Instructional Design

174 found. Page 1 of 7.

About this Site | Advanced Search | Localization | Site Maps

1 2 3 4 5 6 7  NEXT PAGE »



Accommodating Active Learners in Software Documentation Decisions  (link broken)   (PDF)

Recent research focusing on a minimalist approach to computer software documentation has explored ways to design computer software tutorials and workbooks for users with an active learning style. The principles of minimalism and active learning styles, however, are less frequently applied to traditional reference manuals. This paper reviews several elements of minimalism and suggests ways to apply strategies for active learners to traditional reference manuals.

Smart, Karl L. STC Proceedings (1993). Articles>Documentation>Instructional Design>Software


Achieving Objectivity Through Genred Activity: A Case Study   (peer-reviewed)   (members only)

Finding itself at the center of highly publicized legal and political deliberations over fairness in testing, personnel credibility, and legal liability, the training department at a North American transit authority adopted a genre system that enabled the production of objective evidence of job competence, which was then used to make objective decisions about who passed and failed various training programs. The ongoing genre-structured activity of the department involved not only the regularization of organizational texts but also the regularization of social interaction mediated by those texts, which, while producing the types of interpretively stable documents required for successful public deliberation, led to a shift in authority and social relations within the department that instigated considerable resentment and loss of morale among many veteran instructors.

Little, Joseph. Journal of Technical Writing and Communication (2007). Articles>Writing>Instructional Design>Genre


Active Learning for Software Products   (peer-reviewed)   (members only)

This article shows how principles from the fields of adult learning and situated learning can be applied to the method of Instructional System Design to create classroom-based training for software products. These principles and methods do not need to be antithetical; rather, they can complement each other to create instructional strategies that incorporate context-rich activities for work-oriented instruction.

Hughes, Michael A. Technical Communication Online (1998). Academic>Computing>Instructional Design>Software



The ADDIE model is the generic process traditionally used by instructional designers and training developers. The five phases—Analysis, Design, Development, Implementation, and Evaluation—represent a dynamic, flexible guideline for building effective training and performance support tools.

InstructionalDesign.org. Articles>Education>Instructional Design>Methods


The Application of Evolutionary Learning Theory in the Transition from Training to Performance Support  (link broken)

Sebuah gambaran singkat tentang teori evolusi dan aplikasinya untuk pengetahuan dan pembelajaran dalam teori memetics disajikan. Struktur pengetahuan dan pembelajaran yang ada dalam perusahaan modern diperiksa dan kegagalan yang signifikan dalam diri mereka diidentifikasi. Dapat disimpulkan bahwa memanfaatkan dan mengeksploitasi belajar evolusi dapat mengatasi banyak dari kegagalan. belajar evolusi adalah prekursor alami untuk transisi dari pelatihan untuk mendukung kinerja. Untuk transisi ini terjadi berhasil maka perlu bahwa budaya perusahaan yang tepat dan infrastruktur pengetahuan yang hadir.

O'Gorman, Adam. EPSS (2001). Articles>Education>Instructional Design>Online


Applying Audience Invoked Models to Instructional Design Methods

You should know what appeals to and motivates your audience before you approach them with a suggestion for action. The same point is also true for writers. The writer must have a good idea of who the audience is and what motivates them in order to create arguments that will convince his or her audience to not only to read the text, but also to behave in the desired fashion after they have read the text.

Cleman, Kelly A. Orange Journal, The (2001). Articles>Education>Instructional Design


Asking Questions  (link broken)   (PDF)

Students learn by actively interacting with the material, and by interacting with each other along the way.

Doumont, Jean-luc. Intercom (2004). Articles>Education>Instructional Design


Assessing a Hybrid Format   (peer-reviewed)   (members only)

As college instructors endeavor to integrate technology into their classrooms, the crucial question is, 'How does this integration affect learning?' This article reports an assessment of a series of online modules the author designed and piloted for a business communication course that she presented in a hybrid format (a combination of computer classroom sessions and independent online work). The modules allowed the author to use classroom time for observation of and individualized attention to the composing process. Although anecdotal evidence suggested that this system was highly effective, other assessment tools provided varying results. An anonymous survey of the students who took this course confirmed that the modules were effective in teaching important concepts; however, a blind review of student work produced mixed results.

Katz, Susan M. Journal of Business and Technical Communication (2008). Articles>Education>Instructional Design>Online


Becoming an eTeacher

A course for: any teacher who ever wanted a practical way to begin their eTeaching adventure but didn't know where to start; any teacher who thought it might be useful to have a website for their educational work; any teacher who is curious about how the Internet can be used to help their students.

