Instructional Development Research Articles

AI as Fad or AI as Lasting? Priorities for College Faculty Instructional Development for Generative Artificial Intelligence

As generative artificial intelligence (AI) continues to transform the landscape of education, college faculty must be equipped with the necessary skills to navigate this digital frontier effectively. This position paper argues that instructional development programs for college faculty related to generative AI should focus on three key aspects: enhancing fundamental teaching skills, making AI more familiar to educators, and preventing burnout. These three areas are interconnected and can collectively contribute to the success of AI integration in higher education. In this paper, I present and critique the ChatGPT output. I found the output to be cogent and potentially useful, but limited by inconsistencies, lack of details, and hallucinations. Although AI output may be useful for guiding practice at a surface level, it could not capture the human voice and attention to detail necessary for scholarship.

Cartoon Chronicles: Nurturing Oratory Skills in Junior High

This study aimed to assess the impact of utilizing cartoon movies as a learning medium in teaching monologue to enhance speaking abilities among junior high school students. Employing a pretest-treatment-posttest design within a pre-experimental study model, the research focused on a classroom using the cartoon movie "Ponyo" alongside the conventional program-based teaching method. The interactive and culturally rich Japanese cartoon with a theme centered on teen imagination was applied in the treatment, involving 29 students from class B. The results, based on monologue technique assessments, demonstrated favorable opinions from students regarding the cartoon movie medium. However, while the findings indicated an improvement in speaking abilities, the effect was not statistically significant. This study provides insights into the potential of cartoon movies as an engaging educational tool and suggests avenues for further research and instructional refinement. Highlights : The study explores the use of cartoon movies as a dynamic medium for enhancing monologue instruction in junior high school settings. While student opinions on the cartoon medium were positive, the research highlights a significant yet non-statistically significant improvement in speaking abilities, suggesting further avenues for exploration and instructional development. "Ponyo," a culturally rich Japanese cartoon, is employed to supplement traditional teaching methods, fostering interactive learning experiences. Keywords: Monologue Instruction, Cartoon Movies, Speaking Ability, junior High School, Educational Impact

Feasibility of ADappt: towards personalized communication and prediction in early Alzheimer’s disease in memory clinics

AbstractBackgroundADappt is a Web‐based toolkit (www.ADappt.health) to support personalized communication and prediction in memory clinics. In the context of an iterative development process with professionals, patients, and care partners, we assessed feasibility, satisfaction, and usability of ADappt in the clinical workflow.MethodWe conducted a feasibility pilot in four Dutch memory clinics. Three neurologists, one geriatrician, two specialized nurses and two medical doctors (12±7y clinical experience) participated and recruited 21 patients (69±8yrs, 19%F) and 21 care partners (60±15yrs, 81%F). For professionals, ADappt‐modules comprised a 1) topic list, 2) shared decision‐making conversation guide, 3) overview of diagnostic tests, and 4) risk calculation tool. Prior to their visit, patients and care partners were informed about ADappt‐patient tools: 1) educational video‐animations, and 2) question prompt list. All participants completed questionnaires on feasibility, satisfaction, and usability after the first (n = 17) and/or the disclosure (n = 7) consultation. Professionals were interviewed afterward.ResultProfessionals reported good usability (68±14, range 50‐83, System Usability Scale, 0‐100) and high satisfaction (71±10, range 50‐85, scale 0‐100). They most often used the overview of diagnostic tests (67%) and reported this module as most helpful (3.8±0.4, range 3‐4, scale 1‐5). Patients and care partners were highly satisfied with the clinician‐patient consultations in general (81±14, range 50‐100, Patient Satisfaction Questionnaire, scale 0‐100). Of those who reported to know and have used the patient tools (54%), 97% would recommend them, whereby most used the question prompt list (84%) and a smaller proportion the video‐animations (64%). Recommendations from the interviews to improve feasibility include: 1) the development of more concrete instructions for professionals on how to use ADappt, and 2) a better alignment of patient tools with the patient journey and general information provided by that particular memory clinic.ConclusionStakeholders reported good usability and high satisfaction regarding ADappt. Points of attention to foster feasibility in the clinical workflow are: 1) improved training for professionals and 2) improving the accessibility of patient tools. We take these matters into account while preparing for the next step: a prospective validation study in the memory clinic setting to study the influence of ADappt on patient satisfaction.

