Instructional Design Framework Research Articles

Cross-cultural instructional design: A framework for multilingual and interdisciplinary education

This review paper presents a comprehensive framework for cross-cultural instructional design, aiming to seamlessly integrate multilingual education with interdisciplinary teaching approaches. With globalization fostering diverse classroom demographics, educators face the challenge of creating inclusive learning environments that cater to students from various cultural and linguistic backgrounds. Recognizing the importance of addressing cultural and linguistic diversity in education, this framework explores strategies for curriculum designers to incorporate these elements into lesson plans and learning materials effectively. Drawing upon insights from both the humanities and STEM fields, the review elucidates how educators can harness cultural and linguistic diversity to enrich students' learning experiences. By infusing cross-cultural perspectives into educational content, curriculum designers can foster critical thinking, creativity, and global awareness among learners. The paper emphasizes the inherent benefits of exposing students to diverse cultural viewpoints, thereby promoting a more holistic understanding of the subject matter. Furthermore, the review discusses best practices for creating culturally responsive educational content that resonates with learners from diverse backgrounds. It advocates for the development of instructional materials that not only accommodate linguistic variations but also celebrate cultural nuances. Through the incorporation of authentic cultural artifacts, texts, and examples, educators can cultivate a deeper appreciation for cultural diversity while enhancing students' engagement and learning outcomes. Overall, this review underscores the significance of adopting a cross-cultural instructional design framework in contemporary education. By embracing cultural and linguistic diversity as integral components of the learning process, educators can empower students to navigate an increasingly interconnected world with sensitivity, empathy, and proficiency. This framework serves as a roadmap for educators seeking to create inclusive learning environments that foster cross-cultural understanding and collaboration. Keywords: Cross-Cultural, Instructional Design, Multilingual Education, Interdisciplinary Approaches, Cultural Diversity, Linguistic Diversity.

Analysis and Research of Illustration Teaching Design in Applied Universities under Digital Environment

With the continuous development of digital technology, the field of education is also facing unprecedented challenges and opportunities. The purpose of this study is to explore the practice and application of illustration instructional design in applied colleges and universities under the digital environment. Firstly, through in-depth analysis of the impact of digital environment on education and the trend of digital education in applied colleges and universities, the importance and role of digital technology in teaching is highlighted. Then, combining with the characteristics and needs of illustration teaching, this paper puts forward the theoretical and practical framework of illustration instructional design adapted to the digital environment, and emphasizes that instructional design should be closely combined with practice and pay attention to the cultivation of students' practical application ability. Further, through the analysis of specific cases, the paper discusses the reform and construction of illustration course under the digital environment, including the optimization of course content, the development and utilization of digital teaching resources, etc. Finally, the relevant cases are evaluated, and the practical experience and enlightenment of illustration instructional design in the digital environment are summarized. The research results show that illustration instructional design under the digital environment should pay attention to innovation and practice, and actively use digital technology to provide students with more diversified learning experience, so as to cultivate their innovative ability and practical ability.

An Interprofessional Faculty Development Program for Workplace-Based Learning.

Most faculty development programs in health professions education, pivotal in cultivating competent and effective teachers, focus on systematic, planned and formal learning opportunities. A large part of clinical teaching however, encompasses ad-hoc, informal and interprofessional workplace-based learning whereby individuals learn as part of everyday work activities. To fully harness the educational potential embedded in daily healthcare practices, prioritizing interprofessional faculty development for workplace-based learning is crucial. Utilizing the 'ADDIE' instructional design framework we developed, implemented and evaluated an interprofessional faculty development program for workplace-based learning. This program, encompassing seven formal training sessions each with a different theme and five individual workplace-based assignments, aimed to support clinical teachers in recognizing and optimizing informal learning. The pilot program (n = 10) and first two regular courses (n = 13 each) were evaluated using questionnaires containing Likert scale items and open textboxes for narrative comments. The quality and relevance of the program to the clinical work-place were highly appreciated. Additional valued elements included practical knowledge provided and tools for informal workplace-based teaching, the interprofessional aspect of the program and the workplace-based assignments. Since its development, the program has undergone minor revisions twice and has now become a successful interprofessional workplace-based alternative to existing faculty development programs. This faculty development program addresses the specific needs of healthcare professionals teaching in clinical settings. It stands out by prioritizing informal learning, fostering collaboration, and supporting integration of formal training into daily practice, ensuring practical application of learned knowledge and skills. Furthermore, it emphasizes interprofessional teaching and learning, enhancing workplace environments.

