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Systematic Instructional Design

Systematic Instructional Design
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Author(s): Kim E. Dooley (Texas A&M University, USA), James R. Linder (Texas A&M University, USA), Larry M. Dooley (Texas A&M University, USA) and Atsusi Hirumi (University of Central Florida, USA)
Copyright: 2005
Pages: 19
Source title: Advanced Methods in Distance Education: Applications and Practices for Educators, Administrators and Learners
Source Author(s)/Editor(s): Kim E. Dooley (Texas A&M University, USA), James R. Lindner (Texas A&M University, USA) and Larry M. Dooley (Texas A&M University, USA)
DOI: 10.4018/978-1-59140-485-9.ch006

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Abstract

In Part II, we explored adult learning principles, learner differences, and engaging learners to promote self-directed learning. Now, in Part III, we will examine systematic instructional design, including the student- or learner-centered approaches that promote lifelong learning. Although many trainers and instructors serve as both the content specialist and instructional designer, some institutions use a team approach with various people providing expertise. This chapter provides an overview of learner-centered instruction and instructional design models to help you or a team of developers conceptualize instructional planning. What are the components of instructional design? What is meant by teacher-centered versus learner-centered paradigms of instruction? How can we design instruction that will promote active learning and the use of critical and creative thinking skills?

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