Instructional Development Research Articles

Problem-solving? No, problem-opening! A method to reframe and teach data ethics as a transdisciplinary endeavour

Starting from the recognition of the limits of today's common essentialist and axiological understandings of data and ethics, in this article we make the case for an ecosystemic understanding of data ethics (for the city) that accounts for the inherent value-laden entanglements and unintended (both positive and negative) consequences of the development, implementation, and use of data-driven technologies in real-life contexts. To operationalize our view, we conceived and taught a master course titled ‘Ethics for the data-driven city’ delivered within the Department of Urbanism at the Delft University of Technology. By endorsing a definition of data as a sociotechnical process, of ethics as a collective practice, and of the city as a complex system, the course enacts a transdisciplinary approach and problem-opening method that compel students to recognize and tackle the unavoidable multifacetedness of all ethical stances, as well as the intrinsic open-endedness of all tech solutions, thus seeking a fair balance for the whole data-driven urban environment. The article discusses the results of the teaching experience, which took the form of a research-and-design workshop, alongside the students’ feedback and further pedagogical developments.

Physical training program of military college cadets - future commanders of assault departments (platoons) using military pentathletics

Improving the physical fitness of military personnel has always been and is one of the most important tasks of training military specialists along with professional training. This is especially relevant for elite units (reconnaissance, airborne, landing and assault units, marines and special operations forces). The results of scientific and methodological research proved that the most effective means of performing tasks to improve the physical fitness of servicemen is the use of physical exercises from sports that are closest in terms of the structure of movements and the nature of physical exertion to the military and professional activities of servicemen. Military pentathlon clearly differs not only in the content of the exercises included in it, but also in the organization and provision of the educational, training and educational process. The analysis of literary sources allowed us to determine the lack of improvement in the organization of physical training of college cadets in the specialty "Management of actions of units of mechanized troops" (future commanders of departments and platoons of assault units. The research substantiated and developed the author's program for optimizing the physical fitness of military college cadets using military p' Martial arts as a means of physical education, which was implemented in the 2023-24 school year. Despite the high number of new assault units, there is currently no clear program for improving the physical fitness of these soldiers (from the soldier to the platoon commander). a new author's program of physical training of cadets of the sergeant's military college with the use of military pentathlon (for future commanders of departments or platoons of assault units). using military pentathlon as a means of physical education. An advisor on the organization of individual physical training for young sergeants - division and platoon commanders has been developed. The prospects for using the research results will be the implementation of this program in the practice of various assault units, which should significantly improve both general and special physical fitness; study of the relationship between general and special physical fitness and the development of specific methodological instructions for conducting various forms and activities of physical training using military pentathlon as a means of physical education.

An evaluation of the best practices and barriers for the Nagasaki acute myocardial infarction secondary prevention clinical pathway

Aims The Nagasaki Acute Myocardial Infarction Secondary Prevention Clinical Pathway (NASP), a guideline-based regional clinical pathway, was developed to manage low-density lipoprotein cholesterol levels for patients with acute myocardial infarction (AMI) in the Nagasaki prefecture in Japan. This study aimed to summarize the perceived best practices and barriers for the dissemination and operation of the NASP. Methods This exploratory sequential mixed methods study was developed around the RE-AIM (Reach, Effectiveness, Adoption, Implementation, Maintenance) framework. Focus group interviews were conducted with 24 physicians with experience treating AMI in alignment with the NASP at foundation hospitals. The identified themes and insights were integrated into the development of the questionnaire. The web-based, self-administered questionnaire with a cross-sectional study design was given to 62 physicians in the Nagasaki prefecture. Mixed-method data integration of the results from both study phases was conducted through meta-inferences made from the qualitative and quantitative data. Results The best practices included the development of multi-disciplinary operation teams at medical facilities in preparation for the implementation of the NASP, the simplification of the document preparation process, and the establishment of an additional medical fees policy for the utilization of the NASP instead of patient referral documents. Practices tailored to the type of medical institute such as instructing patients on the NASP regimen during index hospitalization for acute-care hospitals, and the development of NASP instructions and manuals for primary care hospitals/outpatient clinics were also recommended. In addition, barriers to the implementation of the NASP such as missed eligible AMI patients for the NASP and the inconsistent implementation to eligible AMI patients were identified. Conclusions This study identified the perceived best practices and barriers for the NASP. This knowledge should be considered when expanding the NASP to other institutions across Japan.

