Instructional Design Knowledge Research Articles

초등학교 교사의 장애학생에 대한 민감성, 수업설계, 실천적 지식의 구조 관계

This study investigated the structural relationship in which elementary school teachers’ sensitivity to students with disabilities affects their instructional design and practical knowledge. A survey was conducted on 361 elementary school teachers. The questionnaire consisted of 10 questions on sensitivity, ten on instructional design, and ten on practical knowledge. Confirmatory factor analysis was applied to determine the measurement model and structural model. The research results are as follows. First, elementary school teachers’ sensitivity to students with disabilities is a structure that influences lesson design as a necessary condition. Second, elementary school teachers’ sensitivity to students with disabilities is a structure that influences practical knowledge as a necessary condition. Third, this structure affects practical knowledge as a necessary and sufficient condition when elementary school teachers’ sensitivity to students with disabilities mediates lesson design. Fourth, although elementary school teachers’ sensitivity to students with disabilities is explained as a direct effect on lesson design, and lesson design and practical knowledge are also explained as direct effects, sensitivity, and practical knowledge appear both as direct and indirect effects. As a result, this study suggests that elementary school teachers’ sensitivity is a significant factor in determining the effectiveness of inclusive education and the importance of instructional design for students with disabilities.

Review of “The dimensions of an instructional design knowledge base: Theory, research, and practice”

This review assesses the book titled "The instructional design knowledge base: Theory, research, and practice" authored by Richey, Klein, and Tracy, highlighting its emphasis on foundational knowledge, extensive theory base, and application to current Instructional Design (ID) practices. The book offers a comprehensive overview of ID theories from various disciplines, making it valuable for scholars, graduate students, educators, and practitioners in the field. It also guides decision-making and includes suggestions for future research, making it beneficial for researchers aiming to contribute to the field of ID.

Effects of online whiteboard-based collaborative argumentation scaffolds on group-level cognitive regulations, written argument skills and regulation patterns

Argumentation involves collaboration and regulation of learning. In recent years, regulation of learning, which involves self-, co-, and socially shared regulations, has attracted much attention across a range of domains. To date, studies on these forms of regulation, especially on cognitive regulation, have explored the temporal and sequential patterns of regulatory processes using various sample sizes, especially in collaborative learning, whereas few studies were found on how different argumentation scaffolds affect the structure of these three types of regulation. With the maturity of cloud computing and 5G technology, many kinds of collaborative whiteboards can be adopted to support students' argumentation. In this study, Toulmin's Argument Pattern (TAP) and Nussbaum's Argument Vee Diagram (AVD) scaffolds were integrated into an online whiteboard to assist with collaborative argumentation. A total of 193 pre-service teachers of five intact classes were recruited and evenly assigned to the control cohort, the TAP cohort and the AVD cohort. This study conducted a quasi-experiment for 6 weeks, collecting pretests on prior instructional design knowledge & prior argumentation skills and individual metacognition as covariates, screen recording of online whiteboard-based argumentation activities, and group argumentative reports. Using MANCOVA and epistemic network analysis (ENA), this study drew the following conclusions: (1) Compared to the conventional discussion, TAP and AVD scaffolds respectively activated prominently more self-regulation and co-regulation. However, in socially shared regulation, there was no significant difference between the two scaffolds and the conventional discussion; (2) The TAP and AVD scaffolds significantly enhanced students' written argument skills compared to the conventional discussion, but no significant difference existed in the TAP and AVD scaffolds for improving students' written argument skills since the AVD scaffold evoked a great deal of ineffective co-regulation; (3) In the claim phase, the TAP scaffold activated a stronger connection between co-regulation and socially shared regulation than the other two scaffolds, while the AVD scaffold had a connection between self-regulation and socially shared regulation that was stronger than the conventional discussion and as strong as the TAP scaffold. In the justification phase, the AVD scaffold showed a far stronger connection between self-regulation and co-regulation, while the TAP scaffold illustrated a stronger connection between co-regulation and socially shared regulation. In the rebuttal phase, all three scaffolds showed the strongest connection between self-regulation and co-regulation. This study has implications for effectively using online whiteboards to support productive argumentation, in turn boosting argumentation skills along with regulation characteristics of productive argumentation.

