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An analysis of the usability of mode...

May, William Edgar.

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An analysis of the usability of model-centered instruction design theory and implications for the design of training: A case study.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	An analysis of the usability of model-centered instruction design theory and implications for the design of training: A case study./
作者:	May, William Edgar.
面頁冊數:	166 p.
附註:	Adviser: Karen Wilson Scott.
Contained By:	Dissertation Abstracts International67-05A.
標題:	Education, Industrial. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3216199
ISBN:	9780542673962

An analysis of the usability of model-centered instruction design theory and implications for the design of training: A case study.
May, William Edgar.

An analysis of the usability of model-centered instruction design theory and implications for the design of training: A case study. - 166 p.

Adviser: Karen Wilson Scott.

Thesis (Ph.D.)--University of Idaho, 2006.

The problem addressed by this case study was that, inasmuch as model-centered instruction (MCI) theory has not been employed in many actual instructional design projects, design strategies are lacking that would enable designers to use MCI to create training products. The purpose addressed by this qualitative case study was to describe the design strategies that governed the process of applying MCI design theory to a real-world training need: the design of a computer-based training product on the subject of fall protection and human performance improvement for a large construction company, as perceived by the MCI designers. During 4 months in 2003, the MCI designers captured their design via audio tape-recordings and hundreds of photographs of whiteboard sketches. During 2005, these principal sources of data were analyzed and described as the present case study. The author transcribed these recordings and printed the photos, interviewed the participants, and analyzed these materials to discover the models, methodologies, and patterns in the participants design activities. Results showed that the participants used a cyclical, spiral process that revisited design topics until they were clarified. The author plotted these iterations in wave-like diagrams. Principal findings were: Design proceeds in waves, with the waves overlapping; methodology was an important early discussion topic, which provided the structure for the interactions; external realities, such as budget, deadlines, available talent, and design constraints, had a profound impact on the design; problem structure was the starting point for design; and design languages evolved over the design period. Implications for adult education include insights into how one solves problems in a naturalistic setting, how the design methodology affects design results, and how people construct meaning through interaction with each other.

ISBN: 9780542673962Subjects--Topical Terms:

1017516
Education, Industrial.

An analysis of the usability of model-centered instruction design theory and implications for the design of training: A case study.
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520 $a The problem addressed by this case study was that, inasmuch as model-centered instruction (MCI) theory has not been employed in many actual instructional design projects, design strategies are lacking that would enable designers to use MCI to create training products. The purpose addressed by this qualitative case study was to describe the design strategies that governed the process of applying MCI design theory to a real-world training need: the design of a computer-based training product on the subject of fall protection and human performance improvement for a large construction company, as perceived by the MCI designers. During 4 months in 2003, the MCI designers captured their design via audio tape-recordings and hundreds of photographs of whiteboard sketches. During 2005, these principal sources of data were analyzed and described as the present case study. The author transcribed these recordings and printed the photos, interviewed the participants, and analyzed these materials to discover the models, methodologies, and patterns in the participants design activities. Results showed that the participants used a cyclical, spiral process that revisited design topics until they were clarified. The author plotted these iterations in wave-like diagrams. Principal findings were: Design proceeds in waves, with the waves overlapping; methodology was an important early discussion topic, which provided the structure for the interactions; external realities, such as budget, deadlines, available talent, and design constraints, had a profound impact on the design; problem structure was the starting point for design; and design languages evolved over the design period. Implications for adult education include insights into how one solves problems in a naturalistic setting, how the design methodology affects design results, and how people construct meaning through interaction with each other.
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