“Take a Deep Breath and Re-Center the Student's Perspective”: Partnering Instructors and Disabled Students for Accessible Teaching

Background Because accessible and anti-ableist teaching is rarely prioritized in instructional development programs, a new initiative was developed at a large, public university. Launched in January 2022, it piloted strategies for shifting instructors’ mindsets about and pedagogical approaches to accessibility. Using a professional learning community model, disabled students served as course consultants to instructors, working closely together in a semester-long partnership. Objective The purpose of this study was to research the program's effects on the participating instructors. Method Multiple raters coded qualitative data collected over a period of five months from meeting notes spanning 30 instructor–student partnership meetings, four all-team meetings, two student focus groups, three instructor focus groups, and six online discussion boards. Results The results showed the mindset shifts and teaching strategies that emerged through this semester-long initiative. They also revealed the program elements that had the greatest impact on instructors. Conclusion This study demonstrates the role that disabled students can play in helping instructors learn about accessibility and how learning community models support substantive changes in teaching. Teaching Implications The results of this study should help psychology teachers and departments improve their courses and engage in ongoing development to improve access and equity in their courses.

Pedagogic Competence of Lecturers with Non-Educational Backgrounds in the Challenges of 21st Century Learning

Learning in the 21st century requires lecturers and students to think critically, creatively innovatively, have communication skills, collaborate and use of ICT. The pedagogical competence of lecturers is the key to educational efficiency in improving the quality of learning and the quality of graduates. The background of lecturers from non-education increasingly casts doubt on the quality of lecturer teaching in challenging 21st-century learning activities. This study aims to identify, describe, and analyze how the application and efforts to develop the pedagogical competence of non-educational lecturers in learning in 4 public and private universities in Banyumas Regency. This descriptive qualitative research uses observation and interview methods on 20 respondents taken purposively at four universities in Banyumas Regency. The process of collecting and analyzing information data uses qualitative research data analysis steps developed by Miles & Huberman (1992), namely (1) data reduction, (2) data presentation and (3) conclusions. The results showed how pedagogic competence possessed by lecturers with non-educational backgrounds, how it is applied in learning, how lecturers' efforts in developing their pedagogic competence, how universities facilitate pedagogic development, and the challenges faced by lecturers with non-educational backgrounds in developing pedagogic competence in supporting 21st-century learning.

Detecting the interest of undergraduate students : A new way of chemistry education as a basis for instructional development

Detecting the interest of undergraduate students : A new way of chemistry education as a basis for instructional development

Optimizing task-analysis instruction: Effects of descriptions and pictures of antecedent stimuli and outcomes.

Little research has examined specific instructional variables that influence the development and effectiveness of task-analysis instruction. We conducted two experiments using text-based task analyses to teach college students to create single-subject reversal design graphs. In Experiment 1, we tested the effects of presenting antecedent and outcome stimuli on graphing performance (accuracy, yield, time to completion). Different groups of participants experienced graphing tutorials with descriptions and pictures of (a) responses; (b) antecedent stimuli and responses; (c) responses and outcomes of correct responses; and (d) antecedent stimuli, responses, and outcomes. In Experiment 2, we compared tutorials with and without pictures. Collectively, the results suggest that graphing accuracy was positively affected by task analyses that included pictures and descriptions of antecedent stimuli and that adding outcome stimuli further benefited graphing accuracy. These results suggest critical instructional elements that should be included in future task analyses of graphing or other complex behavior chains.

YouTube and Kids: Maternal Influence on Children’s Learning Experiences

Children in this digital era can learn from numerous content available on YouTube. This study delves into the influence of maternal guidance on children’s learning experiences through YouTube. By referencing Feuerstein’s Mediated Learning Experience (MLE) theory, the study seeks to uncover the various approaches mothers employ to navigate YouTube’s content, enhancing children’s learning experiences. Through qualitative research methods, specifically interviews, this investigation also aims to determine the types of knowledge children aged three to nine acquire from YouTube videos. The findings illustrate the mothers’ active participation in children’s learning - asking questions, discussing the content, singing along, providing explanations, and connecting to real life - has prepared the children to improve their cognitive, affective, and psychomotor development. The results provide important insights into the essential role of maternal involvement in shaping children’s knowledge acquisition on YouTube, with valuable implications for parents, educators, and instructional content developers.

