Instructional Design Issues Research Articles

Supporting the Implementation of Evidence-Based Behavior Management Practices through Simulation: A Mixed Method Study

ABSTRACT Simulation training models, such as Interactive Virtual Training for Teachers (IVT-T), have relevance to consultation and show promise in supporting teachers who need behavior management support. Using an embedded mixedmethod design, we examined the feasibility and effectiveness of IVT-T. Twenty seven teachers working in three K-8 schools participated in the quantitative strand and 18 teachers participated in the qualitative strand. Training dosage data indicated many teachers used IVT-T but 62% were unable to meet the minimum dosage of 45 min per week. Instructional design issues, using the system outside school, and technical glitches may explain lower use. On average, use of several evidence-based strategies increased from pre to post while instructional design weaknesses related to storylines and phases of training may have impacted translation of practices to the classroom. Implications for consultation-based services are discussed along with future directions for our work.

Workshop on Models for Copyright Education in Information Literacy

The Workshop was organized the IFLA Information Literacy Section and the IFLA Copyright and Other Legal Matters Advisory Committee to provide a forum for discussing models for education on copyright, licensing, and related legal matters within the framework of library information literacy programs. With more than 14 countries represented, the papers and discussions were far-ranging and comprehensive, touching on issues of pedagogy, instructional design, learning theory, author rights, copyright limitations and exceptions, applications of the law nationally, international copyright, open access, and education for library and information science practitioners. The papers in this special issue started as presentations at the workshop but were further developed based on feedback and then through peer review before publication.

ROLE OF MASSIVE OPEN ONLINE COURSES IN INDIAN EDUCATION SYSTEM.

Abstract : Massive Open Online Courses (MOOCs) have emerged as one of the most potential tool to support quality education and provide training to huge domain of audience worldwide. It reaches to mass of learners, scholars, scientists, professors, teachers and different stakeholders related to education. Promulgate knowledge is available on an efficient digital platform, apart from interlinking a huge network of students. In this paper, features of MOOC courses have been analyzed. Competitiveness of MOOC platforms is studied and quality of content and instructional design issues has been discussed. Some key issues related to MOOCs considering Higher Education system and its utilization by potential education market of India have been discussed. The author has also tried to suggest several possible way outs to implement in virtual learning environment pertaining to an Indian perspective. This article will give a necessary overview of what MOOCs are, how they execute, and some of their advantages and limitations. Keywords : distance education, MOOC Platform, massive open online courses, MOOCs, digital education.

Graduate Students Using Concept Mapping to Visualize Instructional Design Processes

This study was conducted to investigate concept mapping as an instructional technique to help student designers tackle complex issues in instructional design. Specifically, this study focuses on three dimensions: perceived learning, collaborative learning, and usability. We examined how student designers perceived the use of Cacoo as a concept mapping tool in three different instructional design courses and how a concept mapping approach facilitated or constrained students’ design process. The study participants were 24 graduate students enrolled in three different courses over the span of a year. Through quantitative descriptive analysis and qualitative coding, our data revealed students’ overall positive perception toward Cacoo and demonstrated various means in which student designers successfully utilized the concept mapping approach to create external representations. We also provided implications for practitioners and recommendations for future researchers.

Requirements Monitoring and Diagnosis for Improving Adaptive E-Learning Systems Design

Aim/Purpose: In this paper, we highlight the need to monitor and diagnose adaptive e-learning systems requirements at runtime to develop a better understanding of their behavior during learning activities and improve their design. Our focus is to reveal which learning requirements the adaptive system is satisfying while still evolving and to provide specific recommendations regarding what actions should be taken and which relevant features are needed to help meet the specified learning requirements. Background: Adaptive e-learning systems research has long focused on user modeling and social learning to personalize each learner experience, while fewer instruments are reported to assess the quality of the solutions provided by such adaptive systems and to investigate their design problems. The design problems may emerge due to ever-evolving requirements being statically specified at design stages and to the changing environments that can be difficult to control and observe. The combination of some or all of these factors can lead to a definition of inconsistent or insufficient adaptation rules, which in turn may prevent these systems from providing appropriate resources to learners even if the needed ones have been accounted for within the knowledge space. Methodology: An empirical study has been performed to check and validate the behavior of a real-world adaptive e-learning system under four stated requirements. The study used a novel monitoring and diagnosing tool that reads the collected data from the system and checks its behavior against constraints that are derived automatically from the requirements specification. Contribution: The results provide statistical insights and highlight some issues related to requirements compliance at runtime, which helped us detect unforeseen instructional design issues. Recommendations for Practitioners: The study suggests that diagnosing requirements compliance at runtime can be an essential means to increase the confidence about their adaptive e-learning systems capabilities at runtime. Recommendation for Researchers: The study suggests that further research for developing specific indicators related to requirements compliance is needed in the field of adaptive e-learning systems. Future Research: Future work includes the study of possible improvement of our diagnostic tool using probabilistic reasoning.