Innovative Teacher: From the Perspectives of Pre-Service Foreign Language Teachers

The aim of this study is to determine and describe the features of innovative teachers from the perspective of pre-service teachers. For this purpose, this study took a qualitative approach and included 139 pre-service teachers studying at the 1st, 2nd, 3rd, and 4th grades in the English Language and German Language Teaching Departments in the Education Faculty of a Public University. The data obtained via an open-ended survey form developed by researchers in the context of this study. The data obtained was analyzed with the content analysis method and then interpreted. The results of the analysis showed that pre-service teachers created 90 metaphors classified under seven different themes: "current," "open to change", "guide", "creative", "open to learning", "student-centered instruction," and "building positive relationships" to describe innovative teachers. Then, the pre-service teachers described the qualities of innovative teachers with their views classified under seven categories, which were in line with the themes obtained from metaphor analysis. For the last dimension of the study, they expressed their views regarding their needs to be able to be innovative teachers. According to their views, they need to have the knowledge and improve themselves in the following six categories: pedagogical content knowledge, digital competencies, professional content knowledge, communication skills, interdisciplinary knowledge, and knowledge of instructional technologies and material design. The themes were presented and discussed in a way of unity, so suggestions were made within the scope of the study. The aim of this study is to determine and describe the features of innovative teachers from the perspective of pre-service teachers. For this purpose, this study took a qualitative approach and included 139 pre-service teachers studying at the 1st, 2nd, 3rd, and 4th grades in the English Language and German Language Teaching Departments in the Education Faculty of a Public University. The data obtained via an open-ended survey form developed by researchers in the context of this study. The data obtained was analyzed with the content analysis method and then interpreted. The results of the analysis showed that pre-service teachers created 90 metaphors classified under seven different themes: "current," "open to change", "guide", "creative", "open to learning", "student-centered instruction," and "building positive relationships" to describe innovative teachers. Then, the pre-service teachers described the qualities of innovative teachers with their views classified under seven categories, which were in line with the themes obtained from metaphor analysis. For the last dimension of the study, they expressed their views regarding their needs to be able to be innovative teachers. According to their views, they need to have the knowledge and improve themselves in the following six categories: pedagogical content knowledge, digital competencies, professional content knowledge, communication skills, interdisciplinary knowledge, and knowledge of instructional technologies and material design. The themes were presented and discussed in a way of unity, so suggestions were made within the scope of the study.

Distance Education from Teacher and Learner Perspective

This study aims to determine the views of individuals who have experienced the distance education process as both students and teachers. The study group consists of individuals who both enrolled in graduate education programs at a state university and taught actively at K-12 institutions. The study is conducted with a phenomenological design. The Miles Huberman model was used in the analysis of the data. The problems faced by the participants in the distance education process, in which they took part both as teachers and students, were grouped under “instructor dimension, student dimension, family dimension, infrastructure, hardware, and physical environment dimension, social interaction dimension, and process dimension”. The views of the participants on the assessment and evaluation processes in distance education as students were grouped under “measured learning outcomes, assessment and evaluation tools, assessment and evaluation systems, other factors that affect evaluation, negative situations, and positive situations”. The same sub-themes occurred, except for “positive situations”, when the views on assessment and evaluation processes in distance education were examined from the perspective of the teachers. Views on e-teacher qualifications were grouped under “technical knowledge, knowledge of instructional design, social skills, knowledge of pedagogical content, management skills, and knowledge of assessment and evaluation”.

Evaluating Students' Experiences of a Weekly “Hour of Code”

In the winter semester of 2020 during a multimedia design and production class for pre-service teachers, the students were introduced to basic computer coding concepts such as variables, conditional statements, various expressions, logic, and syntax. For their final project, the students were asked to create an interactive instructional app using MIT App Inventor for their own future students in their teaching subjects (such as social studies, mathematics, science, and language arts). They were expected to integrate technical skills and knowledge of interface design, instructional design, and pedagogical strategies. The instructors examined exit tickets submitted at the end of each hour-of-code lesson and course evaluations at the end of the semester for evidence of threshold concepts, students' learning experiences, and motivation. This brief qualitative study provides a description of the course, coding and computational thinking processes, and the student evaluations. The paper concludes with commentary on lessons learned for teaching coding to pre-service teacher candidates.

Teachers Experiences on Instructional Design Based Professional Development: A Narrative Inquiry

Empowering teachers as instructional designers strengthen the link between theory and good practice. The purpose of the research is to explore two teachers’ experiences about a professional development (PD) program. The PD includes a one academic year program with the aim of developing teachers’ instructional design knowledge and skills using Understanding by Design model as reference. Teachers’ instructional designs improved in terms of UbD design principles and they reported change in their attitudes and teaching practices after the fourth cycle. Continuous discipline-specific feedback and trust bond based on prolonged communication underlined as major elements of PD that facilitated teacher change.