E-Learning is Effectively Used for Management for IT Service Courses

This development research ailems to develop learning media (E-Learning) for employee class in management for IT service courses at Metamedia University. E-Learning is designed to improve student learning outcomes, so students can fully understand the material provided. This study uses the Instructional Development Institute development method. IDI procedures are defining, developing, and evaluating. The type of data is primary data where the data obtained from media experts, lecturers and students. Data were analysed using Descriptive Data Analysis Techniques which describe the validity, practicality, and effectiveness of using E-Learning. The results obtained from this research and development are as follows; (1) The validity of E-Learning is stated to be very valid in terms of content and interest with a total validity value of 84%, while the design aspect is stated to be valid with a total value of 85% (2) The practicality of E-Learning is based on the lecturer's response after through validation is stated to be practical with a total score of 87.5%, while the practicality of E-learning based on student responses after going through validation is stated to be practical with a total score of 80% (3) The results obtained from this study are E-Learning is effectively used by employee class students with a graduation rate of 48 student or 89% of 54 students. Based on the findings of this study, it was concluded that E-Learning is valid, practical and effective for use as a learning medium.

Defining Graduate Academic Yiddish Proficiency: Results of an Evidence-Based Study

In the field of second language pedagogy, it has become increasingly common to consider the real-world usage for language when strategizing goals and curriculum development for language instruction. Emerging from a reverse design perspective, which prioritizes desired outcomes as a starting place for curricular design, language instructors identify and define the knowledge, skills, and abilities (KSAs) they aim for their students to acquire. In cases in which existing proficiency guidelines are not well aligned with the real-world language use that a particular course is targeting, it is becoming increasingly common for instructors to design Languages for Special Purposes (LSP) courses that reflect the unique uses certain bodies of students may have for the language. This paper considers one such case, that of Yiddish for Academic Purposes. Using domain analysis, a multidimensional research framework that supports and undergirds the development of new LSP courses in an assessment-driven proficiency-oriented reverse design framework and evidence-centered design (ECD), this study presents a series of target KSAs for Yiddish for Academic Purposes, on the basis of which curriculum developers could build assessments and subsequently curricula aligned with one another and with the specific language usage unique to the real-world language use domain of graduate academic Yiddish. This process of domain analysis could be replicated for other languages when academic usage is considered as a specific purpose for which an LSP course could be developed. This study is particularly relevant to the development of LSP courses for less commonly taught languages (LCTLs), which tend to be under-resourced and under-researched. Examining academic applications of LCTLs is particularly essential for those languages for which there are fewer, or more constrained, other “real world” applications for the language outside of academic use than there are for more commonly spoken languages.

Analisis Hasil Uji Keterbacaan Petunjuk Praktikum Ekologi: Studi Kasus dengan Partisipasi 15 Mahasiswa

This study aims to analyze the readability test results of ecology practicum instructions among students, involving the participation of 15 students. The research design used was descriptive research. The method employed included measuring the comprehension level through readability tests of the provided ecology practicum instructions. The research findings indicate that 90% of the 15 students achieved a good level of comprehension of the ecology practicum instructions provided. These findings suggest that the development and presentation strategies of ecology practicum instructions can play a crucial role in enhancing students' understanding of ecology practical materials. The implications of this study underscore the importance of attention to the design of practicum instructions that support effective learning in ecology within the context of higher education.

