Instructional Design (instructional + design)

Distribution by Scientific Domains

Terms modified by Instructional Design

  • instructional design process

  • Selected Abstracts


    Toward a Current, Comprehensive, Integrative, and Flexible Model of Motivation for Instructional Design

    PERFORMANCE IMPROVEMENT QUARTERLY, Issue 3 2006
    Patricia L. Hardré
    Workplace motivation historically has been an HR function, with ID as a training function. This division produces a split between motivation and training, leaving them isolated from one another. Intervention design needs to include motivation throughout its phases, to maximize motivating opportunities for performance improvement. The current models included in instructional design texts and resources are important, but tend to lack some characteristics that would make them more useful and productive for designers. The purpose of this paper is to present a theoretical and conceptual framework for the devel-opment of a new model of motivation for intervention design that is current, comprehensive, integrative, and flex-ible. To that end, we (1) review the key points of the call for such a model; (2) present a framework for such a model; (3) offer a conceptual prototype for a model to meet designer's needs and include perspectives from experts in instructional design and performance technology, including how it fills out an integrative theoretical base of motivation for the field; and (4) present future development implications for the field. [source]


    Instructional Design Practice: Career Environments, Job Roles, and a Climate of Change

    PERFORMANCE IMPROVEMENT QUARTERLY, Issue 1 2004
    Miriam B. Larson
    ABSTRACT Instructional Design and Technology (IDT) professionals practice their skills in a broad range of career environments and job roles. The resulting collection of competency lists and wide range of practice environments, coupled with the frequent changes that have always characterized the field, produce complexity that is difficult to communicate to IDT students. However, students need to understand these complex aspects of the field so that they can make informed decisions about their career goals and educational direction. This review of the current literature looks at the current issues impacting practice and preparation. It concludes that the path professional academic preparation programs choose will depend on their orientation to instructional design and performance improvement, and whether they see themselves as preparing students for specific career environments or are pursuing a generalist program. [source]


    Instructional Design and Powerful Learning

    PERFORMANCE IMPROVEMENT QUARTERLY, Issue 2 2001
    Gordon Rowland
    ABSTRACT Skillfully executed, instructional design can result in effective and efficient means to meet learning goals. However, more powerful learning experiences seem to go beyond effectiveness, efficiency, appeal, and even predetermined goals. This study sought to identify the key features of instructional design, to determine the nature of powerful learning experiences, and to explore how the two might relate. A survey of experts and a series of interviews with adult learners revealed overlap in some areas, for example, in the perceived importance of active engagement in authentic situations, and clear differences in others, most significantly the importance placed by learners on continual face-to-face personal interaction with a mentor/expert teacher. Speculations are offered on what similar results from additional studies might imply with regard to design actions and choices, and questions for further research are posed. [source]


    Teaching Instructional Design: An Action Learning Approach

    PERFORMANCE IMPROVEMENT QUARTERLY, Issue 2 2001
    Brenda Bannan-Ritland
    ABSTRACT Many theorists and practitioners are calling for more authentically based teaching approaches in the preparation of instructional designers and performance technologists to address the complexity of the field's practice. Although many innovative methods have been incorporated into the study of instructional design and development and human performance technology, including case studies and applied experiences with collaborative groups, among others, the majority of teaching approaches are limited to the time constraints and format of the traditional university classroom setting. This paper discusses an alternative teaching approach that incorporates action learning principles along with authentic project-based methods into the full-time study of instructional design. The paper reviews action learning principles and highlights the commonalties between these principles and the application of the practice and teaching of the instructional design process in an authentic manner. Finally, the implementation of action learning principles within a graduate program in instructional technology is described. Action learning principles may be applied to many content areas; however, the highly complementary nature of this specific methodology to the teaching and practice of instructional design may have the potential to improve greatly our preparation of professionals in the complex work environments characteristic of this and related disciplines. As a valuable component of performance technology skills, training in instructional design methods based on an action learning approach may have broad implications for both the preparation of instructional designers and performance technologists. [source]


