DESIGN APPROACHES AND TOOLS IN EDUCATION AND TRAINING

Transcription

1 DESIGN APPROACHES AND TOOLS IN EDUCATION AND TRAINING

2 Design Approaches and Tools in Education and Training Edited by J an van den Akker University of Twente, The Netherlands Robert Maribe Branch The University of Georgia, U.S.A. Kent Gustafson The University of Georgia, U.S.A. Nienke Nieveen University of Twente, The Netherlands and Tjeerd Plomp University of Twente, The Netherlands In collaboration with Interuniversitair Centrum voor Onderwijskundig Onderzoek (lco) SPRINGER-SCIENCE+BUSINESS MEDIA, B.V.

3 A C.I.P. Catalogue record for this book is available from the Library of Congress. ISBN ISBN (ebook) DOI / Printed on acid-free paper AII Rights Reserved 1999 Springer Science+Business Media Dordrecht Originally published by Kluwer Academic Publishers in 1999 Softcover reprint ofthe hardcover Ist edition 1999 No part of the material protected by this copyright notice may be reproduced or utilized in any form or by any means, electronic Of mechanical, including photocopying, recording or by any information storage and retrieval system, without written permission from the copyright owner.

4 TABLE OF CONTENTS Preface ix PART I: DESIGN AND DEVELOPMENT APPROACHES 1. Principles and Methods of Development Research 1 Jan van den Akker 2. Educational Design and Development: An Overview of Paradigms 15 Irene Visscher-Voerman, Kent Gustafson and Tjeerd Plomp 3. Systems Thinking in Instructional Design 29 Gordon Rowland and Ann-Mane Adams 4. Educational Design and Development: A Study of Dutch Design 45 Practices Irene Visscher-Voerman 5. A Relational Approach to Curriculum Design Joseph Kessels 6. Walker's Deliberative Approach in a Small-scale Project: The SPIN-case Ellen van den Berg Design and Development of Third Generation Distance 81 Learning Materials: From an Industrial Second Generation Approach Towards Realizing Third Generation Distance Education Paul Kirschner, Martin Valcke and Dominique Sluijsmans 8. The Design and Prototyping of Digital Learning Material: Some 95 New Perspectives JefMoonen 9. Supporting Instructional Design with an Information System 113 Renate Limbach, Ton de Jong, Jules Pieters and Gordon Rowland v

5 10. Prototyping to Reach Product Quality Nienke Nieveen The Potential of Formative Evaluation in Program Design Models 137 Ralf Maslowski and Adrie Visscher 12. Instructional Design: A Conceptual Parallel Processor for 145 Navigating Learning Space Robert Maribe Branch PART II: COMPUTER-BASED TOOLS FOR EDUCATIONAL DESIGN AND DEVELOPMENT 13. Characteristics of Computer-based Tools for Education and Training Development: An Introduction Nienke Nieveen and Kent Gustafson 14. The Guided Approach to Instructional Design Advising (GAIDA): A Case-based Approach to Developing Instructional Design Expertise Dennis Gettman, Theresa McNelly and Daniel Muraida 15. An EPSS for Instructional Design: NCR's Quality Information Products Process Thomas Jury and Thomas Reeves 16. The PLA TO Courseware Development Environment Frank Preese and Wellesley Foshay 17. Visual Support for Authoring Rob Wright, Barry Harper and John Hedberg 18. Cognitive Tools to Support the Instructional Design of Simulation-based Discovery Learning Environments: The SIMQUEST Authoring System Ton de Jong, Renate Limbach, Mark Gellevij, Michiel Kuyper, Jules Pieters and Wouter van Joolingen vi