A patterns based approach for the design of educational technologies

ABSTRACT Despite rapid advances, modeling a variety of instructional designs to support variations in teaching and learning during the design of educational technologies is still an open challenge. In this paper, we propose a patterns based approach for the design of educational technologies to address this challenge. This is in contrast with existing literature that focuses either on patterns in education or in software, and not both. The core idea of our approach is to leverage patterns for modeling instructional design knowledge and to connect it with patterns in software architecture. We discuss different categories of patterns in instructional design. We then present the notion of Pattern-Oriented Instructional Design (POID) as a way to model instructional design as a connection of patterns (ProcessPattern, ContentPattern) and integrate it with Pattern-Oriented Software Architecture (POSA) based on fundamental principles in software engineering. We demonstrate our approach through adult literacy case study (287 million learners, 22 Indian Languages and a variety of instructional designs). The results of our approach (both web and mobile versions) are available at http://rice.iiit.ac.in and were transferred to National Literacy Mission Authority of Government of India for further proliferation.

Six ways to get a grip on leveraging the expertise of Instructional Design and Technology professionals.

We underutilize the knowledge and skills of Instructional Design and Technology (IDT) professionals, despite the frequent challenges in implementing learning technologies in medical education. This is largely due to a lack of understanding among stakeholders regarding the expertise of IDT professionals and their role in technology implementation processes. We seek to improve technology implementation outcomes by explaining the IDT field’s foundational tenets of a systems perspective and disciplined approach, clarifying the role that IDT professionals can play in educational technology initiatives, and providing guidance on how to foster productive collaborations in pursuit of effective technology-enhanced learning.

An ontology based modeling framework for design of educational technologies

Despite rapid progress, most of the educational technologies today lack a strong instructional design knowledge basis leading to questionable quality of instruction. In addition, a major challenge is to customize these educational technologies for a wide range of customizable instructional designs. Ontologies are one of the pertinent mechanisms to represent instructional design in the literature. However, existing approaches do not support modeling of flexible instructional designs. To address this problem, in this paper, we propose an ontology based framework for systematic modeling of different aspects of instructional design knowledge based on domain patterns. As part of the framework, we present ontologies for modeling goals, instructional processes and instructional material. We demonstrate the ontology framework by presenting instances of the ontology for the large scale case study of adult literacy in India (287 million learners spread across 22 Indian Languages), which requires creation of hundreds of similar but varied eLearning Systems based on flexible instructional designs. The implemented framework is available at http://rice.iiit.ac.in and is transferred to National Literacy Mission Authority of Government of India. The proposed framework could be potentially used for modeling instructional design knowledge for school education, vocational skills and beyond.

From Zero to Designing Instruction: Scaffolding in Undergraduate Instructional Design Courses

Employees in instructional design fields are expected to have three critical areas of knowledge and skills: knowledge of instructional design, project experience, and technical writing skills, especially the ability to report on their design projects. However, students in instructional design courses come from a wide variety of backgrounds, and many have not been exposed to these areas. This paper describes a unique scaffolded curriculum cycle for instructional design courses for novice undergraduate students that integrates knowledge construction, design skills, and writing skills.

To design or to integrate? Instructional design versus technology integration in developing learning interventions

Instructional Design Knowledge (IDK) can inform technology integration decisions and Technology Pedagogy and Content Knowledge (TPACK) can help instructional design processes. As a means to understand how teachers may draw from their TPACK and IDK as they design instructions and develop technology-enhanced learning activities, we examined the final projects of two groups of teachers enrolled in graduate-level instructional design and technology courses. By using both content and social network analysis methods, we identified the IDK and TPACK components exemplified in teachers’ projects. While the content analysis revealed differences between the two groups, some findings were common across the courses such as teachers minimally connecting technology to their content areas, exhibiting limited knowledge on learning needs, and having difficulties in engaging in design thinking processes. Furthermore, the social network analysis identified various communities of the knowledge components, highlighting when teachers tended to use their IDK and TPACK as they planned technology-enhanced learning activities and were engaged in instructional design respectively.

Comparison of First Year Medical Students' Performance on First and Second Order Questions on Gross Anatomy Practical Examinations

The goal of this study was to determine how first year medical (M1) students perform on different question types, first and second order, during gross anatomy practical examinations. In this study first order are simple “identify the tagged structure” questions. Second order questions require students to identify a structure, and apply their knowledge of it to answer correctly. An example of a second order question is “What spinal nerve levels does the tagged nerve originate from?” To conduct this investigation, laboratory practical examination questions (N=114) were coded as either first order (N=96) or second order (N= 18). Responses from the 2018 M1 class (N=167) were entered (1= correct, 0= incorrect) for analysis. The responses were added up and averaged for a first order, second order and overall examination grade. The overall average for the first half of the course was 80.66%. Averages for first and second order questions were 81.95% and 73.75% respectively. This resulted in an overall difference of 8.2% between the two different question types. A further break down shows a difference of 8.42% on block 1 and 6.45% on block 2. Data collection for the second half of the course is ongoing and will be added as it is obtained. These preliminary findings suggest that M1 students have a lower performance rate on second order questions. This may be an indicator that M1 students are not learning the material in a way that allows them to apply content effectively to answer second order questions. This apparent difficulty in students' ability to answer these questions is important for faculty to consider both in assessing instructional design and students' knowledge. Further investigation may yield more conclusive answers as to what may cause this disparity and how to address it.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Instructional Design Methodological Proposal for the Training of Online Content Tutors

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Jump into Leadership Using our Knowledge of Design!

