Instructional design, also know as instructional systems design, is the analysis of learning needs and systematic development of instruction. Instructional designers often use instructional technology or educational technology as tools for developing instruction. Instructional design models typically specify a method, that if followed will facilitate the transfer of knowledge, skills and attitude to the recipient or acquirer of the instruction. Obviously paying attention to "best practices", and innovative teaching methods will make any instructional design model more effective.
There must be contrast in order to have information (if a page is all white, no black ink, there is no contrast and therefore no information)
Many instructional designers, in an attempt to make content simple, take out information. Unfortunately, this leaves learners wondering, "Why the heck am I learning this?” The solution isn’t to take away content, but to present it an a simpler way. This is the art of good instructional design. When deciding what to leave out, it is essential to consider what content, when removed, will not harm the backbone of the learning.
Educational researchers take different positions on the question of instructional design for different content domains. Some say the content disciplines are essentially unique; teaching strategies that work in social studies, for example, will not work in mathematics. Following this view, the development of teaching models should be unique to the content domain. The field of mathematics education is predicated on the view that content-specific instructional strategies are essential. Others believe that we can develop a set of generic teaching methods that can be selectively used in the teaching of different content domains (Reigeluth, 1983, 1987).
A moderate position affirms the value of both generic and content-specific research and strategies. This moderate approach seems to be less dogmatic and more promising in the long run, granting value to various forms of knowledge about teaching. Because content domains draw on common learning mechanisms, there are likely some models and strategies that would be appropriate across domains. Even so, instructional research in specific domains can complement whatever generic understanding we have of instructional processes. Particularly valuable activities include conducting deep content and cognitive task analyses, testing out specific teaching strategies, and examining learner differences in specific learning environments.
The field of instructional design is based on the notion that generic strategies of instruction can have value across any content domain (Reigeluth, 1987; Wilson, Jonassen, & Cole, in press). The primary aim is to distill what we know about learning and instruction based on current research and theory, then to develop prescriptive models and strategies for teaching . Simon (1983) suggests that "design sciences" such as instructional design can articulate explicit principles of design that can be useful in solving real-life problems. Viewed in this way, instructional design is more a technology than a pure science.
Instructional implications of connectionist and interpretative approaches have not yet been thoroughly worked through. At a time of such basic re-thinking about the nature of cognition, it is hard to be dogmatic about what teaching strategies comprise the "optimal" instructional design in any subject matter. Perhaps the main lesson for now is that the discussion below should be read with a certain degree of skepticism. Our knowledge base in cognition and instructional design really is fragile, depending on a shifting foundation that will likely continue to change in the years to come.
How do the ideological disputes within instructional design relate to mathematics education? Mathematics education, like instructional design, is a derivative, applied field rather than a basic scientific field. Mathematics educators, like instructional designers, depend on cognitive science and other theoretical foundations to provide grounding for specific models and strategies. Mathematics education, like instructional design, is constantly in a state of re-construction as it re-examines its theoretical underpinning in light of new understandings in philosophy and cognitive science. As sympathetic observers, we ask how current theories such as connectionism and postmodernism have affected mathematics education? We hope that someone will pick up the work and articulate implications of these theories for the practice of mathematics education.
Design instructional
· Various/ type
· Background/ ground/ phylosophy
· Example
Design of teaching and learning mathematics
· Various/ type
· Ground
· Example
· Comparation/ reach marking
· Appropiate design
A major goal of all instructional design is to make a lasting impression on the learner. A purportedly ancient Chinese proverb posits:
"I hear and I forget
I see and I remember
I do and I understand"
Though oversimplified, the popularity of this aphorism suggests there is something to it. What is it we would like to accomplish with problem-solving activities in our schools? Employers and society in general would probably agree that self-confident, adaptive, conscientious graduates (high school, Bachelor, PhD, etc.) with the ability to apply knowledge in a variety of situations would be an appropriate goal. Recent developments in cognitive science combined with developing technologies applied to education now make it feasible to achieve this goal by re-creating important aspects of the world-at-large within the classroom. As we continue to learn more about effective instructional design, we need to expect continuing change in schools and classrooms as educators test out and apply their knowledge to improve student learning.
Refferences:
· Wilson, B. G., Teslow, J. R., & Taylor, L. (1993). Instructional design perspectives on mathematics education with reference to Vygotsky's theory of social cognition. Focus on Learning Problems in Mathematics, 15 (2 & 3), 65-86 : http://carbon.ucdenver.edu/~bwilson/mathed.html
· Dr. Marsigit, Ma. “Landasan Pengembangan Desain Pembelajaran Matematika Di Sekolah Lanjutan”: http://staff.uny.ac.id
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