Architettura rurale in legno: i tabià della Valle del Biois nelle Dolomiti Venete7

This essay examines the evolution of rural wooden architecture in the Dolomite valleys, with a focus on the Valle del Biois in Veneto. The historical and cultural significance of these constructions is explored, tracing the increasing interest in these structures during the early 20th century to contemporary preservation and promotion efforts. The transformation of construction techniques and living habits due to emigration and industrial growth is analysed, with special attention to the variety of materials and architectural styles used. Understanding the constructive aspects of these buildings allows for a philologically coherent recovery and the development of practical instructions for their maintenance. The value of these artefacts must be promoted and conserved in a way that is consistent with the new economies and ways of life of Alpine regions. Despite the absence of any officially recognised institutional management, the importance of rural heritage is underlined and recognised through the creation of strategic programs for its valorisation. The author emphasises the urgency of a coordinated approach to the conservation of rural Alpine heritage, highlighting the importance of cooperation among regions and across disciplines.

Science Instructional Coaches: Characteristics, Contexts, Beliefs, and Community

ABSTRACT Instructional coaching has emerged as a promising form of professional development for teachers. However, little is known about the background, contexts, professional responsibilities, and beliefs of instructional coaches who work with science teachers. This mixed-methods study focused on instructional coaches in secondary schools across the United States to understand the experiences these coaches bring to the role and what activities they participate in that support science teaching. Coaches’ goals for their work and tensions with the institution’s goals were also explored, as well as their beliefs about science teaching. Results suggest that three types of coaches may support science teaching, depending on the content expertise of the coach (science or not) and the focus of their role (content-specific or general). Teacher support by instructional coaches with science backgrounds is evident through their support of effective science teaching strategies. However, this support may not extend to pushing teachers to develop reform-based science teaching practices, as the results showed that most of these instructional coaches did not hold reform-based views of science teaching. The goal of relationship building and the coaches’ work as trust-builders emerged as a critical factor in the coaches’ abilities to support teachers’ pedagogical development. Implications for the field are discussed.

Development of Nature-Based Practical Instructions to Improve Science Process Skills in Class XI MIA Acid-Base Material

practicum manuals available so students only used practicum guides from textbooks. This causes ineffective practicum activities which have an impact on students' low science process skills.The aim of this research is to develop nature-based practicum instructions, and determine the characteristics and feasibility of practicum instructions, as well as determine student responses to the practicum instructions developed. The research method used is Research and Development or R&D with the 4D development model (define, design, develop, disseminate). Data collection techniques use observation sheets and questionnaires. The research results obtained an average value from the validation of the expert team, namely 87.69% with very feasible criteria. Validation results from practitioners obtained an average of 96% with very feasible criteria. The results of the student questionnaire responses obtained an average of 82.75% with very feasible criteria and the results of observations of science process skills obtained an average of above 75% for each aspect with very feasible criteria. It can be concluded that the nature-based practical instructions that have been developed still need to be carried out in the next stage and are very suitable for use in experiments.

Clinical reasoning in real-world practice: a primer for medical trainees and practitioners.

Clinical reasoning is a crucial skill and defining characteristic of the medical profession, which relates to intricate cognitive and decision-making processes that are needed to solve real-world clinical problems. However, much of our current competency-based medical education systems have focused on imparting swathes of content knowledge and skills to our medical trainees, without an adequate emphasis on strengthening the cognitive schema and psychological processes that govern actual decision-making in clinical environments. Nonetheless, flawed clinical reasoning has serious repercussions on patient care, as it is associated with diagnostic errors, inappropriate investigations, and incongruent or suboptimal management plans that can result in significant morbidity and even mortality. In this article, we discuss the psychological constructs of clinical reasoning in the form of cognitive 'thought processing' models and real-world contextual or emotional influences on clinical decision-making. In addition, we propose practical strategies, including pedagogical development of a personal cognitive schema, mitigating strategies to combat cognitive bias and flawed reasoning, and emotional regulation and self-care techniques, which can be adopted in medical training to optimize physicians' clinical reasoning in real-world practice that effectively translates learnt knowledge and skill sets into good decisions and outcomes.