    The Effects of Instructional Training on University Teaching Assistants

    PERFORMANCE IMPROVEMENT QUARTERLY, Issue 4 2003
    Patricia L. Hardré
    ABSTRACT This study addressed the need for empirical tests of the global instructional design (ID) model as a toolkit for classroom teachers in authentic settings; and the performance improvement challenge of finding effective, efficient methods of professional development for preparing graduate assistants to teach. Participants were eighteen teaching assistants (TAs) with primary instructional responsibilities at a large Midwestern university. Twelve were given a training intervention in instructional design, while the other six served as a control group. The intervention was based on the iterative, five-phase ADDIE model, and principles from educational psychology. Dependent measures were TAs' ID knowledge, teaching self-efficacy, satisfaction with knowledge and strategies, perceived teaching competence, teaching performance and teaching effectiveness, and their students' engagement and perceived learning. All of the study's seven hypothesized relationships were found statistically significant. The intervention, though brief, measurably increased the ID knowledge of participating TAs, along with their teaching-related self-perceptions, and student outcomes. Instructional design emerges as a potentially powerful training tool for organizing teachers' and trainers' knowledge related to the complex practice of classroom instruction. [source]


    Non-linear instructional design model: eternal, synergistic design and development

    BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 4 2004
    Caroline Crawford
    Instructional design is at the heart of each educational endeavour. This process revolves around the steps through which the thoughtful productions of superior products are created. The ADDIE generic instructional design model emphasises five basic steps within the instructional design process: analyse, design, develop, implement and evaluate. The simplistic nature of the ADDIE model, including the ease of application and possibilities towards the cyclical features of the process, enable a more holistic overview of the instructional design process. The Eternal, Synergistic Design Model emphasises the non-linear nature of the instructional design process. The continuous design and development focuses upon the core evaluation of the product, wherein the Pareto principle emphasises the feedback related to the 20% of difficulties while maintaining an eye upon the 80% neutral and positive aspects of the product. [source]


    Understanding participation in e-learning in organizations: a large-scale empirical study of employees

    INTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 3 2010
    Thomas N. Garavan
    Much remains unknown in the increasingly important field of e-learning in organizations. Drawing on a large-scale survey of employees (N = 557) who had opportunities to participate in voluntary e-learning activities, the factors influencing participation in e-learning are explored in this empirical paper. It is hypothesized that key variables derived from the theories of planned behaviour and instructional design , general-person characteristics, motivation to learn, general and task-specific self-efficacy, situational barriers and enablers, and instructional design characteristics , will predict participation in e-learning. Using structural equation modelling, we find statistical support for the overall theoretical model proposed. We discuss the implications for practice. [source]


    A Tiered Intervention Model for Early Vocabulary Instruction: The Effects of Tiered Instruction for Young Students At Risk for Reading Disability

    LEARNING DISABILITIES RESEARCH & PRACTICE, Issue 3 2010
    Paige C. Pullen
    Vocabulary knowledge at school entry is a robust predictor of later reading achievement. Many children begin formal reading instruction at a significant disadvantage due to low levels of vocabulary. Until recently, relatively few research studies examined the efficacy of vocabulary interventions for children in the early primary grades (e.g., before fourth grade), and even fewer addressed vocabulary intervention for students at increased risk for reading failure. In more recent work, researchers have begun to explore ways in which to diminish the "meaningful differences" in language achievement noted among children as they enter formal schooling. This article provides a review of a particularly effective model of vocabulary intervention based on shared storybook reading and situates this model in a context of tiered intervention, an emerging model of instructional design in the field of special education. In addition, we describe a quasi-experimental posttest-only study that examines the feasibility and effectiveness of the model for first-grade students. Participants were 224 first-grade students of whom 98 were identified as at risk for reading disability based on low levels of vocabulary. Results of a multivariate analysis of variance revealed significant differences on measures of target vocabulary knowledge at the receptive and context level, suggesting that students at risk for reading failure benefit significantly from a second tier of vocabulary instruction. Implications for classroom practice as well as future research are provided. [source]


    Communication in performance-based training and instruction: From design to practice

    PERFORMANCE IMPROVEMENT, Issue 9 2009
    Josephine A. Larbi-Apau
    Communication is inextricably important to instructional design and performance-based training. Promoting effective communication as an integral part of the performance support system improves professional instructional design functions and offers greater avenues for meaningful discourse among end users of the instruction. In this article, we highlight communication in performance training and instruction for meaningful learning and effective exchange of knowledge. Internal and external communications are discussed as a means to promoting successful relationships, commitment, and ownership. [source]


