Visualizing the Instructional Design Process: Seven Usability Strategies for Promoting Creative Instruction
Instructional design is defined as the analysis of instructional problems and their solutions. A majority of the instructional design textbooks depict the process as systematic and logic-driven, employing flow-chart diagrams to explain the complexity of analysis. A negative consequence of this practice is the design and development of instruction that in turn becomes "linear" and lock-step, often lacking in imagination and creativity. This paper explores a visualization of the instructional design process to encourage a focus on four types of instructional interaction at the lesson level for distributive learning formats. The model promotes a design emphasis in four categories: learner to interface (addressing learner affordances), learner to learner (addessing collaboration), learner to content, and learner to teacher (addressing social presence). Strategies to scaffold instructional content begin with a knowledge-level base and are supplemented by generative instructional strategies to address conceptual, procedural, and principle level content. Formative data is shared to promote discussion and critique of the model.
||Visualization, Instructional Design Process, Interaction, Scaffolding, Generative Strategies, Usability
Design Principles and Practices: An International Journal, Volume 4, Issue 2, pp.427-436.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 1.009MB).
Professor, Educational Technology, College of Education and Behavioral Sciences, Colorado, Greeley, USA
Author of Creating Graphics for Learning and Performance: Lessons in Visual Literacy
(second edition) and The Art of Instructional Strategies: Designing instruction at the lessonlevel
for four type of interaction (in press). Book Reviews editor for Educational Technology
Research & Development, past Vice President of Evaluation International Society of Performance
Improvement, Denver Chapter. Research interests include design of the instructional
interface, the use of narrative in instruction, instructional design models, rapid prototyping
in instructional settings, and design of graphics to depict affective elements of instruction.
Professor, University of Northern Colorado, Greeley, USA
Professor, School of Art & Design, University of Northern
Computer Graphics Area Head
Research and pedagogy interests include integrated
instruction in art, science, and computer art graphics. Key
publications include the International Journal on Learning
and Instruction; LEONARDO; The Visual Computer: An
International Journal of Computer Graphics, Creativity and
Cognition, COMPUTER GRAPHICS.
Works include: “Writing on Drawing - Essays on Drawing
Practice and Research” edited by Steve Garner, Intellect
Books, London, ISBN 9781841502007 October 2008;
“Choreography: A Basic Approach Using Improvisation” by
Sandra Cerny Minton, Human Kinetics Publishers, Third
Edition, ISBN 13-978-0-7360-6476-7, 2007; “Art of The
Digital Age” by Bruce Wands, Thames & Hudson, ISBN:
0-500238170, 2006; “Painting the Digital River” by James
Faure Walker: Prentice Hall PT, ISBN: 0-131739026, 2006;
“Digital Printmaking” G. Whale & N. Barfield, A&C Black
‘2001, second edition by Wastson Guptil, ISBN 0-8230-1398-7,
2003; “The Best of 3D Computer Graphics” CD by Vic
Cherubini, Rockport Puplishers, Inc. , ISBN 1-56496-954-1,
2003; and P.I.E BOOKS, “New Postcard Graphics,” Tokyo,
Japan, ISBN 4-89444-128-4 C3070, 2000.
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