Instructional Design Methodology Research Articles

Pediatric Intersession: An Upfront Flipped-Classroom Curriculum to Promote Pediatric Clerkship Readiness.

Best practices for content selection, mode of delivery, and timing of pediatric clerkship readiness curricula for medical students have, by and large, not been established. Capitalizing on changes in structure of the clinical clerkships during the COVID-19 pandemic, we created an upfront clerkship readiness curriculum, termed Pediatric Intersession (PI), to replace the existing weekly lecture-based clerkship didactics. Our goal was to develop an interactive curriculum with innovative instructional design methodology intended to promote broad foundational pediatric knowledge and clerkship preparedness using case-based learning. We first conducted a needs assessment and crafted curriculum content using guiding principles from the 2019 Council on Medical Student Education in Pediatrics (COMSEP) curriculum. We then organized material into four daily modules prior to the start of the clerkship and employed flipped classroom (FC) methodology. Sixty-six percent of students completed course evaluations, and >90% of the 100 respondents reported that the PI enhanced their clinical learning. Pre-/post-testing demonstrated some knowledge gain following the small-group sessions and there was no change on the National Board of Medical Examiners (NBME) Subject Exam mean scores compared to prior cohorts of students. The global pandemic provided an opportunity to re-envision our pediatric clerkship didactics content, while also incorporating instructional design methodology preferred by students. Our curriculum promotes a small group-based, interactive approach to clerkship readiness that fosters learning in the clinical environment that can be adapted for various settings. Our evaluation suggests that the transition to a FC readiness curriculum can be done successfully while effectively preparing students for their pediatric clerkship.

Scenario approach for training classroom management in virtual reality

Modern higher education faces serious challenge of teaching future teachers to provide a psychologically safe environment in their interactions with students. This ability involves addressing developing conflict situations, accurately recognizing issue’s root cause, and concentrating on emotional condition of participants. The goal of this study is to show possibility of utilizing scenario method while creating a virtual reality (VR) application for pre-service teachers to use in pedagogically complicated conflict scenarios. The proposed technology facilitates creation of scenarios based on actual teacher-student interactions. Different scenarios comprise dialogues that illustrate a variety of possible instructors’ responses to a disagreement, so demonstrating range of chosen behavior tactics in pedagogical interaction settings. The research was developed utilizing ADDIE model instructional design methodology. At this level, useful classroom management scenarios have been constructed. These scenarios have been examined by experts. According to scenario analysis, three scenarios received positive ratings for their relevance, realism, learning objectives, feedback, engagement, flexibility, and effectiveness. During level of implementation, participants are master’s degree candidates in “training in pedagogical conflict management.” Participants also studied use of text and video material in VR. Notwithstanding their assumption that they are more effective, a survey of participants showed that they feel learning and deploying VR technology is time-consuming. As VR development tools become more accessible and user-friendly, unfavorable opinions will change, since it will take user time to comprehend technology. On the other hand, while it is a great indicator that they feel they are competent in execution, it may be troublesome for institutions to believe they are incapable of reaching these goals.

Conception: The Design and Implementation of an Online Learning Management System for Secondary Schools in Grenada

Abstract: The Learning Management System commonly abbreviated (LMS), is an internet based software application that is used to deliver educational courses and manage training programs. Usually used to administer the delivery of course content, student registration, administration of assignments and quizzes and record keeping; the LMS is a versatile educational tool which can also be used to facilitate online, distance and hybrid courses and professional training programs. In this report we discuss the design and implementation of a new Learning management System named Conception, which will be used by secondary schools in Grenada as a supplementary learning tool. Firstly an overview of Learning Management Systems; the features and functions served as a basis for identifying and defining the software requirements and specifications for the new learning solution. Additionally a survey was done involving the stakeholders to further validate the specific requirements and to obtain valuable feedback, opinions and recommendations regarding the impact of the adoption and use of a new learning software solution. Moreover an integrated approach was used to guide the overall development process by incorporating both Agile and instructional design methodologies to design and build a functional LMS. The main features of Conception includes: an administrator module capable of user management and school information management. An instructor module capable of uploading assignments and learning content as well as creating quizzes. Finally a student module which allows student s to download learning content, submit assignments, take quizzes and view their grades. Conception also includes a messaging feature which allows communication between instructors and students. The system supports a wide range of file types and uses a mobile first responsive web interface.