    Toward fluent instructional design in the context of people

    PERFORMANCE IMPROVEMENT, Issue 7 2008
    William L. Solomonson CPT
    The instructional designer faces the dual task of driving the instructional design process while managing a positive relationship with the subject matter expert. It is this latter task of relationship management that is often overlooked in practice and research in the field of human performance technology. [source]


    A review and new framework for instructional design practice variation research

    PERFORMANCE IMPROVEMENT QUARTERLY, Issue 2 2010
    Hillary N. Leigh MA
    This article reviews practice variation in the field of instructional design. First, it compares instructional designer practice as reported or observed in several classic research studies. This analysis is framed by the standards established by the International Board for Training, Performance, and Instruction competencies for planning and analysis, design and development, implementation, and management. Although no certain causal linkages exist, we briefly review some of the reasons posited in the literature to explain instructional design practice variation (lack of time and resources, control in decision making, the designer's perception of a task, underlying philosophical beliefs, and designer expertise). Limitations of the literature base are explored, followed by a proposal for an alternative view of instructional design practice variation and recommendations. [source]


    But what do they really expect?

    PERFORMANCE IMPROVEMENT QUARTERLY, Issue 4 2010
    Employer perceptions of the skills of entry-level instructional designers
    This descriptive study employed a convenience sample drawn from members of a professional organization supporting instructional designers (IDs) to investigate four research questions: What skills do potential employers expect entry-level instructional designers to possess? To what extent have their recently hired entry-level IDs met these expectations? To what extent do these expectations vary across industry, government, and nonprofit settings? To what extent do these expectations apply to entry-level IDs who are recent graduates of master's programs in instructional technology, instructional design, educational technology, and similar disciplines? Analysis of 185 surveys indicated that over half of all respondents expect their entry-level IDs to possess the skills required to complete 22 common ID activities comprising the phases of the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. Respondents typically reported that entry-level IDs could not perform to expectations in spite of assistance, or performed to expectations with a lot of assistance. [source]


    The motivating opportunities model for performance SUCCESS: Design, development, and instructional implications

    PERFORMANCE IMPROVEMENT QUARTERLY, Issue 1 2009
    Patricia L. Hardré
    This article develops the motivating opportunities model from its previous conceptual framework to its design, development, and instructional implications. It includes building the utility of the model for implementation around the acronym SUCCESS, representing a systematic approach to analyzing and designing motivation for situational, utilization, competence, content, emotional, social, and systemic factors. Furthermore, it details the considerations and questions included in each of the seven components of a process of analysis and design using SUCCESS as a tool and procedural guide. Accompanying each component are specific strategies that support implementation by generating the motivating opportunities that the model supports using, with examples to illustrate cases of use. Following the development and strategies of the model are research questions that may illuminate motivation in instructional design and human performance technology, and the utilization of the model. [source]


    How instructional design experts use knowledge and experience to solve ill-structured problems

    PERFORMANCE IMPROVEMENT QUARTERLY, Issue 1 2008
    Peggy A. Ertmer
    This study examined how instructional design (ID) experts used their prior knowledge and previous experiences to solve an ill-structured instructional design problem. Seven experienced designers used a think-aloud procedure to articulate their problem-solving processes while reading a case narrative. Results, presented in the form of four assertions, showed that experts (1) narrowed the problem space by identifying key design challenges, (2) used an amalgam of knowledge and experience to interpret the problem situation, (3) incorporated a mental model of the ID process in their problem analyses, and (4) came to similar conclusions about how to respond to the situation, despite differences in their initial conceptualizations. Implications for educating novice instructional designers are discussed. [source]


    Toward a Current, Comprehensive, Integrative, and Flexible Model of Motivation for Instructional Design

    PERFORMANCE IMPROVEMENT QUARTERLY, Issue 3 2006
    Patricia L. Hardré
    Workplace motivation historically has been an HR function, with ID as a training function. This division produces a split between motivation and training, leaving them isolated from one another. Intervention design needs to include motivation throughout its phases, to maximize motivating opportunities for performance improvement. The current models included in instructional design texts and resources are important, but tend to lack some characteristics that would make them more useful and productive for designers. The purpose of this paper is to present a theoretical and conceptual framework for the devel-opment of a new model of motivation for intervention design that is current, comprehensive, integrative, and flex-ible. To that end, we (1) review the key points of the call for such a model; (2) present a framework for such a model; (3) offer a conceptual prototype for a model to meet designer's needs and include perspectives from experts in instructional design and performance technology, including how it fills out an integrative theoretical base of motivation for the field; and (4) present future development implications for the field. [source]