Understanding the capacity development of faculty development programs: a sequential explanatory mixed methods study

BackgroundFaculty development programs can bring about both individual and organizational capacity development by enhancing individuals’ attitudes, values, and skillsto enable them to implement organizational change. Understanding how faculty development programs produce capacity development, and the influencing factors, requires further understanding. This study aimed to explore the perceptions of the participants of a faculty development program about the capacity development features of the program and the influencing factors.MethodsA sequential explanatory mixed methods design was used. Faculty members were surveyed about their perspectives on capacity development of faculty development. Subsequently, 22 interviews were conducted with the respondents to deepem understanding of the survey results. Interview transcripts underwent conventional content analysis.ResultsA total of 203 completed the questionnaire. Most of the faculty highly agreed that the faculty development programs had produced capacity development. The combined data identified (a) “quality of faculty development programs”, underscoring the significance of robust and comprehensive initiatives, (b) “development in instruction”, emphasizing the importance of continuous improvement in pedagogical approaches (c) “development in professionalism”, highlighting the necessity for cultivating a culture of professionalism among faculty members, (d) “development in attitude towards education”, emphasizing the role of mindset in fostering effective teaching practices, and (e) “supporting faculty development programs”, with fostering organizational growth and innovation. Important barriers and facilitators of the capacity development process included several organizational, interpersonal, and individual factors.ConclusionThe study identified specific features of the capacity development process in the context of a faculty development program and highlighted the importance of these programs in producing changes in both individuals and within the wider organizational system. Several factors that enabled and constrained the capacity development process were also identified. The findings of the study can inform future implementation of faculty development programs for capacity development.

Cascading Failure in Cyber-Physical Systems: A Review on Failure Modeling and Vulnerability Analysis.

Cascading failures pose a significant security threat to networked systems, with recent global incidents underscoring their destructive potential. The security threat of cascading failures has always existed, but the evolution of cyber-physical systems (CPSs) has introduced novel dimensions to cascading failures, intensifying their threats owing to the intricate fusion of cyber and physical domains. Addressing these threats requires a nuanced understanding achieved through failure modeling and vulnerability analysis. By analyzing the historical failures in different CPSs, the cascading failure in CPSs is comprehensively defined as a complicated propagation process in coupled cyber and physical systems, initialized by natural accidents or human interference, which exhibits a progressive evolution within the networked structure and ultimately results in unexpected large-scale systemic failures. Subsequently, this study advances the development of instructions for modeling cascading failures and conducting vulnerability analyses within CPSs. The examination also delves into the core challenges inherent in these methodologies. Moreover, a comprehensive survey and classification of extant research methodologies and solutions are undertaken, accompanied by a concise evaluation of their advancements and limitations. To validate the performance of these methodologies, numerical experiments are conducted to ascertain their distinct features. In conclusion, this article advocates for future research initiatives, particularly emphasizing the exploration of uncertainty analysis, defense strategies, and verification platforms. By addressing these areas, the resilience of CPSs against cascading failures can be significantly enhanced.

Model Pengembangan Desain Instruksional Pada Materi Fluida Statik

The research carried out is related to assessing the use of learning models. The learning model used is the Instructional Design development model on Static Fluid material in Class XI SMA Negeri 1 Batangtoru. This model requires students to be more active in class. The use of this model will be combined with the use of modules as a learning resource, so that it can become an alternative for implementing learning. The aims of this research are 1) to describe learning using modules as an effective learning resource, 2) to describe student activities while using the Instructional Design Development Model in Static Fluid material in Class XI SMA Negeri 1 Batangtoru with modules as a learning resource, 3) to describe the results student learning while using the Instructional Design development model in Static Fluid material in Class Learning Resources.This research is action research which is developmental and pre-eliminary in nature, so it only uses one class. The research design uses Kemmis MC Taggart's cycle model with a One Group Pretest-Posttest Design learning pattern. This research was carried out at SMA Negeri 1 Batangtoru class XI MIPA1, with 34 students. This learning consists of three cycles. The implementation of learning in each cycle uses different syntax, so that you can find out which cycle is most effective. Student learning activities are divided into three stages, Instruction stage, Doing stage, and Evaluating stage. Student learning activities increase in each cycle. Student activities are in the active to very active category. The highest student activity is in cycle 3 with the very active category. Student scores increase from pretest to posttest in each cycle. The highest posttest average score was in cycle 2. The highest n-gain was also in cycle 2 with the medium category. Student learning retention is included in the very strong category. The most effective learning uses the Instructional Design development model in Static Fluid material in Class XI SMA Negeri 1 Batangtoru with modules as learning resources located in cycle 2. Based on the analysis of research data results, it can be concluded that the Instructional Design development model for Static Fluid material in Class XI SMA Negeri 1 Batangtoru with modules as learning resources is suitable for use in Static Fluid material in Class This model can be an alternative learning model implemented by teachers. This research requires thorough preparation, so that further research can be better prepared