Smart Technology for Sustainable Curriculum: Using Drone to Support Young Students’ Learning

The study developed a sustainable curriculum in which one smart technology (drone) was employed to inspire student learning. The study investigated the effect of using drones on the development of students’ spatial visualization and sequencing skills and examined related instructional tasks for drone use in the classroom. An after-school drone-flying program was developed at a public elementary school in Taiwan, with 10 third-grade students voluntarily participating in a six-week educational experiment. During drone programming training, young children used a visual block programming language on tablet computers to code lightweight drones. A two-phase research model was adopted to collect the necessary information. In the first phase of the model, a design-based research methodology facilitated the overall instruction preparation process for the four-week workshops. The second phase of the model emphasized a mixed-method research approach, employing a quasi-experimental pretest and post-test design to analyze the effect of drone use and a qualitative method to observe students’ learning behavior and programming work. The results showed that drone programming significantly improved students’ learning of spatial visualization and sequencing skills. Gender, as a potential variable, only influenced students’ programming patterns. Specific programming styles, learning behaviors, and instructional design issues were identified for further discussion.

Using the Number Line to Promote Understanding of Fractions for Struggling Fifth Graders: A Formative Pilot Study

AbstractA formative pilot study of a fractions intervention was conducted to address the intervention's potential for improving fifth‐grade struggling students’ knowledge of fractions, and to identify any logistical or instructional design issues, before scaling up for a randomized control trial. In the first section, we provide details of the formative pilot study and present preliminary data that demonstrate the potential of the intervention. Intervention lessons—adapted from a commercially available program—emphasize consistent use of the number line in conjunction with concrete representations to scaffold learning and facilitate understanding of grade‐level and foundational fractions content. We explain how intervention revisions were guided by the formative evaluation. In the second section, we present key concepts that distinguish understanding fractions principles from understanding whole number principles. These concepts relate to understanding foundations of fractions (e.g., magnitude, equivalence, part‐whole, and measurement) and the four operations. We present these key concepts and show how the fractions intervention addressed them as a guide to practitioners for teaching new and difficult fractions content, as students integrate fractions understanding with their understanding of whole numbers.

PERANCANGAN MEDIA PEMBELAJARAN DENGAN APLIKASI PREZI

The overall objective of the Application of Science, Technology and the Arts to the public through Learning Media Design with Applications Prezi is the School Teachers SMA Negeri 5 Makassar in general, can design media with attention to the following criteria; 1) The accuracy with teaching purposes. 2) The teaching materials are the facts, principles and easy to understand. 3) Media easily obtained at least easily made by teachers and financing affordable and easy to use. 4) The existence of teachers' skills in using it. And 5) Available time to use it.The problem-solving method is to make the activities in the form of Application Workshop for Science, Technology and the Arts to the public through Learning Media Design with Applications Prezi, the material of which include; 1) Material lecture about the design of instructional media. 2) The practice of making learning media by using Prezi app offline and online with direct guidance. 3) Discussion and Q of discussing technical issues of instructional media design and application.This activity resulted in an increase in knowledge, in designing learning media effects and the ability to create compelling presentations with less using Prezi application. Related results of the workshop, the school management is very keen to work together as partners in the next time that the objectives to be achieved in realizing the vision and mission of the school can be done well.

What Research Says About MOOCs – An Explorative Content Analysis

<p class="3">Since the first offering of a Massive Open Online Course (MOOC) in 2008, the body of literature on this new phenomenon of open learning has grown tremendously. In this regard, this article intends to identify and map patterns in research on MOOCs by reviewing 362 empirical articles published in peer-reviewed journals from 2008 to 2015. For the purposes of this study, a text-mining tool was used to analyse the content of the published research journal articles and to reveal the major themes and concepts covered in the publications. The findings reveal that the MOOC literature generally focuses on four lines of research: (a) the potential and challenges of MOOCs for universities; (b) MOOC platforms; (c) learners and content in MOOCs; and (d) the quality of MOOCs and instructional design issues. Prospective researchers may use these results to gain an overview of this emerging field, as well as to explore potential research directions.</p>

The Essentials of Instructional Design Process in a Digital Age

The thrust of this paper is to examine some important issues relating to instructional design in the digital age. The paper does not intend to discuss the details of model of instructional design but key issues such as instructional objectives specification, needs assessment, instructional strategies and media and also how learning takes place.

MOOC : un mot, plusieurs facettes. Pour une caractérisation systématique des MOOC orientée ingénierie pédagogique

Although the term MOOC is prevalent in the media coverage and in the scientific literature, the actual courses offer a wide spectrum of variation, leading to a large number of initiatives proposing classifications and typologies in the last two years. This paper describes a complementary approach of systematic characterisation that consists of identifying the dimensions according to which the specificity of MOOC and their variation can be best described. Deliberately focused on instructional design issues, the model proposes seven dimensions of characterisation whose relevance is assessed through the analysis of four examples of MOOC.

Cognitive Load Theory for the Design of Medical Simulations.