    Interventions (Solutions) Usage and Expertise in Performance Technology Practice: An Empirical Investigation

    PERFORMANCE IMPROVEMENT QUARTERLY, Issue 3 2004
    Darlene M. Van Tiem
    ABSTRACT Performance technology (PT) is complex, drawing theory from instructional design, organizational development, communications, industrial psychology, and industrial engineering to name a few. The Standards of Performance Technology developed for the certified performance technology designation codified the processes used in the practice of performance improvement. The Human Performance Technology (HPT) Model of the International Society for Performance Improvement illustrates the Standards for the Performance Technology process, including the selection, design, and implementation of appropriate performance interventions. Research exists on specific PT interventions, such as problem solving, feedback, or job analysis. This foundational study considers intervention usage within organizations and the expertise of performance technologists. Findings indicate that years of experience in the field or related field is positively correlated to expertise. Some alignment was found between higher ranked PT expertise and higher ranked intervention usage within those organizations. [source]


    Instructional Design Practice: Career Environments, Job Roles, and a Climate of Change

    PERFORMANCE IMPROVEMENT QUARTERLY, Issue 1 2004
    Miriam B. Larson
    ABSTRACT Instructional Design and Technology (IDT) professionals practice their skills in a broad range of career environments and job roles. The resulting collection of competency lists and wide range of practice environments, coupled with the frequent changes that have always characterized the field, produce complexity that is difficult to communicate to IDT students. However, students need to understand these complex aspects of the field so that they can make informed decisions about their career goals and educational direction. This review of the current literature looks at the current issues impacting practice and preparation. It concludes that the path professional academic preparation programs choose will depend on their orientation to instructional design and performance improvement, and whether they see themselves as preparing students for specific career environments or are pursuing a generalist program. [source]


    The Effects of Instructional Training on University Teaching Assistants

    PERFORMANCE IMPROVEMENT QUARTERLY, Issue 4 2003
    Patricia L. Hardré
    ABSTRACT This study addressed the need for empirical tests of the global instructional design (ID) model as a toolkit for classroom teachers in authentic settings; and the performance improvement challenge of finding effective, efficient methods of professional development for preparing graduate assistants to teach. Participants were eighteen teaching assistants (TAs) with primary instructional responsibilities at a large Midwestern university. Twelve were given a training intervention in instructional design, while the other six served as a control group. The intervention was based on the iterative, five-phase ADDIE model, and principles from educational psychology. Dependent measures were TAs' ID knowledge, teaching self-efficacy, satisfaction with knowledge and strategies, perceived teaching competence, teaching performance and teaching effectiveness, and their students' engagement and perceived learning. All of the study's seven hypothesized relationships were found statistically significant. The intervention, though brief, measurably increased the ID knowledge of participating TAs, along with their teaching-related self-perceptions, and student outcomes. Instructional design emerges as a potentially powerful training tool for organizing teachers' and trainers' knowledge related to the complex practice of classroom instruction. [source]


    Evaluating Peer Review in an Introductory Instructional Design Course

    PERFORMANCE IMPROVEMENT QUARTERLY, Issue 3 2001
    Nicholas H. Woolf
    ABSTRACT A peer review process, in which students reviewed other students' projects in a graduate introductory instructional design course, was evaluated. Peer review was experienced by these students as a learning activity about the process of instructional design (ID). The role of traditional ID models in representing ID as overly procedural-ized was mitigated, and the value, inter-personal processes, and affective aspects of formative evaluation were recognized. The effectiveness of peer review was influenced by the culture of the course in which it was embedded and by the structure of the process itself. Peer review is proposed as an authentic and efficient means to introduce graduate students to the strategic knowledge needed to apply ID skills. Recommendations are made to increase the effectiveness of peer review. [source]


    Instructional Design and Powerful Learning

    PERFORMANCE IMPROVEMENT QUARTERLY, Issue 2 2001
    Gordon Rowland
    ABSTRACT Skillfully executed, instructional design can result in effective and efficient means to meet learning goals. However, more powerful learning experiences seem to go beyond effectiveness, efficiency, appeal, and even predetermined goals. This study sought to identify the key features of instructional design, to determine the nature of powerful learning experiences, and to explore how the two might relate. A survey of experts and a series of interviews with adult learners revealed overlap in some areas, for example, in the perceived importance of active engagement in authentic situations, and clear differences in others, most significantly the importance placed by learners on continual face-to-face personal interaction with a mentor/expert teacher. Speculations are offered on what similar results from additional studies might imply with regard to design actions and choices, and questions for further research are posed. [source]