Our World, Our Futures: Transforming Education Through Environmental and Sustainability Education

Environmental and sustainability education is critical to the world we live in today. Our World, Our Futures, a small-scale, cross-cultural participatory study, explored what transformative environmental and global citizenship education might look like in primary schools across two contexts. The study aimed to explore how teachers innovate curriculum through a flexible, cross-curricular approach within the constraints of the existing formal school curriculum. Informed by a culturally situated, responsive approach to researching with students and teachers, the research team supported the teachers in developing learning activities that forefronted the students’ situated knowledge, ideas and concerns about the environment. The students were invited to create and share art and other texts reflecting their perspectives on local environmental issues, their aspirations for their future spaces and their active roles as global citizens. Teachers were invited to reflect on how, and the extent to which, ideas of global citizenship, environmental and sustainability education can be incorporated into the curriculum, exploring how the project supported teachers’ pedagogical praxis, autonomy and professional learning. Through these activities, data such as teacher interviews, classroom observations and artefacts of student work were gathered. The data were analysed to identify ways in which students’ cross-cultural dialogue developed along with teachers’ pedagogical development in integrating transformative and contextually relevant pedagogical approaches for delivery of environmental and sustainability education. The findings demonstrate the complexities and challenges of collaborating across distances, cultures and time zones, and of using virtual platforms. Finally, the findings present curriculum development as a lived, dynamic and experimental process that develops teacher autonomy and professional learning.

Augmented reality guided autonomous assembly system: A novel framework for assembly sequence input validations and creation of virtual content for AR instructions development

In recent years, industries are striving to adapt immersive technologies in the real-time assembly shop floor setting to achieve effective outcomes in terms of enabling the worker to handle the complex cognitive assembly task execution/training circumstances. The manufacturers are presently facing difficulties with the process of Augmented reality (AR) instruction creation for the required product assembly system. The existing AR instruction development process demands highly skilled experts and more time consumption. Hence, the manufacturers are presently relying on third parties to acquire the required AR instructions by providing the necessary assembly particulars as input. Where, the cost of developing AR instruction is another big challenging concern. Predominantly, the significance of providing exact assembly input is vital for the experts to develop the appropriate AR content without any errors. An automated approach is developed in this study to resolve the difficulties with assembly sequence input for the AR instructions development process. The automated approach affords four different provisions that include validation of an assembly sequence input prior to the AR instructions development stage, suggestions for assembly sequence input generation, simulation of validated assembly sequence in the Virtual reality (VR) environment for user perception, and generation of virtual content for AR visualizations. Subsequently, the generated digital contents from the automated approach are imparted into the AR Unity platform to develop the required AR instructions for the product assembly system. Notably, this study explores the AR customized marker technique to visualize the AR content in the user’s view of the physical context. Finally, the AR guidelines are built as apps for the selected 11-part assembly and deployed on the shop floor for the user to perceive the AR content through visualization devices for execution of assembly operations in a real-time context. In addition, the effectiveness of the automated approach is analyzed with the existing approach, and the consequences are explored through the process of receiving feedback from the experts about the error rate, cognitive level, and creation time.

Collaborative Synchronous Coaching to support triadic collaboration and bridge the theory-practice divide in initial teacher education

Advancements in technology have enabled a range of approaches to support preservice teacher development. This research suggests using collaborative synchronous coaching (CSC), through Bug-in-Ear (BIE) technology, as a tool to reduce the theory-practice divide by enhancing collaboration between the visiting lecturer, the mentor teacher and the preservice teacher. Three stages of research were conducted to test CSC's effectiveness in providing feedback. The study examined the concept of CSC, protocol and best practices for using CSC, and the tool's potential to establish a collaborative third space in ITE. The findings from field notes, semi-structured interviews and video observations suggest that CSC is a new coaching technique that can provide an alternative way to support collaborative pedagogical development for preservice teachers while strengthening relationships and opportunities for reciprocal learning. Educators using CSC can navigate their identities within the space more transparently, collaboratively, and constructively. The power of synchronous feedback from more than one person reframes the triadic conversation into a new paradigm.