Cross-cultural instructional design: A framework for multilingual and interdisciplinary education

This review paper presents a comprehensive framework for cross-cultural instructional design, aiming to seamlessly integrate multilingual education with interdisciplinary teaching approaches. With globalization fostering diverse classroom demographics, educators face the challenge of creating inclusive learning environments that cater to students from various cultural and linguistic backgrounds. Recognizing the importance of addressing cultural and linguistic diversity in education, this framework explores strategies for curriculum designers to incorporate these elements into lesson plans and learning materials effectively. Drawing upon insights from both the humanities and STEM fields, the review elucidates how educators can harness cultural and linguistic diversity to enrich students' learning experiences. By infusing cross-cultural perspectives into educational content, curriculum designers can foster critical thinking, creativity, and global awareness among learners. The paper emphasizes the inherent benefits of exposing students to diverse cultural viewpoints, thereby promoting a more holistic understanding of the subject matter. Furthermore, the review discusses best practices for creating culturally responsive educational content that resonates with learners from diverse backgrounds. It advocates for the development of instructional materials that not only accommodate linguistic variations but also celebrate cultural nuances. Through the incorporation of authentic cultural artifacts, texts, and examples, educators can cultivate a deeper appreciation for cultural diversity while enhancing students' engagement and learning outcomes. Overall, this review underscores the significance of adopting a cross-cultural instructional design framework in contemporary education. By embracing cultural and linguistic diversity as integral components of the learning process, educators can empower students to navigate an increasingly interconnected world with sensitivity, empathy, and proficiency. This framework serves as a roadmap for educators seeking to create inclusive learning environments that foster cross-cultural understanding and collaboration.

Constructively Aligned Instructional Design for Oral Presentations

In the paper "Constructively Aligned Instructional Design for Oral Presentations," the authors explore the implementation and outcomes of the 'General, Particular Specific' (GPS) model as a framework for curriculum instructional design for oral presentations within STEM education at an R1 Polytechnic University. Objective: This study aims to investigate the impact of the 'General, Particular Specific' (GPS) model on the enhancement of constructive alignment in curriculum instructional design for oral presentations in STEM education to improve students' oral communication skills and their effectiveness in technical communication. Theoretical Framework: Constructive alignment, curriculum-based Assessment, and curriculum and instructional design stand out, providing a solid basis for understanding the context of the investigation. The literature includes foundational texts on marketing management, center-based engineering research, Bloom's taxonomy of educational objectives, and the principles of enhancing teaching through constructive alignment. Additionally, it acknowledges the multifaceted nature of instructional design, emphasizing the widespread adoption of the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), showcasing a structured, comprehensive approach to educational planning and execution. Method: The methodology adopted for this research comprises a qualitative study design, utilizing case study approaches within the Humanities and Social Science department at an R1 Polytechnic University. Data was collected through classroom observations, instructor interviews, and analysis of student presentation outcomes before and after implementing the GPS model. Results and Discussion: The results revealed significant improvements in students' abilities to think critically about content alignment with audience expectations and effectively communicate technical information. In the discussion section, these results are contextualized in light of the theoretical framework, underscoring the effectiveness of the GPS model in fostering clear, explicit instruction and scaffolding in oral presentation skills. The study acknowledges possible limitations, including its scope within a single institution and the need for broader empirical validation. Research Implications: This research's practical and theoretical implications are discussed, providing insights into how the results can be applied or influence practices in STEM education. These implications could encompass curriculum development, pedagogical strategies, and enhancing communication skills in STEM fields. Originality/Value: This study contributes to the literature by highlighting the originality of applying the GPS model within the context of oral presentation instruction, marking a significant shift from traditional, less structured approaches to a more scaffolded and constructively aligned methodology. The relevance and value of this research are evidenced by its potential to impact pedagogical practices, particularly in enhancing the oral presentation capabilities of STEM students, thereby addressing a critical gap in STEM education and communication training.