    Teaching Instructional Design: An Action Learning Approach

    PERFORMANCE IMPROVEMENT QUARTERLY, Issue 2 2001
    Brenda Bannan-Ritland
    ABSTRACT Many theorists and practitioners are calling for more authentically based teaching approaches in the preparation of instructional designers and performance technologists to address the complexity of the field's practice. Although many innovative methods have been incorporated into the study of instructional design and development and human performance technology, including case studies and applied experiences with collaborative groups, among others, the majority of teaching approaches are limited to the time constraints and format of the traditional university classroom setting. This paper discusses an alternative teaching approach that incorporates action learning principles along with authentic project-based methods into the full-time study of instructional design. The paper reviews action learning principles and highlights the commonalties between these principles and the application of the practice and teaching of the instructional design process in an authentic manner. Finally, the implementation of action learning principles within a graduate program in instructional technology is described. Action learning principles may be applied to many content areas; however, the highly complementary nature of this specific methodology to the teaching and practice of instructional design may have the potential to improve greatly our preparation of professionals in the complex work environments characteristic of this and related disciplines. As a valuable component of performance technology skills, training in instructional design methods based on an action learning approach may have broad implications for both the preparation of instructional designers and performance technologists. [source]


    How multiple external representations are used and how they can be made more useful

    APPLIED COGNITIVE PSYCHOLOGY, Issue 9 2009
    Rolf Schwonke
    In two studies, students' difficulties in using multiple external representations were effectively addressed. In a first explorative study (N,=,16), we investigated the allocation of visual attention (as assessed by gaze data) on external representations, its relation to learning and learners' beliefs on the representations' functions. Results confirmed that students were not aware of the functions. In a subsequent experiment (N,=,30), we analysed effects of informing students about the function of diagrams in worked examples on learning, mediating effects of visual attention and moderating effects of prior knowledge. The instruction had strong effects on learning, which were partially mediated by visual attention. Prior knowledge moderated both, the effects of the instruction on visual attention and of visual attention on learning. Implications for research into multiple representations and instructional design are discussed. Copyright © 2008 John Wiley & Sons, Ltd. [source]


    Project management in instructional design: ADDIE is not enough

    BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 5 2010
    Shahron Williams Van Rooij
    In the digital age, instructional designers must possess both a sound instructional design knowledge base and solid project management skills that will enable them to complete courseware projects on time, on budget and in conformance with client expectations. Project management skills include the ability to apply repeatable processes, along with interpersonal skills such as communication and leadership skills. However, courses in project management are often absent from the higher education instructional design curriculum, creating a gap between what is learned in instructional design programmes and real-world practice. In this paper, the author draws on the education and project management fields to examine this gap. The author argues that the gap between instructional design project management models and how instructional design practitioners view project management is a consequence of the divergent perspectives of higher education subcultures and the extent to which those subcultures are likely to embrace cross-disciplinary subjects such as project management. The author proposes some research and advocacy opportunities for closing the gap between instructional design education and practice. [source]


    From concepts of motivation to its application in instructional design: Reconsidering motivation from an instructional design perspective

    BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 4 2009
    Yi-Chia Cheng
    This paper explores the concepts of motivation, including extrinsic motivation and intrinsic motivation. It describes how motivation becomes a major concern in the field of instructional design (ID). Furthermore, a motivation model,the ARCS model,is identified and discussed. Finally, it provides an example of how to apply the motivational design process in ID. The aim of this paper is to facilitate a deeper understanding of motivation and to inform professionals about its importance in learning [source]


    Integrating Culture in the Design of ICTs

    BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 1 2008
    Patricia A. Young
    Nationally and internationally, designers are challenged with meeting the needs of diverse populations, and they are faced with the dilemma of how to integrate culture in the design of information and communication technologies (ICTs). This paper reviews the literature in the fields of human,computer interaction and instructional design to argue that the present methods of integrating culture in design serve a limited scope of what culture can be in the design process. Two conclusions were drawn from this research. First, it is apparent that integrating culture in the design of ICTs serves a broader scope, from the generic or culture-neutral, to the specialised or culture-specific. Second, this review indicates that design has not caught up with technology and that to create for diverse audiences the process must be deliberate. [source]