Lexical cohesion development in English as a foreign language learners' argumentative writing: A latent class growth model approach

The current study explored the longitudinal development of lexical cohesion for speakers of English as a foreign language (EFL) at the group level by employing Latent Class Growth Modelling (LCGM). A convenience sample of 276 university students from Southwest China were recruited and invited to write four argumentative essays over four months. Their essays formed a learner corpus, which was utilized to construct unconditional latent class growth models to explore the latent classes of EFL learners' development trajectories of lexical cohesion in their writing. Besides, conditional LCGM including logistic regression analysis was employed to investigate the effect of English proficiency on the classifications. The unconditional models demonstrated that there were different latent classes of development trajectories for local and global cohesion indices, which supports the heterogeneity of their development trajectories. Those models also revealed that two categories were the optimal ones for latent classes of development trajectories for selected local and global lexical cohesion indices. Additionally, logistic regression analyses showed that English proficiency affected latent classes of development trajectories of only one global cohesion index. The implications for EFL/L2 writing instruction and language development research are also discussed.

Attitude of Grade III A Teachers towards joining the Ordinary Diploma in Primary Teacher Education of the Open University of Tanzania: Empirical Evidence from Katavi Region

This study examined the public attitude towards the Ordinary Diploma in Primary Teachers Education (ODPTE) of the Open University of Tanzania in Katavi region. The study employed a case study design and applied a qualitative approach. With a sample of 113, the study involved participants ranging from the OUT-Staff, Regional Administrative Secretary, Region Education Officer, District Executive Directors, District Education Officers, Ward Education Officers, Head Teachers, Other Teachers, Students and Graduates. Interview method was used for data collection and themes were used as a base for data analysis. The findings revealed that many Grade (III) A teachers had information about the ODPTE programme as compared to the rest of the community. Student-teachers knew about ODPTE from the fellow teachers. The findings indicated that Grade III A teachers were motivated to join the programme to improve knowledge, attract salary increments, pedagogical development and strengthen their CVs. Others reasons, were further study, family care and affordable cost. The findings also revealed that there was a shortage of learning materials, library, difficult to secure permit for face-to-face sessions conducted at zona level, long distance from the regional Centre and ICT issues. It was concluded that public attitude on ODPTE is mixed because of limited information about OUT, ODL and the ODPTE programme. Limitations of information is attributed to media, content and language use on the issues related to ODL, OUT and ODPTE. The study recommended that the OUT should prepare the learning materials to communicate with employers for awareness of the programme, to open sub-centres in councils and the improvement of the regional Centre library.

Humanities in collaboration: Mentored teaching experiences among humanities graduate students

Preparing graduate students for teaching careers in academia can involve myriad approaches. One such approach is facilitating authentic teaching opportunities for graduate students. The purpose of this multiple case study was to chronicle the perspectives of four humanities graduate students as they participated in a mentored teaching experience at a community college. Specific emphases included the evolution of participants’ teacher identity and how a mentored teaching experience shaped participants’ future career goals. Data sources consisted of semi-structured interviews, classroom observations, journal reflections, and classroom artifacts. Participants identified the fundamental importance of mentor faculty and diverse students as drivers in their own pedagogical development and reflected on the value of interpersonal connections in education. Implications include the need for more pedagogical transparency and discussion in humanities graduate education, as well as the potential of constructing cross-disciplinary and cross-institutional collaborations to support graduate students’ professional development.

Optimizing Business English Learning Among Freshmen in a Private University in China with BERIUVE

Background and Aims: Business English learners encounter challenges in acquiring specialized business knowledge and English proficiency. Mastering English, especially in a business context, can be daunting for second-language learners. Thus, this study aims to examine the challenges students face in reading and motivation while learning business English and to develop a Business English Reading Instruction Using Vision Enhancement (BERIUVE). Materials and Methods: The present study conducted a needs analysis employing a 5-point Likert scale questionnaire. Five freshman classes (N=145) from a private college in China participated in the survey. Results: The findings demonstrated that students acknowledged the importance of business English reading but sought increased motivation to learn. They lacked both micro- and macro-cognitive reading abilities for comprehension and required assistance in cultivating a vivid and realistic vision. In response to the student’s preferences, the researcher developed the BERIUVE, inspired by Hadfield and Dornyei (2013)’s visionary motivational program. This study’s innovative approach, which integrates reading demands and learning motivation, has substantial pedagogical implications for future business English instruction. The findings can inform the modification of course objectives and the development of motivational instruction for business reading based on learner analysis. Conclusions: Specifically, the study highlights the importance of recognizing individual learner needs to devise targeted interventions that can improve reading abilities and enhance overall reading efficiency. The pedagogical implications of analyzing learners and designing motivational instruction for business reading are ultimately discussed.

