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 accessAbstract
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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“Online course and digital activity designers shoulder a multifaceted and multidimensional role that can undoubtedly not be perceived as fixed due to the ever-changing thematic area (e.g., Koç [49]; and Sharif and Cho [11]).”
From A Comparative Study of the ADDIE Instructional Design Model in Distance Education (2022) · cites this paper as Sharif and Cho [11]
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“Then, the role also presupposes a collective effort, so that educators meet the needs of contemporary requirements and bridge the gaps between theory and practice more constructively (e.g., Sharif and Cho [11]; and Van Rooij [62]).”
From A Comparative Study of the ADDIE Instructional Design Model in Distance Education (2022) · cites this paper as Sharif and Cho [11]
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Citations
Cites
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The evaluation and influence of interaction in network supported collaborative concept mapping
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Research works printed but not linked: 9
- 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.
- 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…
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- 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
- 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.
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Cited by
HOTS-AEP: Higher Order Thinking Skills from Elementary to Master Students in Environmental Learning
Ichsan, I. Z., Sigit, D. V., Miarsyah, M., Ali, A., Arif, W. P., & Prayitno, T. A. (2019) · European Journal of Educational Research · doi:10.12973/eu-jer.8.4.935 · Cited by 302
A Comparative Study of the ADDIE Instructional Design Model in Distance Education
Spatioti, A. G., Kazanidis, I., & Pange, J. (2022) · Information · doi:10.3390/info13090402 · Cited by 689
Bond, M., Zawacki‐Richter, O., & Nichols, M. (2019) · British Journal of Educational Technology · doi:10.1111/bjet.12730 · Cited by 243
Luo, T., Muljana, P. S., Ren, X., & Young, D. (2024) · Educational Technology Research and Development · doi:10.1007/s11423-024-10437-y · Cited by 77
Lowell, V. L., & Moore, R. L. (2020) · TechTrends · doi:10.1007/s11528-020-00518-z · Cited by 65
Metadata
- Authors
- Sharif, A., & Cho, S.
- Affiliations
- University of British Columbia (CA)
- Venue
- RUSC. Universities and Knowledge Society Journal
- Published
- 2015-05-15
- Volume
- 12
- Issue
- 3
- Pages
- 72
- ISSN
- 1698-580X (ISSN-L)
- 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
- diamond
- doi.org
- 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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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.
