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Cited by 98Evaluation of Teaching PracticesTeacher Education and Leadership StudiesHuman Resource Development and Performance Evaluation

The DOI matches its Crossref record; 21 of the 22 references it cites were found in a registry or an index.

21st-Century Instructional Designers: Bridging the Perceptual Gaps between Identity, Practice, Impact and Professional Development

Open access
Sharif, Afsaneh, Cho, Sunah·2015·RUSC. Universities and Knowledge Society Journal
DOI 10.7238/rusc.v12i3.2176
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Abstract

El propòsit d'aquest article és debatre sobre l'estatus dels dissenyadors instruccionals a través d'un breu comentari sobre la història del disseny instruccional, la comparació dels models de disseny instruccional i una presentació sobre la perspectiva de com els dissenyadors instruccionals afronten la seva identitat actual i la seva professió, mentre busquen el seu desenvolupament professional. En aquest article hem identificat diverses raons per determinar per què l'esforç de desenvolupament professional no és ideal per als dissenyadors instruccionals. Aquestes raons inclouen una falta de prioritat que es dóna al desenvolupament professional des d’un punt de vista de l’organització, el pressupost i el finançament, la càrrega de treball individual i visions i prioritats departamentals. Per tal d’afrontar i superar aquests factors, recomanem una comunitat de pràctica de dissenyadors instruccionals dins de les institucions. Com que el panorama d'educació està canviant constantment, l'àrea de dissenyadors no es pot quedar estàtica. Per a poder respondre a tots els canvis, els dissenyadors instruccionals no solament necessiten esforçar-se en el seu aprenentatge continu, també necessiten adoptar una pràctica de més col·laboració, mitjançant la qual poden compartir i intercanviar idees i millorar pràctiques.

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Crossref · 10.7238/rusc.v12i3.2176

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Figure 1 Respondents' current positions
Figure 1 Respondents' current positionsCC-BY · From the PDF
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Figure 2 What people think of instructional designers
Figure 2 What people think of instructional designersCC-BY · From the PDF
Figure 3 Main challenges of instructional designers
Figure 3 Main challenges of instructional designersCC-BY · From the PDF

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Citations

Cites

Research works printed but not linked: 9

  1. Cho, S., & Cronk, D. (2007). Developing effective learning experiences for online distance education courses. Paper presented at the 21st Asian Association of Open Universities Conference, 29-31 October 2007, Kuala Lumpur, Malaysia.
  2. Learning-Theories.com (2012). ADDIE model. Learning-Theories.com knowledge base and webliography. Retrieved from http://www.learning-theories.com/addie-model.html http://rusc.uoc.edu | ISSN 1698-580X http://dx.doi.org/10.7238/rusc.v12i3.2176 84 RUSC VOL. 12 No 3 | Universitat Oberta de Catalunya and University of New England | Barcelona, July 2015 CC Afsaneh Sharif and Sunah Cho | CC by FUOC, 2015 | 21 st -Century Instructional Designers…
  3. Merrill, D. (1996). What new paradigm of ISD? Educational Technology, 36(6), 57-58.
  4. Morrison, G. R., Ross, S. M., & Kemp, J. E. (2010). Designing effective instruction: Applications of instructional design (6th ed.). New York, NY: Wiley.
  5. Passerini, K., & Granger, M. J. (2000). A development model for distance learning using the Internet. Computers & Education, 34(1), 1-5. doi: http://dx.doi.org/10.1016/S0360-1315(99)00024-X · DOI
  6. Reiser, R. A. (2001a). A history of instructional design and technology. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and Issues in Instructional Design and Technology, 57-67. Englewood Cliffs, NJ: Prentice Hall College Division.
  7. Sahin, M. (2009). Procedia Social and Behavioral Sciences, 1(1), 1464-1468. doi: http://dx.doi.org/10.1016/j.sb- spro.2009.01.258; http://dx.doi.org/10.1016/j.sbspro.2009.01.253; http://dx.doi.org/10.1016/j.sbspro.2009.01.143 · DOI
  8. Schwier, R., Hill, J., Wager, W., & Spector, J. M. (2006). Where have we been and where are we going? Limiting and liberating forces in IDT. In M. Orey, J. McLendon, & R. Branch (Eds.), Educational Media and Technology Yearbook (pp. 75-96). Westport, CT: Libraries Unlimited.
  9. Shrock, S. (1995). A brief history of instructional development. In G. J. Angling (Ed.), Instructional Technology: Past, Present, and Future (2nd ed.) (pp. 11-19). Englewood, IL: Libraries Unlimited Inc.

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Metadata

Authors
Sharif, A., & Cho, S.
Affiliations
University of British Columbia (CA)
ORCID
Venue
RUSC. Universities and Knowledge Society Journal
Publisher
Springer Science and Business Media LLC
Published
2015-05-15
Volume
12
Issue
3
Pages
72
ISSN
1698-580X (ISSN-L)
DOI
10.7238/rusc.v12i3.2176
OpenAlex
W1496658165
Cited by
73
References
22
Citations by year
2026: 5 · 2025: 7 · 2024: 7 · 2023: 7 · 2022: 15 · 2021: 5 · 2020: 12 · 2019: 11 · 2018: 3 · 2017: 1
FWCI
6.66
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
  • RUSC Universities and Knowledge Society Journal (publishedVersion, cc-by)
  • RACO (Revistes Catalanes amb Accés Obert) (Consorci de Serveis Universitaris de Catalunya) (submittedVersion, cc-by)
  • Dialnet (Universidad de la Rioja) (submittedVersion)
Topics
  • Social Sciences › Education › Evaluation of Teaching Practices
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Psychology › Applied Psychology › Human Resource Development and Performance Evaluation
Keywords
instructional designers, professional development, instructional design, instructional design model, professional identity, communities of practice, collaboration, continuing professional development, workload

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Data sources

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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.