Harmer, Erin, Ed Du Vivier, Michael Seery and Paul Melrose. Google (2010). Resources>Education>Instructional Design>Online


Beyond the Borders of   (link broken)

The field of technical communication is in many ways inscribed by technology. As a result, technical communication programs not only must provide students with a foundation in the theory and practice of the field, but also must give students some level of proficiency in the technology tools they will need to put that knowledge into service in the workplace.

Brumberger, Eva R. CPTSC Proceedings (2003). Articles>Education>Instructional Design>Software


Build It Right And They Will Come  (link broken)   (PDF)

Teaching through the Web requires instructors to reconsider their previous assumptions about the nature of teaching, lecture, testing, and student/teacher interaction. In online classrooms, instructors often serve many design and maintenance roles. Managing the time required for these roles is an inescapable part of online instruction. The simpler the overall course design, the less often the instructor has to shift from role to role. Online instructors must use textual, visual and interactive metaphors consistently to help guide students toward productive forms of interaction. Finally an equal mix of textual, visual and interactive rhetorics is vital for effective online course design.

Gillette, David. STC Proceedings (1999). Articles>Education>Instructional Design>Online


Building a Swan's Nest for Instruction in Rhetoric  (link broken)   (PDF)

When a composition teacher incorporated community-based writing assignments into her course, she found that the curriculum did not support students’ transitions to nonacademic settings. Her success in transforming the curriculum suggests that the writing classroom can function not only as a site for “general writing skills in-struction” but also for analysis of rhetorical variation.

Bacon, Nora. CCC (2000). Articles>Education>Instructional Design>Rhetoric


Building Group Spirit  (link broken)   (PDF)

Technical communication courses and training programs often benefit from peer review or group critique. To encourage learning, these activities require a constructive climate: Students must listen to one another, be receptive to feedback, and refrain from reproaches, interpretations, and judgments. Such a positive group spirit is not a given, especially if the school or corporate environment encourages competition more than collaboration. Teachers must foster an appropriate environment if they want their collaborative learning activities to be successful.

Doumont, Jean-luc. Intercom (2003). Articles>Education>Instructional Design>Collaboration


Can You Teach Me Moodle?

Teachers are a very pragmatic lot and love to borrow good stuff. Give’em a good one in Moodle and they will come! If a science teacher has a great solution using Moodle for a problem or idea her class and say, an English teacher sees it and ‘gets it’ - you can bet the English teacher will at least try or ask how to go about it. And coming from a colleague and a fellow ’struggler’ is a much more powerful thing than coming from the school’s main Moodle peddler like me.

Lasic, Tomaz. Human (2009). Articles>Education>Instructional Design>Online


Case Studies in Instructional Technology and Design

Multimedia cases allow novices and experts to explore issues and practice in instructional design. During the course of study in instructional design, often only a few design projects can be completed. Case studies serve as a valuable supplement, providing students with opportunities to experience and respond to complex practice issues in a variety of professional settings. In the process, students reflect on relevant theories and techniques as they attempt to understand a real problem, develop a response, and consider the potential consequences. Once each year, we sponsor a case event, and invite universities across the country to advance a team. Teams analyze the case, while experts pose probling questions, evaluate case responses, and contribute their own perspectives on the cases.

University of Virginia. Academic>Course Materials>Instructional Design>Multimedia


The Changing and Emerging Role of the Instructional Developer  (link broken)   (PDF)

Today's instructional developer is required to know much more than the Instructional Systems Design methodology. He/she must know a multitude of authoring tools, and must also know the storyboarding and development process for designing technology-based learning programs. Technology-based learning presents four unique challenges for instructional developers. These are: accommodating different learning styles; addressing differing technologies in learners’ computers; developing training packages for mass quantities of learners; and acquiring new skill sets. Technology-based learning also presents many new opportunities for instructional developers, including the chance to develop exciting tools such as wizards, coaches, and computer-based training programs.

Levin, Marissa. STC Proceedings (1999). Articles>Education>Instructional Design


Coloring Outside the Lines

Once upon a time, we were curious and everything we encountered was new. We were excited about discovering new things and the world offered unlimited possibilities. Then we went to school and were taught to color inside the lines, that everything had its place and the world was ordered.