Leadership development takes preparation and practice. We can rely on our knowledge of instructional design to create the curriculum or steps necessary for our own leadership development.

Universal Design for Instruction in Nursing Education: An Integrative Review.

The aim of the study was to explore the use of universal design for instruction (UDI) in nursing education. Educators seek to employ innovative pedagogies accessible to diverse learners across learning environments. UDI, an inclusive strategy for meeting this goal is not well known in nursing education. An integrative review was used to meet the study's aim. Five databases were searched for literature published between 2000 and 2013. Of 45 articles retrieved, only three studies and 14 feature articles met the inclusion criteria. A literature matrix was used to synthesize major concepts to create theme labels: marginalized students as a vulnerable population, faculty lack of knowledge of UDI, reactive versus proactive instructional design, and best teaching practices. The lack of UDI knowledge by educators is a barrier to its usage. Implications and recommendations for adopting universal design in nursing education are discussed.

Learning Commons in Academic Libraries: Discussing Themes in the Literature from 2001 to the Present

ABSTRACTAlthough the term lacks a standard definition, learning commons represent academic library spaces that provide computer and library resources as well as a range of academic services that support learners and learning. Learning commons have been equated to a laboratory for creating knowledge and staffed with librarians that serve as facilitators of learning. Many of these spaces evolved over time with the addition of campus partners and services. In this article, the authors examined the literature on academic library learning commons to identify common themes. A qualitiative analysis of 103 articles identified five themes including: planning the learning commons, assessing the learning commons, benefiting from the learning commons, collaborating in the learning commons, and staffing the learning commons. Foremost, the review pointed to the increasing popularity of learning commons in academic institutions. To that end, it remains critical that librarians possess the capabilities necessary to support students, faculty, and staff in these next generation learning spaces. Some of these capabilities include traditional library skills, but librarians' computer literacy, including familiarity with web 2.0 technologies, and their knowledge of instructional design remains important too.

GIFT Cloud

GIFT Cloud is the recently released web-based application version of GIFT, an open-source computer-based tutoring architecture that supports authoring, deployment, and evaluation of intelligent tutoring system technologies. This paper presents the GIFT Cloud Authoring Tools, through the lens of usability. Each major element within the authoring tools is described, along with usability design considerations that were made in order to reduce occurrence of error, to organize information, and to support end-user goals. The initial release of GIFT Cloud supports an iterative design approach, informed by user data and feedback, with an overall goal of making tutor authoring practical for subject matter experts without computer programming or instructional design knowledge. As such, lessons learned from this release, as well as plans for future research and usability improvements, are discussed.

A Case Study of Job-Embedded Learning

Librarians recognize the importance of professional learning as their roles and responsibilities evolve in the shifting teaching and learning environments of the twenty-first century. However, the literature on meaningful, job-embedded learning opportunities for academic librarians is scant, and opportunities are especially scarce in the fields of instructional design and instructional technology. Using a qualitative case study approach, the author of this article presents how one group of academic librarians added to their knowledge of instructional design, instructional technology, and the Framework for Information Literacy for Higher Education.

Investigating peer review as a systemic pedagogy for developing the design knowledge, skills, and dispositions of novice instructional design students

This research investigated peer review as a contemporary instructional pedagogy for fostering the design knowledge, skills, and dispositions of novice Instructional Design and Technology (IDT) professionals. Participants were graduate students enrolled in an introductory instructional design (ID) course. Survey, artifact, and observation data were used to understand the impact of peer review on student ID knowledge, skill, and disposition development and student-generated designs as well as the usefulness of the peer review processes employed. The primary data source, participant perception data from a Web-based survey, was triangulated with student ID artifacts and instructor observations. Findings indicate that peer review supports improved IDs and an authentic experience of ID as both a collaborative and problem-oriented process but, less so, as a creative one. Additionally, findings illuminate practical strategies for improving a systemic peer review pedagogy in a professional learning environment. A minor degree of caution and resistance toward peer review as a learning approach by a small number of participants suggests that instructionally designed support for strategy adoption and use is important. A discussion of findings presents scholarly and practical implications of peer review for students and mentors of design.