Challenges of Being an Instructional Designer for New Media Development: A View from the Practitioners
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Gibby, S., Quiros, O., Demps, E. & Liu, M. (2002). Challenges of Being an Instructional Designer for New Media Development: A View from the Practitioners. Journal of Educational Multimedia and Hypermedia, 11(3), 195-219. Norfolk, VA: AACE.
Retrieved from http://www.editlib.org/p/9266.
Journal of Educational Multimedia and Hypermedia
Volume 11, Issue 3, 2002
Association for the Advancement of Computing in Education (AACE) Norfolk, VA
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Students studying the field of instructional design, and soon-to-be practicing instructional designers, often learn about the field through well-planned curricula that is comprised of coursework of theoretical foundation and valuable hands-on experience. What they cannot obtain through this coursework, however, are the challenges today's instructional designers face in an environment where new media technology changes at a rapid pace and where technology can drive the design. This article reports a study conducted with 11 practicing instructional designers at varying stages of their career in new media development to ascertain (a) what their responsibilities are, (b) what challenges they face, (c) how they meet those challenges, and (d) what skills are important for being an effective instructional designer. This article is intended to bring awareness to not only students, who will soon become instructional designers, and their teachers but also to those in the field who may be confronted with similar challenges.
- An Investigation of Behaviorist and Cognitive Approaches to Instructional Multimedia Design
- Usage Analysis in Learning Systems
- The Connected Learning Space
- Supporting E-Learning with Technologies for Electronic Documents
- Bringing ADDIE to Life: Instructional Design at Its Best
- Student-Centered, Technology-Rich Learning Environments (SCenTRLE): Operationalizing Constructivist Approaches to Teaching and Learning
- Instructors and Students Competences, Perceptions and Access to E-learning Technologies: Implications for E-learning Implementation at the Open University of Tanzania
- Instructional Design by Novice Designers: Two Empirical Studies
- A Taxonomy of Learning Through Asynchronous Discussion
- Learning Theory and Instruction Design Using Learning Objects
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