Building professional resilience: School music teachers’ instructional practice development under curriculum reform

This study used a mixed-methods approach to investigate the characteristics and development of teachers’ resilience profiles during ongoing school music curriculum reforms in mainland China. During a 12-month voluntary teacher development project, seven mid-career schoolteachers based in Shenzhen City, South China, helped collect longitudinal data on their resilience profiles and instructional practices. Inspired by Mansfield’s resilience model, this study developed a model of the essential dynamics in the resilience development process of individual teachers. The working model mapped the identified factors of teachers’ resilience development into a coordinate system that incorporated two approaches (receptive and autonomous) to resilience building, with two scenarios (mandatory or conditional) in curriculum implementation. The findings suggested that (a) teachers exhibited different resilience properties shaped by both personal and contextual factors, as well as the connection pathways between factors, and (b) teachers used a variety of strategies to build resilience to policy and environmental constraints, including mentoring, peer support, problem-solving, relationship management, and pedagogy innovation. These strategies were mapped onto a functional model for resilience development in curriculum implementation, which further extended the application of Mansfield’s conceptual framework to teacher education programs. Although this study recognized the value of quantitative research instruments in capturing resilience profiles, the ecological validity and reliability concerns of these measurements were also discussed.

Development of a Project-Based Learning Module for the Subtopic of Natural Water Resources for Year TwoScience Subject

Project-based learning (PjBL) is one of the learning strategies which can be used to develop the critical and creative thinking skills (CCTS) among students to ensure that they can compete despite facing various challenges in this globalisation era. Hence, this study was performed to develop a project-based learning module for the Natural Water Resources subtopic of Year Two Science subject. This study was a developmental study that involved the development of module according to five phases of ADDIE instructional design model, namely analysis, design, development, implementation and evaluation. However, this article only focuses on the development and validity analysis of the learning module which is in the development phase. The module was developed by applying PjBL strategy and consisted of the activity of designing and constructing Earth’s landform model that has natural water resources. The face validity and content validity of the Love Our Water Resources learning module were evaluated by three experts and analysed using descriptive statistical analysis to determine the value of expert agreement (EA) percentage. The finding analysis proved that the module had high EA percentages of 95% for face validity and 98% for content validity. In conclusion, the developed project-based learning module for the Natural Water Resources subtopic of Year Two Science subject has good face validity and content validity. The implication of this study is the developed learning module can be employed as a learning aid to develop the CCTS among Year Two students.

Developing a Problem Based Instruction Learning Model in Creative Entrepreneurship Product Subject to Achieve Entrepreneurial Competency and Business Creativity

Entrepreneurship education plays a very important role in preparing the younger generation to face the dynamics of modern business. In order to meet these demands, the focus of this research is the development of the Problem-Based Instruction (PBI) Learning Model in the subject of Creative Entrepreneurship Products at the Vocational High School (SMK) level. The aim of this research is to examine the effectiveness of PBI in improving students' entrepreneurial competence and business creativity. The method in this research is the ADDIE development method with research subjects as vocational school students. In the introductory stage, the importance of entrepreneurial competence and business creativity in the era of globalization and economic transformation is emphasized. The Entrepreneurship Creative Products subject at SMK offers an ideal platform to develop these skills. The PBI model was chosen because it emphasizes student-centered learning and contextual problem solving. Using a development research approach, this research involves the stages of problem definition, model design, material development, implementation and evaluation. It is hoped that the results of this research can contribute to the development of a learning model that combines entrepreneurial competence and business creativity through the PBI approach. Through the application of the PBI Model to the Creative Entrepreneurship Products subject, it is hoped that students will be better prepared to face future business challenges with broader insight and stronger skills. Keywords: problem based instruction, entrepreneurial competence, business creativity

