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Continuous improvement through shared understanding : reconceptualising instructional design for online learning

Sims, Rod and Jones, Deborah 2002, Continuous improvement through shared understanding : reconceptualising instructional design for online learning, in Winds of change in the sea of learning : proceedings of the 19th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), Auckland, New Zealand, 8-11 December 2002, UNITEC Institute of Technology, Auckland, N.Z., pp. 1-10.

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Title Continuous improvement through shared understanding : reconceptualising instructional design for online learning
Author(s) Sims, Rod
Jones, Deborah
Conference name Conference of the Australasian Society for Computers in Learning in Tertiary Education (19th : 2002 : Auckland, N.Z.)
Conference location Auckland, N.Z.
Conference dates 8-11 Dec. 2002
Title of proceedings Winds of change in the sea of learning : proceedings of the 19th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), Auckland, New Zealand, 8-11 December 2002
Editor(s) Williamson, Andy
Publication date 2002
Start page 1
End page 10
Publisher UNITEC Institute of Technology
Place of publication Auckland, N.Z.
Keyword(s) Continuous improvement
Shared understanding
Instructional design
Academic professional development,
Communities of Practice
Scaffolding
Online learning
Summary Many Australian tertiary institutions provide support for academic staff in the design and development of online teaching and learning resources, often employing a centralised unit staffed with educational and instructional designers, multimedia and online developers, audio/video producers and graphic artists. It is not unusual for these units to have evolved from print-based distance education providers and consequently the design and development processes inherent within those units are often steeped in ‘traditional’ sequential instructional development models. We argue that these models are no longer valid for effectively working with academic staff given the dynamic nature of online learning environments and the diversity of skills to implement effective online learning. This paper therefore presents an extended instructional design model in which the development cycle for online teaching and learning materials uses a scaffolding strategy in order to cater for learner-centred activities and to maximise scarce developer and academic resources. The model also integrates accepted phases of the instructional development process to provide guidelines for the disposition of staff and to more accurately reflect the creation of resources as learning design rather than instructional design. It is a model that builds on instructional design processes and integrates concepts of team-based development, shared understanding and the development of relevant communities of practice.
ISBN 0473091194
9780473091194
Language eng
Field of Research 080706 Librarianship
Socio Economic Objective 930203 Teaching and Instruction Technologies
HERDC Research category E2 Full written paper - non-refereed / Abstract reviewed
Copyright notice ©2002, R.Sims and D. Jones.
Persistent URL http://hdl.handle.net/10536/DRO/DU:30013884

Document type: Conference Paper
Collection: Learning Services
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