Malone, Erin. Boxes and Arrows (2003). Articles>Web Design>Instructional Design>Metadata


Commentary on International Learning   (peer-reviewed)

This article, subtitled “Audience Analysis and Instructional System Design for Successful Learning and Performance,” by Margaret Martinez is a must-read for all committed to seeing to it that technologies keep their promises and achieve their potential. There is a propensity among technology proponents to disregard, or at least to minimize the importance of, individual differences among learners and the impact of differences in learning. While the research design, execution, and fi ndings are significant it is important to recognize this work for what it is—a meaningful addition to a less-than-adequate body of knowledge. In our (still) instruction-centered educational environment it is still frustratingly diffi cult to elicit recognition that we are all different in many ways and that includes how we learn. Ms. Martinez has provided us with a contemporary update on individual difference data which flows well from her excellent historical review.

Russell, Thomas L. Journal of Computer Documentation (2000). Articles>Education>Instructional Design>International


Communication as the Foundation of Distance Education   (peer-reviewed)

Communication plays a vital role in learning, not only with respect to expository and discussion methods of instruction, but at a more consequential level in the development of higher mental processes through acquiring and learning to manipulate symbols. This has been so at least since the early days of Greek society where education of the citizen primarily was concerned with the ability to express oneself in a thoughtful manner in order to develop a better society. Isocrates, one of the first Western educators, stressed the relevance of speech in sharpening thought and judgment; his emphasis on the relationship between education and speaking well became the standard throughout the ancient Western world.

Brooks, Robert F. Kairos (2002). Articles>Education>Instructional Design>Online


Communication Teaching Resources: Assignments and Materials to Use in Class

A well designed assignment helps students understand the purpose of the activity and the criteria that will be used to evaluate students’ work. Annotated examples and guides help students build on previous knowledge and step up to the demands of new types of communication. The materials in this section contain ideas for new types of assignments, guides that may be adapted for the specific requirements of courses, and PowerPoint files that may be shown in class to provide brief additional instruction on communication.

conneXions (2008). Articles>Education>Instructional Design


An Competencies and Skills for Instructional Designers  (link broken)

An outline of various needs assessment/analysis plans and instruments for instructional designers.

University of South Florida (1995). (Italian) Articles>Education>Instructional Design


Computer Foundations for Instructional Multimedia

In this class you will learn the tools and design elements of multimedia for producing instruction on CD-ROM and the Internet.

Bisson, Mimi. San Francisco State University (2004). Academic>Courses>Instructional Design>Multimedia


Computer-Mediated Conferencing: Teaching in a Virtual Classroom   (PDF)

Asynchronous desktop conferencing, or computer-mediated interaction, is one of the new technologies in education. A videocourse with an interactive conferencing component was used successfully in a distance course for graduate students in technical communication. The technology allowed students to collaborate, peer review, and conference at their own pace without coming to campus. Computermediated conferencing has promise as a teaching tool for technical communication.

Coppola, Nancy W. STC Proceedings (1996). Articles>Education>Instructional Design>Online


Contextualizing the Learning   (PDF)

Perhaps the most overlooked teaching principle is the one stating that we learn by linking new material to known material. If we cannot connect what we must learn to what we already know, we can hardly anchor it in our mental schemata and thus make it our own, at least durably. Moreover, our motivation for learning would at best be extrinsic (some sort of obligation, perhaps): Why would we want to learn material to which we cannot relate? Even if we could learn the material without context—by memorization, for instance—we could not recognize situations where this unconnected knowledge applies. For all practical purposes, it would be useless.

Codone, Susan K. Intercom (2004). Articles>Education>Instructional Design


Corporate Software Training: Is Web-Based Training as Effective as Instructor-Led Training?   (PDF)   (peer-reviewed)   (members only)

Web-based training has been both acclaimed as a self-paced, consistent, stand-alone alternative to traditional instructor-led training and disparaged for its high development costs and dearth of qualified trainers. Critics especially question its effectiveness. This case study tests the effectiveness of a stand-alone web-based training program and compares the results to that of an identical instructor-led course. The course provides highly task-oriented instruction for a computer software package and was developed using a proven instructional design methodology. The data from this study show that web-based training is as effective as instructor-led training for stand-alone software application training in a corporation.

Coppola, Nancy W. and Robert Myre. IEEE Transactions on Professional Communication (2002). Articles>Education>Instructional Design>Online



Follow us on: TwitterFacebookRSSPost about us on: TwitterFacebookDeliciousRSSStumbleUpon