Integrasi Sifat Mekanik dan Optik yang dimiliki Beton terhadap Pembelajaran Fisika dengan Penerapan Kurikulum Merdeka

The research carried out is related to assessing the use of learning models. The learning model used is the Instructional Design development model on Static Fluid material in Class XI SMA Negeri 1 Batangtoru. This model requires students to be more active in class. The use of this model will be combined with the use of modules as a learning resource, so that it can become an alternative for implementing learning. The aims of this research are 1) to describe learning using modules as an effective learning resource, 2) to describe student activities while using the Instructional Design Development Model in Static Fluid material in Class XI SMA Negeri 1 Batangtoru with modules as a learning resource, 3) to describe the results student learning while using the Instructional Design development model in Static Fluid material in Class Learning Resources.This research is action research which is developmental and pre-eliminary in nature, so it only uses one class. The research design uses Kemmis MC Taggart's cycle model with a One Group Pretest-Posttest Design learning pattern. This research was carried out at SMA Negeri 1 Batangtoru class XI MIPA1, with 34 students. This learning consists of three cycles. The implementation of learning in each cycle uses different syntax, so that you can find out which cycle is most effective. Student learning activities are divided into three stages, Instruction stage, Doing stage, and Evaluating stage. Student learning activities increase in each cycle. Student activities are in the active to very active category. The highest student activity is in cycle 3 with the very active category. Student scores increase from pretest to posttest in each cycle. The highest posttest average score was in cycle 2. The highest n-gain was also in cycle 2 with the medium category. Student learning retention is included in the very strong category. The most effective learning uses the Instructional Design development model in Static Fluid material in Class XI SMA Negeri 1 Batangtoru with modules as learning resources located in cycle 2. Based on the analysis of research data results, it can be concluded that the Instructional Design development model for Static Fluid material in Class XI SMA Negeri 1 Batangtoru with modules as learning resources is suitable for use in Static Fluid material in Class This model can be an alternative learning model implemented by teachers. This research requires thorough preparation, so that further research can be better prepared.

Principles of instructional design in adult education: Vectors of change and modelling opportunities based on educational technologies

Introduction. The issue of instructional design development is examined, with a particular focus on the potential for developing variable models based on technological solutions which facilitate the synchronisation of adult learning with the demands of the labour market. The aim of this article is to determine the principles of the instructional design for adults, and to identify the key vectors of change influenced by educational technology (EdTech). Materials and Methods. The methodology was based on ecosystem and socio- environmental approaches, as well as the methods of content analysis, expert interviews and modelling. The method of a qualitative content analysis was used to examine scientific sources with a search depth of 10 years. The selection of experts for interviews was carried out on a criterion sample: work experience in adult education, continuing professional development, consulting, and EdTech. The data were analysed on 15 expert interviews. The authors employed the modelling method to construct a conceptual model of instructional design. Results. The authors have identified and revealed the differences between instructional design and classical didactics, presented in the educational paradigm shift towards a greater learner agency, an open multidimensional learning environment, and ecosystem connections. As a result, the authors have pointed out three stages of instructional design development, revealed its peculiarities, and identi-fied potential avenues for change. The authors have summarised and formulated the principles of a modern data-driven instructional design, based on the examples of EdTech companies Skillbox, Skyeng, Stepik, Synergy, SkillFactory, Universalium, Synchronisation. The principles are as follows: personali-sation, customisation, variability, reduction of a feedback loop, analysis of group and individual educational experiences, immersion in practice and social context. Furthermore, the authors have con-structed and described a conceptual model of the instructional design for adults. Conclusions. In conclusion, the authors present a summary of the principles identified in the field of the modern data-driven instructional design for adult education. Instructional design is regard-ed as a scientific discipline and practice. The model of instructional design developed by the authors provides adaptability and the capacity for redesigning educational programmes for adults in continuing professional development and EdTech, thereby contributing to the creation of a lifelong learning eco-system.