6 19. CASCADE - SEA. Computer Assisted Curriculum Analysis, 225 Design and Evaluation for Science Education in Africa Susan McKenney 20. The TeleTOP Decision Support Tool (DST) 235 Betty Collis and Wim de Boer 21. Enabling Technologies to Design, Produce and Exploit Flexible, 249 Electronic Learning Materials Martin Valcke, Paul Kirschner and Evelijn Bos 22. The IDXelerator : Learning-Centered Instructional Design 265 David Merrill and Bennet Thompson 23. Intelligent Support for Instructional Development: Approaches 279 and Limits Michael Spector Information about Authors 291

7 Preface The broad field of education and training is in rapid evolution. In our 'knowledgeintensive and learning society', the expectations about the contribution of education and training are still rising. Moreover, the potential of infonnation and communication technology (len creates many challenges. These trends do not only affect the aims, content and processes of learning, they also appear to have a strong impact on design and development approaches in research and professional practices. The major purpose of this book is to present and discuss current thinking and promising examples of design and development approaches and tools in education and training. The editors of this book hope that it will serve as a resource and reference work that stimulates the advancement of our field. It is intended to be useful in academic settings as well as for professionals in design and development practices. The book has two parts. The first part offers an overview and analysis of design and development approaches, both in (research) literature as well as in professional practices. Moreover, it includes a series of more specific design approaches in various domains. The second part provides an overview and analysis of computer-based design and development tools, including a large selection of specific examples. The two parts have some initial chapters that can be seen as foundational to the remaining contributions. Part One has two of such introductory chapters. Chapter 1 deals with principles and methods of development research. It analyzes how research activities can be connected to design and development activities in order to strengthen the knowledge base of educational design and development. Chapter 2 provides a comprehensive overview and discussion of a number of different perspectives on educational design and development. It offers a conceptual framework that helps to clarify and articulate the perpectives in many chapters later on in the book. The nature of these chapters is rather varied in tenns of conceptual orientation, inclusion of practical examples or providing empirical research evidence. The introductory text of Part Two, chapter 13, provides structure to the subsequent chapters in the second half of the book, as it classifies and analyzes all presented (computer-based) tools for a wide variety of design and development contexts. The readers can find further help for orientation in the abstracts and key words at the beginning of each chapter. As a simple aid to facilitate communication between authors and readers, a list of authors' names, affiliations and address is added (at the end of the book). ix

8 The organizational context of this book stems from the Dutch Interuniversity Centre for Educational Research (Dutch acronym: ICO), in which nine Dutch universities participate. The research activities within that Centre are clustered in four divisions. This book relates to research within the division on 'design-oriented research'. During the last five years faculty members and PhD students from various universities have been engaged in research projects and workshops within this broad area. This volume marks the transition to a next stage of ICO, in which the original four broad divisions have been replaced by a more focused research planning around ten specific research themes. Most of the researchers that participated in the design-oriented division (and that have written chapters for this volume) will continue their collaboration in one of those themes: "ICT Tools for Designing". The overall research question within that theme is: How can the role of ICT tools for various design activities in education be optimized? These tools may support different groups of designers: (a) professional designers of products in a wide range of domains (such as curriculum, instruction, media, assessment); (b) teachers who design their own instruction and who are involved in professional development; and (c) students, especially in learning processes that emphasize constructivist principles. The research approach within this theme will often be characterized as (prototypical) development research. The current book, with its broad first part and more specific second part, already illustrates this trend towards a more specific focus on ICT tools. We hope that the highlights of the first ICO-years will offer inspiration for the forthcoming years. Moreover, we definitely intend to keep the interaction and cooperation with research colleagues from abroad (clearly illustrated by many contributions to this book) as active and productive as before. Obviously, editing and producing a book like this, with its many authors from different institutions, is no small task. The editors want to express their gratitude to all authors for their professional cooperation. Also, we feel indebted to the two reviewers who have provided us with valuable feedback on both the original book proposal as well as the draft manuscript. A special word of thanks is for Petra Zuithof for her very competent secretarial assistance in the preparation of the book. Jan van den Akker Robel1 Branch Kent Gustafson Nienke Nieveen Tjeerd Plomp x