Promoting independence for learners who are deafdisabled: Designing instruction with universal design for learning

ABSTRACT Universal design for learning (UDL)-an instructional design framework that promotes expert learning by promoting accessibility and reducing of barriers to learning-is gaining momentum on the global stage. However, UDL implementations with deaf or deafdisabled learners remain limited. This study examined how UDL enabled educators of deafdisabled learners to design instruction that promoted independence. This study asked, (1) What patterns emerged when teachers used UDL to design instruction for deafdisabled students? and (2) How did teachers of deafdisabled students use UDL to promote learner-centered skills and independence? Following a UDL training, teachers designed, implemented, and reflected on a UDL-based lesson. Results indicate that the use of teacher-driven guidelines was impacted by characteristics of the students, teacher, and lesson. While teachers noted the importance of learner-driven guidelines, they experienced challenges that limited implementation. This study illustrates how instruction targeting learner-driven UDL guidelines can promote independence in students who are deafdisabled. Findings indicate that engaging in additional teacher education and research is key to ensuring educators of deafdisabled learners have opportunities to develop the knowledge and skill to understand and apply UDL.

A Prototype of Web-based Supplementary Writing Instructional Media for Upper-Secondary Level Learners

In an era characterized by a symbiotic relationship between the rapid growth of technology and extensive use of English, English as a Foreign Language (EFL) learners are tremendously exposed to digital forms of the language. Digital writing, consequently, has become a fundamental EFL skill to master. Ironically, it has not proliferated in ways that give access to all, notably for most upper-secondary school learners in Malang, Indonesia, where one might expect that technology is widely accessible. To address such an adverse situation and to support learners in enjoying EFL writing activities, a research and development (R&D) design was carried out to develop a prototype web-based supplementary writing materials that incorporate instructional strategies and learning approaches that enhance EFL writing skills and develop effective writing strategies in an authentic setting. The R&D process implemented Dick and Carrey’s instructional design framework (2001) which was integrated with Lee and Owen's instructional multimedia design framework (2004). The study resulted in the development of an E-Writing Site (EWS) to which the target users are encouraged to enjoy writing texts of their own choice at their own pace, as they engage in free voluntary writing within a social constructivist atmosphere. Experts and target users involved in the formative evaluation of the prototype perceived it to be useful and educative as it provides EFL learners with holistic, authentic, and meaningful writing practice. Moreover, some aspects of the prototype and its principles that require enhancement are addressed.

Baby Date: a mobile application for teaching nursing care to newborns in primary care.

to develop and validate a mobile application for teaching undergraduates about the first nursing visit to a newborn in primary care. methodological study with an Instructional Design framework; content drawn up from scientific documents on caring for newborns and their families, supported by the results of an integrative review on the subject. The Integrated Development Environment Android Studio 4.0.1 tool and the IntelliJ IDEA platform were used to build the digital technology. Experts validated content and students evaluated navigability. the final version of the mobile application contains 67 screens grouped into 12 sections with random access. The device is presented on the introductory screen; this is followed by content on the physical examination, neonatal screening, nutrition, oral health, the vaccination calendar, growth, development, danger signs, and accident prevention; at the end, there is a fact sheet and references. Audiovisual resources (texts, images, and videos) complement the application; experts presented a Content Validity Index (CVI) = 1.00; for nursing students all the items had a CVI = 1.00; only the item "layout and presentation" had a CVI = 0.95. the digital technology received a satisfactory evaluation from experts and students. It is innovative in child health care, with the potential to be used in the teaching-learning process of nursing students. (1) The mobile application provides content for newborn care in primary care. (2) The mobile application directs the nurse's consultation through evidence of care. (3) The mobile application can be used offline, offering knowledge at any time and place. (4) Navigation does not require a specific order, which gives the user freedom. (5) The mobile application promotes quality care in the first consultation with the newborn in primary care.

