Fields of Application
Higher education appears to be a popular field of participatory instructional design and rapid prototyping. Since decades, manifold efforts have been invested at universities and colleges to improve instruction and learning. These efforts have been made i
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FIELDS OF APPLICATION Higher Education and Schooling
INTRODUCTION
Higher education appears to be a popular field of participatory instructional design and rapid prototyping. Since decades, manifold efforts have been invested at universities and colleges to improve instruction and learning. These efforts have been made in particular to meet the needs of the stakeholders, i.e., the students attending institutions of higher education for the purpose of acquiring key competences. Higher education institutions “are faced with new pedagogical issues surrounding student interactions, course content design and delivery, multiple levels of communication, defining new types of assignments and performance expectations, and different assessment and evaluation techniques” (Moller, Foshay, & Huett, 2008, p. 67). Altogether these issues challenge instructional design and academic teachers involved in the development of competency-oriented higher education are expected to fulfill new roles of instructional designers. For example, they are concerned with the problem to transform new curricula into concrete learning tasks as well as to integrate emerging technologies into the classroom. Several studies (e.g., Bennett, Dunne, & Carre, 2000; Brown, 2015; Gibbs & Coffey, 2000; Hoogveld et al., 2005; Postareff, Lindblom-Ylänne, & Nevgi, 2007) have shown that university teachers can be trained to apply effectively instructional systems design methodologies in order to improve their teaching. This also applies to teachers in schools who should be seen as instructional designers in their activities of planning and implementation of courses and lessons (e.g., Earle, 1985, 1992; Moallem, 1998): The teacher as designer recognizes the centrality of planning, structuring, provisioning, and orchestrating learning. While the role of designer may be the least observed and recognized teacher role, the intellectual analysis of construction of learning opportunities for students underpins all robust and worthwhile K-12 learning opportunities. […] Thus, teachers are and ought to be designers. And they must come to understand that they are designers and learn theories and principles that guide their ability to create designs that promote opportunities to learn. (Norton et al., 2009, p. 53)
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CHAPTER 5
INSTRUCTIONAL DESIGN FOR HIGHER EDUCATION
Since some time, strategies and practices of academic teaching have changed due to faculty professional development, and in consequence, students are getting increasingly involved in cooperative and collaborative learning, technology-based learning, and learning communities (King & Kitchener, 1994; Macke et al., 2012; McAleese et al., 2014; Yakovleva & Yakovlev, 2014). Increasingly, new strategies and methods of instructional design for higher education have been developed to meet the requirements of excellent academic teaching. In this context, Coughlan, Suri and Canales (2007) have shown that prototyping can be used effectively at any stage in the design process to explore, evolve, and/or communicate id
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