Integrating design thinking into instructional design: The #OpenTeach case study

Online education is becoming the norm in higher education. Effective instructional design methods are required to ensure that “ever-connected” students’ needs are being met. One potential method is design thinking: an agile methodology that stresses the importance of empathy with the student. The #OpenTeach fully online course was designed using design thinking principles and delivered in Spring 2020. This article reports on a case study which focused on the use of design thinking to design and develop the #OpenTeach course. The five iterative stages of design thinking (empathy, define, ideate, prototype and test) were integrated into the design and development of the course materials. The findings of this study indicate that the use of the design thinking process may be used by instructional designers to achieve empathy with their learners, which will ensure learners successfully engage and achieve the learning objectives of the course.
 Implications for practice or policy:
 
 A rich case study of the successful integration of design thinking within the instructional design methodology of an online teacher education project is valuable to educationalists who wish to follow a user-cntred empathetic approach.
 Instructional designers should focus on empathising with their student cohort to successfully engage students in the content that has been designed, and developed, as part of an online course.

Music Cognition and Affect in the Design of Technology-Enhanced Music Lessons

The present study addresses the lack of an instructional design methodology for the integration of technology in music teaching and learning, and explores, within the framework of Technological Pedagogical Content Knowledge (TPCK), the importance of affect in instructional design. The study extends the theoretical framework of TPCK to a design framework and proposes a methodology and instructional design guidelines that address both the cognitive and the affective domains of learning. The research has both practical and theoretical significance as it provides teachers with explicit guidance on how to design music lessons based on TPCK principles, and, examines interactions among content, technology, cognition, and affect. Through the 4E perspective, technology and the proposed approach are viewed as agents of a distributed system that can support the embodied minds to develop musical and emotional understanding.

A MOOC on universal design for learning designed based on the UDL paradigm

This article presents the design and pilot of an open online course, based on the principle of universal design for learning (Center for Applied Special Technology, 2011), to promote inclusive virtual education as an improvement transferable to other contexts. The course constitutes the first massive open online course (MOOC) training proposal of the University of Atlántico in Colombia. In this case study, we employed the instructional design methodology of analysis, design, development, implementation, and evaluation (Branch, 2009) and the universal design for learning guidelines. The design of this online training activity enhances the quality of inclusive virtual education, improves accessibility with no need for platform adjustments, and involves participants in their learning. This educational initiative complements the academic offer for students, graduates, administrators, teachers, and external guests, and contributes to the democratisation of education. The result is the creation of a MOOC, “Inclusive Educational Contexts: Design for all”, which is accessible to a diverse range of learners.

Mobile learning and student engagement in remote field activities

This research is centred on an investigation of the potential for the use of mobile learning in remote field study locations by university students. The study focused on both geospatial concepts and abilities, instructional design methodologies and the impact of learning through the use of mobile devices and online learning. The study group included a total of 118 students enrolled in the University of Alberta, in the Department of Renewal Resources. The research methodology included mixed method approach that included the dissemination of online surveys, feedback forms completed during field study, and anecdotal data collected by instructors. A major pedagogical change in the course design resulted in students accessing mobile devices in place of traditional hard-copy maps in order to conduct their field studies.

Training in food safety culture

Training in food safety culture

Instructional Design Methodological Proposal for the Training of Online Content Tutors

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Edugame for prevention of dengue fever diseases

The game can be an interesting medium to convey information because it has more interactive features and considers not boring. This study aims to make an educational game (Edugame) about the prevention of dengue fever diseases using the advancement of information technology in the form of Android smartphone. This game development uses Digital Game-Based Learning - Instructional Design (DGBL-ID) methodology consisting of five stages, namely analysis, design, development, quality assurance, implementation and evaluation. However, in this study, this game is developed until the development stage only. This game is made according to the general and specific instructional objectives, with description, demonstration, and game implementation methods. Through utilizing the technology, this game is expected to be able to attract the public to the prevention of dengue fever diseases transmitted by Aedes aegypti and Aedes albopictus mosquitos. The final result of this study is an educational game prototype about the prevention of dengue fever that can run on any Android smartphone.

