Search results for author:"Monica W. Tracey"
Total records matched: 11 Search took: 0.060 secs
You may get more results with author:"Monica W. Tracey".
Educational Technology Research and Development Vol. 57, No. 4 (August 2009) pp. 553–571
This is a report of one case of a design and development research study that aimed to validate an overlay instructional design model incorporating the theory of multiple intelligences into instructional systems design. After design and expert review ...
Design Ideas, Reflection, and Professional Identity: How Graduate Students Explore the Idea Generation Process
Instructional Science: An International Journal of the Learning Sciences Vol. 43, No. 5 (2015) pp. 527–544
Within design thinking, designers are responsible for generating, testing, and refining design ideas as a means to refine the design problem and arrive at an effective solution. Thus, understanding one's individual idea generation experiences and...
TechTrends: Linking Research and Practice to Improve Learning Vol. 52, No. 4 (July 2008) pp. 24–29
This design case focuses on the redesign of Advanced Instructional Design, a capstone course taught in a Midwestern university's Masters of Training and Development program. The goal of the course was to have students integrate knowledge and skills...
TechTrends: Linking Research and Practice to Improve Learning Vol. 49, No. 2 (2005) pp. 28–30
In 1983, Clark declared that instructional methods determine how effective a piece of instruction is and that media?s only influence is on cost and distribution. His argument (Clark, 1983) was that "media are mere vehicles that deliver instruction...
Journal of Computing in Higher Education Vol. 26, No. 3 (December 2014) pp. 227–237
The following design case illustrates the approach a group of advanced graduate online-design students, two design coaches, and an instructor used to design an online instructional intervention as a service-learning project for parents interested in ...
TechTrends: Linking Research and Practice to Improve Learning Vol. 58, No. 5 (September 2014) pp. 80–89
Design-thinking is an inductive and participatory process in which designers are required to manage constraints, generate solutions, and follow project timelines in order to complete project goals. The researchers used this exploration study to look ...
Educational Technology Research and Development Vol. 55, No. 4 (August 2007) pp. 369–390
This is a report of a developmental research study that aimed to construct and validate an instructional design (ID) model that incorporates the theory and practice of multiple intelligences (MI). The study consisted of three phases. In phase one,...
A Design-Based Research Case Study Documenting a Constructivist ID Process and Instructional Solution for a Cross-Cultural Workforce
Instructional Science: An International Journal of the Learning Sciences Vol. 40, No. 3 (May 2012) pp. 461–476
As the need for instructing a globalized workforce increases, instructional designers must embrace the constraints and the opportunities these projects provide in order to move the field of cross-cultural instructional design (ID) forward. Cross...
Journal of Computing in Higher Education Vol. 25, No. 3 (December 2013) pp. 123–146
This article discusses technology integration literature used to guide the design and implementation of a technology professional development intervention (TPDI) for secondary education teachers. Qualitative multiple-case research methods were used...
Instructional Designers as Reflective Practitioners: Developing Professional Identity through Reflection
Educational Technology Research and Development Vol. 62, No. 3 (June 2014) pp. 315–334
As the design thinking approach becomes more established in the instructional design (ID) discourse, the field will have to reconsider the professional identity of instructional designers. Rather than passively following models or processes, a...
Providing Novice Instructional Designers Real-World Experiences: The PacifiCorp Design and Development Competition
TechTrends: Linking Research and Practice to Improve Learning Vol. 49, No. 2 (2005) pp. 20–21
According to the International Board of Standards for Training, Performance, and Instruction (ibstpi) new technologies and methods have made instructional design practice more complex and sophisticated today than it was in the early years of the...