    Team conflict in ICT-rich environments: Roles of technologies in conflict management

    BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 1 2008
    Ana-Paula Correia
    This study looks at how an information and communication technologies (ICT)-rich environment impacts team conflict and conflict management strategies. A case study research method was used. Three teams, part of a graduate class in instructional design, participated in the study. Data were collected through observations of team meetings, interviews with individual members, plus analysis of electronic documents exchanged among team members. Findings indicate that all teams experienced conflict at some level and that conflict management strategies evolved over time. ICT played a dual role in the conflict management of teams. These technologies seemed to facilitate conflict management by offering a formal means of communication, by making communication more effective with minimal waste or unnecessary effort, and by creating opportunities for more thoughtful reactions, with chances for reflection on the content. However, ICT also aggravated conflict, specifically when strategies for use were imposed, when team members became blunt and forthright, and when misinterpretations occurred because of differing senses of urgency in replying to emails. [source]


    Cultural diversity in instructional design for technology-based education

    BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 6 2007
    Ching-Huei Chen
    First page of article [source]


    Strategies for accommodating individuals' styles and preferences in flexible learning programmes

    BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 4 2004
    Eugene Sadler-Smith
    Abstract There has been a considerable growth in the use of flexible methods of delivery for workplace learning and development. However, in designing programmes of flexible learning there is often the assumption that learners will exhibit uniformity in the ways in which they process and organise information (cognitive style), in their predispositions towards particular learning formats and media (instructional preferences) and the conscious actions they employ to deal with the demands of specific learning situations (learning strategies). In adopting such a stance one runs the risk of ignoring important aspects of individual differences in styles, preferences and strategies. Our purpose in this paper will be to: (i) consider some aspects of individual difference that are pertinent to the delivery of flexible learning in the workplace; (ii) identify some of the challenges that extant differences in styles and preferences between individuals, may, raise, for, instructional, designers, and, learning, facilitators;, (iii), suggest, ways, in, which, models, of, flexible, learning, design, and, delivery may acknowledge and accommodate individual differences in styles and preferences through the use of an appropriate range of instructional design, learning and support strategies. [source]


    The Emergency Physician and Knowledge Transfer: Continuing Medical Education, Continuing Professional Development, and Self-improvement

    ACADEMIC EMERGENCY MEDICINE, Issue 11 2007
    Barbara J. Kilian MD
    A workshop session from the 2007 Academic Emergency Medicine Consensus Conference, Knowledge Translation in Emergency Medicine: Establishing a Research Agenda and Guide Map for Evidence Uptake, focused on developing a research agenda for continuing medical education (CME) in knowledge transfer. Based on quasi-Delphi methodology at the conference session, and subsequent electronic discussion and refinement, the following recommendations are made: 1) Adaptable tools should be developed, validated, and psychometrically tested for needs assessment. 2) "Point of care" learning within a clinical context should be evaluated as a tool for practice changes and improved knowledge transfer. 3) The addition of a CME component to technological platforms, such as search engines and databases, simulation technology, and clinical decision-support systems, may help knowledge transfer for clinicians or increase utilization of these tools and should, therefore, be evaluated. 4) Further research should focus on identifying the appropriate outcomes for physician CME. Emergency medicine researchers should transition from previous media-comparison research agendas to a more rigorous qualitative focus that takes into account needs assessment, instructional design, implementation, provider change, and care change. 5) In the setting of continued physician learning, barriers to the subsequent implementation of knowledge transfer and behavioral changes of physicians should be elicited through research. [source]


    Designs for Instruction, Designs for Change: Distributing Knowledge of Evidence-Based Practice

    CLINICAL PSYCHOLOGY: SCIENCE AND PRACTICE, Issue 3 2004
    Bruce F. Chorpita
    We comment on the target article by Weingardt (this issue), which discusses recent advances in instructional design and technology (IDT) and their implications for dissemination of evidence-based practices. These arguments are extended to the topic of psychological intervention design, and possibilities for new intervention structures are briefly explored. Finally, comments are offered on maintaining a careful balance between technological and social processes in the effort to promote the dissemination of innovative and evidence-based psychological procedures. [source]