Cultivating the Spirit of Aesthetic Education in Vocational Undergraduate Colleges in the Context of Artificial Intelligence

Abstract The fusion of aesthetic education with vocational training constitutes a necessary evolution dictated by both societal progression and the demands of contemporary times, with each element enhancing the other. This study proposes a pathway for the construction of aesthetic education courses tailored to the current educational objectives of vocational undergraduate institutions. It also introduces a teaching model designed to foster aesthetic sensibilities structured around the ADDIE instructional design framework. Moreover, this research employs the 2023 student cohort from HZ Vocational College as subjects for a comparative experimental study to empirically analyze the effectiveness of the aesthetic education teaching approach. An enhanced clustering algorithm, which integrates multi-point optimization, was applied to assess the development of students’ aesthetic spirit. Additionally, a regression analysis model was used to investigate the various factors influencing the cultivation of this aesthetic spirit, providing a comprehensive analysis of the impact of the proposed educational interventions. The results show that after the teaching, the mean values of student evaluation, self-evaluation, parent evaluation, and teacher evaluation in the five aspects of recognizing beauty, experiencing beauty, feeling beauty, appreciating beauty, and creating the beauty of the students in Class A of the sample are higher than those of Class B by 4.90, 4.08, 3.40 and 4.13. Their p-values are all statistically significant at 0.000<0.05. The ADDIE-based aesthetic education teaching model can effectively cultivate students’ aesthetic spirit and provide important value references for the reform and development of aesthetic education.

Improving Science Conceptual Understanding and Attitudes in Elementary Science Classes through the Development and Application of a Rule-Based AI Chatbot

Abstract This study aimed to develop a specialized rule-based AI chatbot tailored for a sixth-grade optics unit and to evaluate the impact of the implementation of the chatbot on students’ cognitive and affective outcomes related to science within the classroom setting. Specifically, this study explored how factors such as gender and achievement levels have an impact on student attitudes. The development of the rule-based chatbot adhered to the network-based instructional systems design framework, which involves the application of the analyze, design, develop, implement, and evaluate model to the e-learning design and development process. The participants were 192 sixth-grade students, with 81 in the experimental group and 111 in the control group. The results revealed a positive effect on students’ science achievement and interest, with a particularly significant impact on those with lower achievement levels. Notably, the chatbot played a crucial role in elevating the interest of female students in science. These findings highlight the need for continued research into the integration of rule-based AI chatbots in science education.

Development and Perceptions of Chemistry Trainee Teachers on Design, Content and Usability of e-CBM for Chemical Bonding Topic

Chemical bonding serves as a fundamental concept in the study of chemistry and is vital in the understanding of structures, properties and reactions of chemical compounds. Multiple studies in the literature have reported that chemical bonding is considered by students and educators as one of the most complex topics in chemistry. The application of electronic modules as an educational tool for chemistry topics has gained extensive use due to its effectiveness in enhancing learning outcomes by facilitating the interactive and dynamic engagement with complex chemical concepts. Herein, we report the development of an electronic module via Genially platform for the chemical bonding topic called e-CBM using the ADDIE instructional design framework. This study evaluated the perceptions of 103 chemistry trainee teachers selected through a simple random sampling technique on the design, content and usability of e-CBM. This study revealed that the e-CBM exhibited high validity for the perceptions on the design, content and usability among the respondents and warrants the need for further investigation to assess its effectiveness as a teaching aid for the chemical bonding topic.

Menjelajahi Tren Design Thinking dalam Pendidikan: Tinjauan Literatur Sistematis dari Jurnal Terindeks Web of Science dalam Desain Instruksional dan Desain Sistem Instruksional

The use of Design Thinking in the field of education has become a major highlight as a relevant problem solving method. Problem solving ability is one of the essential competencies in the context of 21st century education. This research uses content analysis of a number of articles contained in the Web of Science (WOS) database, with the main focus on the application of Design Thinking (DT) within the framework of Instructional Design (ID) and/or Instructional System Design (ISD). This research aims to complement the previous report, "Design Thinking in Education: Perspectives, Opportunities and Challenges" (Panke, S., 2019), which has investigated the role of DT in education. Although the number of publications specifically exploring DT in ID and ISD is still limited, research trends show a significant increase from year to year. Based on the search results, publications exploring the use of DT in ID and ISD tend to be qualitative in nature, often in the form of multiple case studies. Several publications highlight subjects and materials that aim to improve student competence, learning processes, and learning design. Despite this, publications that focus on the role of instructional designers are still relatively limited. Several recommendations have been proposed for future research, with the aim of supporting the adoption of DT by Instructional Designers as a primary focus. These findings will provide valuable insight for further developments in the use of Design Thinking in the field of Education.