An Instructional Design Methodology for Building Distance Learning Courses

The importance of a distance learning program heavily depends on the type and quality of the provided digital content. The Hellenic Open University (HOU) offers distance learning courses and therefore the volume of the provided digital learning content is significantly large. This fact establishes essential the need for an efficient and effective mechanism for searching, managing and retrieving the educational content. A modern approach for the organization of the digital learning material is the Learning Objects (LOs) paradigm, the use of which is adopted by many e-learning systems and applications nowadays. In this work we try to take advantage of all of the good characteristics of LOs and propose an instructional design methodology that builds courses based on these particular chunks of educational material. The aim of the proposed methodology is exactly to provide guidelines for the design and creation of courses based on LOs. Secondly, it intends to exploit semantic technologies in order to capture and represent the knowledge that is produced during each step. This semantically enriched information, regarding a course, is could be ideally utilized during the creation of LOs.

Instructional design affects the efficacy of simulation-based training in central venous catheterization

BackgroundSimulation-based learning is a common educational tool in health care training and frequently involves instructional designs based on Experiential Learning Theory (ELT). However, little research explores the effectiveness and efficiency of different instructional design methodologies appropriate for simulations. The aim of this study was to compare 2 instructional design models, ELT and Guided Experiential Learning (GEL), to determine which is more effective for training the central venous catheterization procedure. MethodsUsing a quasi-experimental randomized block design, nurse anesthetists completed training under 1 of the 2 instructional design models. Performance was assessed using a checklist of central venous catheterization performance, pass rates, and critical action errors. ResultsParticipants in the GEL condition performed significantly better than those in the ELT condition on the overall checklist score after controlling for individual practice time (F[1, 29] = 4.021, P = .027, Cohen's d = .71), had higher pass rates (P = .006, Cohen's d = 1.15), and had lower rates of failure due to critical action errors (P = .038, Cohen's d = .81). ConclusionsThe GEL model of instructional design is significantly more effective than ELT for simulation-based learning of the central venous catheterization procedure, yielding large differences in effect size.

Designing effective eLearning for healthcare professionals

OvervieweLearning has been identified as a versatile, economic method of delivering education, adopted by many education providers. Yet, little research has been undertaken into its impact as a sole method of delivery and effectiveness for imparting new knowledge or skills. This may have particular implications for busy healthcare practitioners wishing to access an educational programme to maintain, or extend their knowledge base in response to service needs. Aims and methodologyFollowing an action research approach and using an instructional design methodology, a discrete eLearning resource was devised and constructed to prepare non-medical healthcare practitioners to report radionuclide bone scans. Volunteers were recruited from across the UK to assess and establish the feasibility and efficacy of the module. ResultsIn terms of versatility, access, design and content, the module achieved resonance, with knowledge gains and transferability demonstrated, particularly amongst less experienced volunteers, suggesting a positive influence of the eLearning approach. ConclusionsOwing to the small-scale nature of the study, the capability of eLearning, as a sole educational medium to establish emergent skills, can only be cautiously expressed. However, as a tool for blended learning, continuing professional development, or audit purposes, it demonstrated its potential, confirming the place for this type of resource within the professional learning arena.

Semantic Web and Internet of Things Supporting Enhanced Learning

This paper outlines possible evolution trends of e-learning, supported by most recent advancements in the World Wide Web. Specifically, we consider a situation in which the Semantic Web technology and tools are widely adopted, and fully integrated within a context of applications exploiting the Internet of Things paradigm. Such a scenario will dramatically impact on learning activities, as well as on teaching strategies and instructional design methodology. In particular, the models characterized by learning pervasiveness and interactivity will be greatly empowered.