THE DEVELOPMENT OF INTERACTIVE MULTIMEDIA LEARNING IN VOCATIONAL SCHOOL

The purpose of this study is to develop the use of interactive multimedia learning in vocational schools in Indonesia. This learning media was used on material about diagnosing computer and peripheral operation problems and was developed by using the Instructional Development Institute (IDI) development method. This method included the following stages of the procedure: define, develop, and evaluate. Furthermore, the subject of this study was the first-grade students in SMK N 1 Hiliran Gumanti. The result showed that 1) The development of learning media based on interactive multimedia was considered valid based on the content by 5 experts of 91.80%; 2) Based on the responses of 28 students, interactive multimedia learning was proved to be more practical by 85.25%; 3) The use of effective multimedia learning improved student learning outcomes showed by an incline on students’ scores from 42.1% to 84.21%. Briefly, the development of interactive multimedia learning has proved to be valid, practical, and effective. This media learning can be used to enhance student learning outcomes related to the material about diagnosing computer and peripheral operation problems in the vocational school.

Development of Teachers' Digital Instructional Material Development Self-Efficacy Perceptions Scale

Bu çalışmanın amacı “Öğretmenlerin Dijital Öğretim Materyali Geliştirme ÖzYeterlik Algıları Ölçeği” geliştirmektir. 39 maddeden oluşan ölçeğin taslak formu 676 öğretmene uygulanmıştır. Elde edilen verilerin analizinde madde toplam korelasyonu, açımlayıcı ve doğrulayıcı faktör analizi ve güvenirlik analizleri gerçekleştirilmiştir. Faktör analizi sonucunda ölçeğin 34 madde ve dört faktörlü bir yapıda olduğu ve toplam varyansın %74.335’ini açıkladığı belirlenmiştir. Doğrulayıcı faktör analizi sonucunda elde edilen uyum indeksi değerleri model ve gözlenen veri arasında uyum olduğunu ve önerilen modelin kabul edilebilir olduğunu ortaya koymuştur. Ölçeğin Cronbach alfa iç tutarlılık güvenirlik katsayısı 0.935 iken boyutlar için sırasıyla .925, .971, .951 ve .969 olarak hesaplanmıştır. İstatistiksel analizler sonucunda beşli likert tipinde, toplam 34 maddelik öğretmenlerin dijital öğretim materyali geliştirme öz-yeterlik ölçeği geliştirilmiştir. Bu çalışmanın bulgularına göre öğretmenlerin dijital öğretim materyali geliştirme öz-yeterlik ölçeğinin geçerli ve güvenilir bir ölçme aracı olarak kullanılabileceği anlaşılmaktadır

“Suspending Classes Without Stopping Learning”: An Initiative to Ensure Learning in Japan During the Pandemic

Purpose During Japan's initial pandemic prevention and control period, the Ministry of Education, Culture, Sports, Science, and Technology of Japan (MEXT) issued several notifications to ensure students’ continuous learning according to the “leave no one behind” philosophy. This study focused on the comprehensive measures comprising top-level arrangements to implement the “suspending classes without stopping learning” initiative. Design/Approach/Methods The study reviewed MEXT's guide on ensuring learning for Japanese primary and secondary school students during the pandemic. Findings The pandemic has accelerated the development of the information and communications technology educational environment and the implementation of the Global and Innovation Gateway for All (GIGA) schools initiative. These developments laid the foundation for the evolution of diverse pedagogical models and feasible methods for promoting equity. The home schooling experience during the pandemic provided a natural base for students to practice and foster survivability. Originality/Value This paper provides scholars with an understanding of the opportunities and challenges encountered in educational innovation in Japan. It provides insights into the future direction of pedagogical development, capability development, and effective educational arrangements for extraordinary circumstances to facilitate educational development from a broader perspective, particularly under the new normal.

“Um, Diversity Definition…that’s Hard:” Student Communication About Diversity in the Classroom and Beyond

ABSTRACT After the civil rights movement, affirmative action drove discussions of diversity on college campuses in the United States. Stakeholders of affirmative action saw that diversity for diversity’s sake was not enough to justify programs and policies at academic institutions. Typically, discussions of policies and classroom inclusion strategies have been driven by faculty and institutions treating students as beneficiaries of these policies and strategies, but they are often not consulted and their perspectives are not included in instruction and policy development. This study explores student communication about diversity because the US is at a cultural-crossroads where racial, ethnic, religious, sexual orientation, gender, and disability diversity are under political pressure. From these voices, we discovered a struggle with defining diversity, conflict over labeling a campus as diverse, minimizing experiences of discrimination and bias, and a need for visible administrative support of diversity and inclusion. The results of this study provide insight into how we can improve communication about diversity on campus and beyond.