La reconfiguration des formations universitaires en langues pour une intégration de la compétence en littéracie numérique

The paper explores the possibilities of restructuring university language programs to integrate digital literacy skills in the context of rapid digital transformation. The proposed perspectives emphasize a synergy between traditional language program competencies and digital literacy skills, achievable only through the adoption of competency-based approaches, professionalization, needs analysis within the framework of instructional design, and a curriculum guided by digital analysis levels.

Using the ADDIE model to design and develop physical education lessons incorporated with a functional training component.

Good physical fitness is the foundation of a healthy lifestyle. For students, the school becomes the main place to improve their physical fitness. The traditional physical education class places little emphasis on improving physical fitness and students' physical fitness have continued to decline. To address these challenges, this study aimed to design and develop a functional training program that can be incorporated into existing physical education lessons to improve students' physical fitness levels. This study adopted the instructional design framework of the Analysis, Design, Development, Implementation, Evaluation (ADDIE) model to guide the design and development of the functional training program. After development, the program was implemented and evaluated. The results showed the program aroused students' interest and significantly improved students' physical fitness. This study showed the usefulness of functional training in improving the physical fitness of primary school students. In addition, it provided a reference for how to use functional training in conjunction with the physical education syllabus.

Going Beyond Language Learning: A Microlearning Instructional Design to Promote EFL Learners’ Collaboration Competency

Microlearning has been predicted as a promising learning trend to cope with the rapidly changing world. The technology-mediated short form of learning also received language partitioners’ and researchers’ interest in adopting microlearning in language education. Notably, most existing studies focused on vocabulary or structural learning instead of presenting micro-contents and micro-activities holistically. This study proposes a structurally streamlined instructional design framework by interconnecting the learning chunks hierarchically from lexical learning to pragmatic application to facilitate holistic language learning in the microlearning context. With the support of collaborative technologies and the team project-based learning approach, this study also aims to develop learners’ collaboration competency in the EFL contexts. Empirical results received from survey indicate that learners’ satisfaction with the novel microlearning instructional design is high. This study also confirms that the proposed instructional design promotes learners’ collaboration competency regardless of learners’ language proficiency.

Supporting multilingual learners’ science learning from the multimodal perspective: the case of a VR-Enhanced science unit

Multilingual learners (MLs) often struggle with science conceptual learning partly due to the abstractness of the concepts and the complexity of scientific texts. This study presents a case of a Virtual Reality (VR) enhanced science learning unit to support middle-school students’ science conceptual learning. Using a transformative mixed methods design, this study examines ML’s science learning and participation in VR educational programing from the multimodal perspective. Combining the strengths of quantitative and qualitative data analysis, the results of this study show that engaging in multimodal meaning-making in multiple ways, including the VR game, can enable multilingual learners to gain conceptual understanding of science content equally as well as their English-speaking counterparts. Based on the findings, a framework for multimodal instructional design to support MLs is also discussed. Overall, this study contributes to the growing body of research on the uses of VR-enhanced multimodal learning in K-12 science education, especially for multilingual learners.

ELP/LE FOR THE JUDICIARY: INTEGRATED INSTRUCTIONAL DESIGN FOR AUTHENTIC LEARNING

This paper provides an insight into the instructional design of several tailor-made ELP/LE courses developed within the JA Project: English for the Judiciary (2017-2020). The courses were designed for adult working professionals from several judicial institutions in the City of Niš, organized at three CEFR proficiency levels, and held at the Judicial Academy Niš in the period 2018-2020. After a brief overview of the instructional design framework, the article outlines the major stages in the ELP/LE instructional design process, particularly focusing on the design and classroom practices in B1+/B2 and B2+/C1 courses. Based on the provided insights, the author examines the encountered challenges, learner benefits and considerations for prospective development of similar authentic learning courses for a wider discourse community.

