Instructional Aids

Briggs, Leslie J.

doi:10.2307/1979973

Cited by 6 publications

(6 citation statements)

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“…Therefore, where CAL can be justified on cost or educational grounds it should be implemented according to a methodology which recognises foremost the instructional aspects of the resource, especially assessment, as this provides the learner with performance feedback. In fact, using a design methodology including assessment features will provide the basis for an effective learning resource, whatever the medium (Briggs, 1977;Romiszowski, 1984).…”

Section: Instructional Designmentioning

confidence: 99%

Futures for computer-based training: Developing the learner-computer interface

Sims¹

1988

AJET

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Often regarded as the solution to effective skills development, ComputerBased Training (CBT) is now satisfying many training demands. However, despite continued developments with instructional technology in areas such as embedded CBT and intelligent instructional systems, CBT remains a support mechanism for staff development rather than an integral component of computer-based information systems, and often fails to address the individual attributes of the learner. A model is proposed integrating the advanced components of intelligent CBT (interaction, individualisation, availability) based on human factors issues to provide a user-based operational environment. A second section appraises six variables (instructional design, technology, cognitive style, screen design, transfer and retention, and learner-computer interface) to describe an updated methodology for the design, development and implementation of technologically-advanced CBT systems. By reinforcing the capabilities of CBT and integrating these with changes in information technology, the scene is set for development and growth in learning through computerbased and learner-centred educational systems, founded on contextsensitive learner-computer interface.Almost daily, the capability of computer technology to perform more quickly, access more information and outclass existing software applications is reported. However, users of the technology have changed very little, except perhaps in expressing increased frustration at the inability of applications to meet individual skill levels (Martin, 1986b).

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Section: Instructional Designmentioning

confidence: 99%

Futures for computer-based training: Developing the learner-computer interface

Sims¹

1988

AJET

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“…Gagné's book is also found in the top four of our overall list. Other books found on Braden and Sachs's list include Principles of instructional design by Gagné and Briggs (1974), Instructional design by Briggs (1977), and Handbook of procedures for the design of instruction by Briggs and Wager (1981). As pointed out 25 years ago, the "dominant influence of Gagné and Briggs is hard to ignore" (Braden & Sachs,p.…”

Section: Data Analysis Resultsmentioning

confidence: 99%

Essential books in the field of instructional design and technology

Ouimette¹,

Surry²,

Grubb³

et al. 2009

AJET

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<span>This article describes the results of a study to determine the books that instructional design and technology professionals believed were most important to the field. Participants in this study were 77 professionals from different areas of the field, including education, business, and government. The purpose of the study was to create a snapshot of the books that form the theoretical and practical foundation of the field of instructional design and technology at this time in the field's history. A survey was conducted asking participants to rank the importance of books on a four-point scale from "profoundly important" to "unimportant". The data were then analysed using descriptive and inferential statistics. Results indicate that the importance of a book varies widely, based on factors such as a person's area of interest in the field, degree level, and age. Overall, however, the study found that 10 books were viewed as being among the most important by most respondent groups. This core group of books should be included in every instructional designer's or technologist's personal library.</span>

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“…Considering the context of this common entity related to applying modeling and construction of online courses, the theories of instructional design were considered, as well as the implications of cognitive processes in learning. To define this common entity, four of the main theoretical references were considered: West et al (1991), Gagné et al (1992), Dick, Carey, and Carey (2005), and Briggs (1977).…”

Section: Fundamentals Of the Eqetic Modelmentioning

confidence: 99%

eQETIC: a Maturity Model for Online Education

Rossi¹,

Mustaro²

2015

InSITE Conference

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Digital solutions have substantially contributed to the growth and dissemination of education. The distance education modality has been presented as an opportunity for worldwide students in many types of courses. However, projects of digital educational platforms require different expertise including knowledge areas such as pedagogy, psychology, computing, and digital technologies associated with education that allow the correct development and application of these solutions.To support the evolution of such solutions with satisfactory quality indicators, this research presents a model focused on quality of online educational solutions grounded in an approach aimed to continuous process improvement. The model considers of three maturity levels and six common entities that address the specific practices for planning and developing digital educational solutions, targeting quality standards that satisfy their users, such as students, teachers, tutors, and other people involved in development and use of these kinds of educational solutions.

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Instructional Aids

Cited by 6 publications

References 0 publications

Futures for computer-based training: Developing the learner-computer interface

Futures for computer-based training: Developing the learner-computer interface

Essential books in the field of instructional design and technology

eQETIC: a Maturity Model for Online Education

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