Problems Faced by English Teacher Candidates in Developing Test Kits for Assessing Students’ Learning

Background: Learning assessment has been left behind compared to other components of teaching such as instructional methods or media development. This paper aims to describe problems faced by English teacher candidates studying at the English Education Department of a university in Java, Indonesia in developing test kits for assessing students’ learningMethodology: This study is qualitative in nature. The investigation involved 28 teacher candidates taking two sequential courses on testing namely English Learning Assessment and English Language Learning Test Development who were then asked to write a set of English learning achievement tests as their end-of-class mini project. A total of 1052 multiple choice questions were analyzed by three investigators to reveal the teacher candidates’ problems in developing test kits. Problems are reported and described quantitatively. Findings: The study reveals that the students face difficulties in formulating test kit formats, stems, options, and texts.Conclusion: Recommendations include education for writing test questions and improving or revising the learning syllabus and materials of the above-mentioned courses on language learning assessment Originality: The number of questions or participants can be improved as well as the scope of analysis to make the study more reliable.

An effectiveness evaluation of a community-based course for medical students: a randomized controlled trial in the teaching of epidemiology

BackgroundEpidemiology is considered to be the fundamental science of public health and plays an important role in clinical competence and professional development. The objective of this study is to evaluate the effectiveness of a short-term course for the teaching of epidemiology, which was designed as a community-based class for medical students.MethodThis course was designed according to Kern’s six-step approach to curriculum development. A total of 75 undergraduates were recruited. Forty-one students were assigned to an experimental group engaged in theoretical teaching and practical courses, while 34 students were assigned to the control group only taking theoretical courses. All participants were asked to complete a pre- and post-course survey and to take a test after completing the course. The scores between the experimental and control groups were compared using the Wilcoxon test.ResultThe experimental group showed significantly higher self-assessment scores in course understanding (p = 0.0126) and clinical practice skills (p = 0.0005) after completing the course, while no significant difference was observed in the control group. In addition, students in the experimental group reported significantly higher interest (p = 0.0015), stronger learning motivation (p = 0.0113) and a better mastery of epidemiology (p = 0.0167) after completing the course than those in the control group. However, test scores (p = 0.0859) and pass rates (p = 0.1755) demonstrated no statistical significance between the two groups.ConclusionThe short-term practical course in epidemiology exerted significantly positive effects on the improvement of student learning enthusiasm, course understanding and clinical practice skills. These findings provide new ideas and statistical evidence for the development of epidemiological instruction. Future studies should explore how to more widely and optimally apply community-based courses to the teaching of epidemiology.

The impact of instruction on Web 2.0 tools on pre-service mathematics teachers' self-efficacy beliefs and their activity development experiences

The purpose of this study is to determine the impact the training has had on pre-service mathematics teachers' beliefs and opinions regarding Web 2.0 tools, and to determine their views about the use of Web 2.0 tools. The study employs the explanatory sequential design of mixed methods research with 37 sophomore pre-service mathematics teachers as participants. The data collected through the use of Web 2.0 Practical Content Development Self-Efficacy Belief Scale and semi-structured interviews were analyzed using content analysis. The quantitave findings of the study showed that the implementation in the experimental process had an impact on pre-service mathematics teachers’ self-efficacy beliefs for Web 2.0 content development and its subdimensions which are preparation, presentation and evaluation. The qualitative findings also revealed the views of pre-service mathematics teachers towards the benefits of use of Web 2.0 tools for students, teachers and in terms of functionality. Benefits for students include benefits for learning, and affective and aptitudinal contribution, while benefits for teacher consist of contribution for instruction and professional development. On the other hand, the study also revealed the negative features of Web 2.0 tools in addition to their positive contributions and advantages. The main findings of negative aspects include requiring internet, lack of language support, and having paid services for some extra features. Furthermore, Kahoot and Puzzle Maker were the most preferred tools by pre-service mathematics teachers.