A systematic characterization of food safety training interventions using the analyze, design, develop, implement, evaluate (ADDIE) instructional design framework

Food safety training designed systematically to impact the intended target audience is a vital part of maintaining a safe food system. The objective of this systematic review of peer-reviewed studies was to assess how current food safety training programs analyzed the needs of the target audience and how those trainings were designed, developed, implemented, and evaluated. The goal was to identify training design strategies that effectively impact safe food handling behaviors of food processors. Twenty-three peer reviewed studies evaluating the impact of food safety training on knowledge, attitudes, and behaviors of food handlers were identified and included in this study. Twenty-two (5/23) percent of the studies reported performing a needs analysis prior to developing training, mainly to gather demographic data on the target audience. The majority of the interventions were face-to-face (83%, 19/23), followed a behaviorist framework (52%, 12/23) and lasted less than 8 hours (43%, 10/23; 30%, 7/23 did not report length of training). Little information was reported on which tools were used to develop training. The evaluation design for the majority of the training programs followed an uncontrolled before and after design (65%, 15/23), 9% (2/23) were non-randomized controlled trials, and 26% (6/23) were randomized controlled trials. All of the studies included in this review evaluated one, two, or all three of the key learning outcomes, i.e., knowledge (83%, 19/23), attitudes (30%, 7/23), and behaviors (70%, 16/23). It was impossible to compare the effectiveness of the training interventions to each other due to high bias and the fact that not all were evaluated using the same methods. However, it appeared that training did have the greatest impact on knowledge and a lesser impact on attitudes and behaviors. Few studies reported performing follow-up testing to measure retention. The results of this study indicate that a systematic approach is not being taken in designing most food safety training. If food safety training programs are developed in a more systematic way, and evaluations are performed to at least Kirkpatrick Level 3, it appears there is potential for that training to become more impactful with regard to positive changes in knowledge, attitudes, and behaviors. A discussion and illustration of how training fits into the Food Safety Culture Maturity Model was provided.

PENGEMBANGAN EVALUASI FORMATIF PADA SISWA KELAS 5 SDN PORIS PELAWAD 5

This article is a theoretical study of the development of formative evaluation in 5th grade students at SDN Poris Pelawad 5. This study aims to find out and describe empirically about: Aspects, techniques and procedures for class assessment carried out by teachers and students in 5th grade at SDN Poris Pelawad 5. Educators' use of assessment tools is crucial to the success of their lessons. Teachers' abilities to manage their classrooms effectively and to select instructional strategies, media, materials, etc. that will inspire their pupils to learn can be enhanced through evaluation. And also, teachers can gauge their pupils' progress through evaluation. Hence, teachers need to ensure that assessment procedures are carried out effectively. Assessment, assessment methods, and assessment procedures are all part of the Scriven-created formative evaluation paradigm used in this qualitative study. The ADDIE model is an all-purpose instructional design framework that may be applied to both face-to-face learning settings and online learning environments. Instructional resources with a detailed explanation of the material's strengths and weaknesses, used both to guide instruction and assess progress toward learning outcomes are an integral part of any successful educational program.

A Conceptual Framework for Instructional Design of a High Acuity and Low Occurrence Event - Simulation Based Education Training of Residents, Medical Students, and Nurses in Anaphylaxis Utilizing Curated Educational Theories.

The broad goal of this educational curriculum is utilization and optimization of Simulation-Based Education (SBE) in the training of residents, medical students, and nursing staff involved in the rapid and timely recognition of Anaphylaxis and its optimized treatment. A critical gap in Anaphylaxis Diagnosis, Management, and Treatment (ADAM) has been well established across medical disciplines. It is imperative to include all members of the healthcare team, as nurses and pharmacists play key roles in anaphylaxis recognition and care. Nurses and pharmacists are proficiently trained in the initial assessment of acute patient complaints, status, and in proper dosing/administration considerations. Anaphylaxis is a High Acuity and Low Occurrence (HALO) event. Delayed recognition and administration of epinephrine-autoinjector (EAI) is a patient safety concern. Suboptimal technique and expertise in this regard is common. Literature abounds with reports of physician trainee doubts and uncertainties in the recognition and optimized management of Anaphylaxis. Importantly, Anaphylaxis is frequently misdiagnosed in hospital emergency departments. SBE methodologies are ideal for instructing HALO experiences. The framework of the "Zone of Simulation Matrix" supports the utilization of a simulation experience in this instance. Learning will be effective, enhanced, and made durable by embedding numerous specifically curated educational theories. Given the paucity in training of residents and nursing staff in Anaphylaxis, such instruction is imperative. Of note, a special emphasis in this curricular framework is the debriefing experience. Considerations will be given to the psychological safety of the trainees and the importance of the heterogeneity of prior experiences. Precise diagnosis minimizes mortality. In the hospital setting, nurses are the first responders to critical HALO events, and there is a lack of awareness of ADAM by nursing students.