Creating an alternate reality: Critical, creative, and empathic thinking generated in the Global Village Playground capstone experience

The Global Village Playground (GVP) was a capstone learning experience designed to address institutional assessment needs while providing an integrated and authentic learning experience for students aimed at fostering critical and creative thinking. In the GVP, students work on simulated and real-world problems as a design team tasked with developing an alternate reality game that makes an impact on the United Nations Millennium Development Goals. Researchers employed a qualitative case study approach to evaluate participant reactions to the course, their perceptions of the instructional design methodology, what they learned in the course, and the challenges they experienced during the pilot implementation of this capstone design. This article documents what students reported to have learned in the course as a result of their experience creating an alternate reality game.

Implementation of Accessibility Standards in the Process of Course Design in Virtual Learning Environments

This article presents a case study for the project “E-Inclusion to people with disabilities. Implementation of accessibility standards in the process of course design in virtual learning environments”, the objective of the project is to develop an innovative on-line educational program through pilot course experimentation, introducing key competences in the field of digital literacy through Internet. The project seeks to implement various guidelines and recommendations in an Open Source e-Learning system to develop and document a methodology to produce multimedia/interactive content following the main accessibility standards, improving the process of course design in virtual learning environments and complementing actual Instructional Design methodologies. This article is a work in progress document, presenting the motivation and justification of the project, general information, goals and first results. Finally some conclusions and future work activities are presented, including the main activities within the European project ALFA III – ESVI-AL.

TEACHING ENGINEERING DESIGN: A HYBRID FRAMEWORK

This paper presents a framework that utilizes both behaviourist and constructivist learning models for teaching engineering design. The instructional design methodology is based on the Elaboration Theory that allows a gradual transition from content-based instruction to project-based knowledge construction. The practical steps are detailed for a full-year design course at the sophmore level.

Designing and Developing a Romanised Mandarin Web-based Instruction for Non-native Learners in Malaysia

Hanyu Pinyin (Romanised Mandarin) is taught as part of the teaching Mandarin as a third language in UiTM. The time allocated to teach the sound system of Hanyu Pinyin is insufficient for learners. Hence, it is suggested a web-based instruction incorporate into the curriculum as a self-learning material for learners to enable them to manage their learning process in the absence of instructor. The objective of this paper is to describe the process of designing and developing a Hanyu Pinyin WBI to teach non-native learners (Malay Mandarin learners) in learning Mandarin at a Malaysian university (UiTM). The Hanyu Pinyin WBI is tailored to tackle the weaknesses and to meet the specific needs of Malay learners. Hanyu Pinyin WBI is designed on the basis of Instructional System Design (ISD) methodology. This approach involves four phases: (1) analysis and design, (2) development, (3) implementation, and (4) evaluation of the instruction.

Real-life classroom scenario of m-learning improvements using features of Massive Multiplayer Online Games and Instructional Design

We have developed a prototype system of integrating immersive elements from Massive Multiplayer Online Games (MMOG) and systematic principles of Instructional Design (ID) Methodology into Mobile learning (m-learning), in order to counter m-learning's preceding problems of low motivational level towards learning and weak standards to deliver the learning environment. Experiments were conducted on the prototype system with volunteered students to produce notable results for further analysis. This paper reports on the comparison of academic test results obtained between an existing m-learning system and our developed proposed system, conducted in a real-life classroom scenario.

The WEL initiative: a model of web enhanced learning for faculty members

The pedagogy of subject-oriented faculty members is usually marked by spontaneousness acquired fi rst as a student and later on as a teacher. Teachers hardly ever have the opportunity to approach instructional design methodologies. While in the case of traditional classroom activities this limit can be ignored, it cannot when a teacher chooses to adopt Technology Enhanced Learning (TEL) strategies. The WEL initiative, carried out within the project Unirete, is aimed both at experimenting the adoption by faculty members of an Instructional Design model, and at detecting correlations among the type of subject matter and the selected TEL approach. This paper describes the model applied within WEL initiative and early considerations on its results and further developments.