Simulation-based education (SBE) has emerged as an effective and important tool for medical educators, but research about how to optimize training with simulators is in its infancy. It is often difficult to generalize results from experiments on instructional design issues in simulation because of the heterogeneity of learner groups, teaching methods, and rapidly changing technologies. We have found that cognitive load theory is highly relevant to teaching in the simulation laboratory and a useful conceptual framework to reference when designing or researching simulation-based education. Herein, we briefly describe cognitive load theory, its grounding in our current understanding of cognitive architecture, and the evidence supporting it. We focus our discussion on a few well-established cognitive load effects with examples from simulation training and recommend some instructional applications with theoretical potential to improve learning outcomes.

Facilitated versus non-facilitated online case discussions: comparing differences in problem space coverage

The facilitator plays a key role in guiding students’ efforts during case discussions. However, few studies have compared differences in learning outcomes for students participating in facilitated versus non-facilitated discussions. In this research, we used “problem space coverage” as a learning measure to compare outcomes between facilitated (F) and non-facilitated (NF) online case-based discussions. In general, results demonstrated both greater and deeper problem space coverage during facilitated discussions. More specifically, students in the facilitated discussions tended to discuss more aspects of the problem space in more detail, and spent more time on relevant instructional design issues and related solutions than students in the NF discussions. Overall, results illustrate the role of discussion in addressing the targeted problem space during case-based learning while underscoring the role of the facilitator in enabling that coverage.

Applying Strategies of Self-Regulation and Self-Efficacy to the Design and Evaluation of Online Learning Programs

This study is designed to address aspects of self-regulation and self-efficacy as they relate to critical issues in the design and evaluation of online learning programs. It begins with a discussion of the rapid growth of distance learning programs at all levels and across virtually all disciplines of educational programming. Much of this discussion is based upon the findings of research into the effects of embedded strategies on promoting the use of self-regulated learning strategies (SRLS) in an online learning environment [1]. And it discusses the ways in which the essential differences between face-to-face instruction and instruction through distance mechanisms relate to the readiness of individual learners to efficiently and effectively engage in learning, and key issues in instructional design.

Key instructional design issues in a cellular phone-based mobile learning project

Adding flexibility to the learning process, mobile learning offers great opportunities for education, especially for teenagers, who show great attentiveness to mobile technologies. Thus, the need to focus on design aspects of such learning is growing. This study aims to reveal critical issues in designing mobile learning based on a program for 11th graders and to unfold students' perceptions about reasons for participation, satisfaction, implementation processes, and specific content representation types. Reflections on insights gleaned from the instructional design process of the project and students' perceptions are presented with related recommendations.

Book Review: Handbook of Conversation Design for Instructional Applications

This Handbook (ISBN: 978-1-59904-597-9) is published by IGI Global, Hersey, Pennyslyvania, United States. It is edited by Rocci Luppicini who is a replacement professor in the Department of Communication at the University of Ottawa in Canada. The editor has published in a number of areas such as virtual learning communities and practice, research methodology on online instruction, issues in higher education, instructional design, design research, and online learning communities in education. Total of thirty-two authors contributed to the sections of the book. Authors vary from doctoral students to professors but almost all of them are experienced in the field of educational technology, instructional design, and communication technologies.

Evaluating text-based information on the World Wide Web

This special section contributes to an inclusive cognitive model of information problem solving (IPS) activity, touches briefly IPS learning, and brings to the notice methodological pitfalls related to uncovering IPS processes. Instead of focusing on the IPS process as a whole, the contributing articles turn their attention to what is regarded the heart of IPS, namely the evaluation of information. In this commentary we reflect on theoretical, methodological, and instructional design issues. Results are commented upon and future research is addressed. A vignette is presented to illustrate the aforementioned issues.

Robert A. Reiser and John V. Dempsey, trends and issues in instructional design and technology (2nd ed.)

Robert A. Reiser and John V. Dempsey, trends and issues in instructional design and technology (2nd ed.)

Responding to Change: Challenges for Professional Education in the Museum Sector

Abstract This paper reflects on the changes confronting educators involved in museum professional development, drawing on the experience gained in working with a wide range of learners, instructors and content issues through the Cultural Resource Management Program at the University of Victoria in British Columbia. Reflecting the society as a whole, professional education programs are called to respond to the needs of learners, and to institutional priorities for competency development and instructional design and delivery issues. Given the near-universal pressures on museums and educational institutions, it is hoped that these impressions and perspectives are of broad relevance to a range of academic and professional museum studies programs across Canada and beyond.

Combining Live Video and Audio Broadcasting, Synchronous Chat, and Asynchronous Open Forum Discussions in Distance Education

This article outlines the evolution of a unique distance education program that began as a hybrid—combining face-to-face instruction with asynchronous online teaching—and evolved to become an innovative combination of synchronous education using live streaming video, audio, and chat over the Internet, blended with asynchronous online discussions and group activities, to reach students who live and work in Taiwan. We discuss the reasons why the program changed its format, how we went about finding technological solutions to the problems faced by the program administrators in an effort to keep students in the program, and, most importantly, how we used technology to meet the needs of all participants. This article lists the strengths and weaknesses of using streaming media in distance education, provides instructor and student feedback, and looks at instructional design and technological issues discovered through the process of blending synchronous and asynchronous modalities in the delivery of online graduate distance education courses.