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Sample records for instructional design theory

  1. Gestalt Theory and Instructional Design.

    Science.gov (United States)

    Moore, Patrick; Fitz, Chad

    1993-01-01

    Offers a brief overview of Gestalt theory. Shows how six Gestalt principles (proximity, closure, symmetry, figure-ground segregation, good continuation, and similarity) can be applied to improve a reader's comprehension of a badly designed instruction module that uses several graphics. (SR)

  2. Applying learning theories and instructional design models for effective instruction.

    Science.gov (United States)

    Khalil, Mohammed K; Elkhider, Ihsan A

    2016-06-01

    Faculty members in higher education are involved in many instructional design activities without formal training in learning theories and the science of instruction. Learning theories provide the foundation for the selection of instructional strategies and allow for reliable prediction of their effectiveness. To achieve effective learning outcomes, the science of instruction and instructional design models are used to guide the development of instructional design strategies that elicit appropriate cognitive processes. Here, the major learning theories are discussed and selected examples of instructional design models are explained. The main objective of this article is to present the science of learning and instruction as theoretical evidence for the design and delivery of instructional materials. In addition, this article provides a practical framework for implementing those theories in the classroom and laboratory. Copyright © 2016 The American Physiological Society.

  3. General Systems Theory and Instructional Design.

    Science.gov (United States)

    Salisbury, David F.

    The use of general systems theory in the field of instructional systems design (ISD) is explored in this paper. Drawing on work by Young, the writings of 12 representative ISD writers and researchers were surveyed to determine the use of 60 general systems theory concepts by the individual authors. The average number of concepts used by these…

  4. General Systems Theory and Instructional Systems Design.

    Science.gov (United States)

    Salisbury, David F.

    1990-01-01

    Describes basic concepts in the field of general systems theory (GST) and identifies commonalities that exist between GST and instructional systems design (ISD). Models and diagrams that depict system elements in ISD are presented, and two matrices that show how GST has been used in ISD literature are included. (11 references) (LRW)

  5. The Elaboration Theory's Procedure for Designing Instruction: A Conceptual Approach.

    Science.gov (United States)

    Reigeluth, Charles M.; Darwazeh, Afnan

    1982-01-01

    Describes the use of elaboration theory in selecting, sequencing, synthesizing, and summarizing instructional content that is predominantly conceptual in nature. The elaboration theory is summarized and the instructional design process based upon it is outlined. Six figures, a glossary, and a 27-item reference list are included. (Author/JL)

  6. Cognitive Theory and the Design of Multimedia Instruction

    Science.gov (United States)

    Robinson, William R.

    2004-01-01

    How should we design multimedia instructional messages in order to promote deep understanding in learners? This is the leading question from the research program described in Richard Mayer's article "Cognitive Theory and the Design of Multimedia Instruction: An Example of the Two-Way Street Between Cognition and Instruction" (Mayer, R. E.; New Directions for Teaching and Learning 2002, 89 [Spring] 55-71). Eight principles for the design of effective multimedia have been derived from that program and are described in the article.

  7. INSTRUCTIONAL SYSTEMS DESIGN (ISD: Theory and Practice in Second Life

    Directory of Open Access Journals (Sweden)

    Nil GOKSEL CANBEK

    2011-08-01

    Full Text Available The considerable changes in distance learning related technologies and Web 2.0 tools direct new immersive platforms to serve on the concept of avatar-driven interactions. In this sense, the immersive learning platforms, like Second Life (SL, embrace innovative forms of network based settings for effective community interactions. SL, as an interactive learning milieu, conducts 3D interactions and active education within the context of Instructional Systems Design (ISD which makes learning experiences efficient for both the tutor and learners on the platform designed on social networking. The platform gives an appropriate service to its users to be part of an instructional application of virtual worlds in where learners become connected though online activities. Within the learning theories existing nowadays, instructional designers, who are working in 3D environment like SL, are using mainly cognitive theory and constructivist strategy of learning. According to cognitive learning theory, people learn in different ways that are individually contextual and new trends in Instructional Design (ID had to address these differences. There are number of already approbated instructional models, which are used widely in the process of creation learning courses for 3D environments. The most frequently used model is ADDIE (Assess–Design–Develop–Implement– Evaluate, and the model PIE (Plan-Integrate–Evaluate, that is relatively new and become increasingly popular as it allows easy integration of technology in the classroom-oriented (virtual or real teaching. Based on the above mentioned concerns, this paper will examine the instructional design models used to create immersive courses within SL. Further, the paper will collect ideas on the instructional tools and technologies used for designing SL courses as these new technologies used in this environment draws heavily on andragogy. The paper will also clarify the obstacles on virtual learning

  8. What Should Instructional Designers Know about General Systems Theory?

    Science.gov (United States)

    Salisbury, David F.

    1989-01-01

    Describes basic concepts in the field of general systems theory (GST) and explains the relationship between instructional systems design (ISD) and GST. Benefits of integrating GST into the curriculum of ISD graduate programs are discussed, and a short bibliography on GST is included. (LRW)

  9. The effects of instructional software designed in accordance with instructional transaction theory on achievements of students

    Directory of Open Access Journals (Sweden)

    Murat Paşa Uysal

    2012-01-01

    Full Text Available Normal 0 21 false false false MicrosoftInternetExplorer4 Normal 0 21 false false false MicrosoftInternetExplorer4 This research study was carried out to investigate how the instructional software (IS designed in accordance with Instructional Transaction Theory (ITT effects the academic achievements of students. Computer-Aided Instructional (CAI system constituted the independent variable, while the academic achievement did the dependent variable. The samples of the study were the 130 students who took the Computer Programming course. Randomly selected 69 students in one study group used the IS based on ITT and 61 students in another study group used the conventional CAI system. Instructional transactions, which included the knowledge objects, were designed to form a relational knowledge base. The frame-based design principles, which are generally used for the CAI software, were adopted as an instructional design approach for the conventional CAI system. In line with the purposes of this research study, nonparametric statistical analysis methods were used. A significant difference was found between the study groups in academic achievements of students. This finding was on behalf of the instructional software designed in accordance with ITT. Furthermore, in terms of instructional software, learning styles of students revealed no significant difference regarding the academic achievements.

  10. The Modified Delphi Method to Analyze the Application of Instructional Design Theory to Online Graduate Education

    Science.gov (United States)

    Zeedick, Danielle Marie

    2010-01-01

    During the past several decades, the field of instructional design theory has experienced changes in what is mostly applied to traditional, on-ground education. While instructional design theory has been (and still is being) discussed, constructed, and deconstructed, there has been no agreement among prominent instructional design theory…

  11. Operationalising elaboration theory for simulation instruction design: a Delphi study.

    Science.gov (United States)

    Haji, Faizal A; Khan, Rabia; Regehr, Glenn; Ng, Gary; de Ribaupierre, Sandrine; Dubrowski, Adam

    2015-06-01

    The aim of this study was to assess the feasibility of incorporating the Delphi process within the simplifying conditions method (SCM) described in elaboration theory (ET) to identify conditions impacting the complexity of procedural skills for novice learners. We generated an initial list of conditions impacting the complexity of lumbar puncture (LP) from key informant interviews (n = 5) and a literature review. Eighteen clinician-educators from six different medical specialties were subsequently recruited as expert panellists. Over three Delphi rounds, these panellists rated: (i) their agreement with the inclusion of the simple version of the conditions in a representative ('epitome') training scenario, and (ii) how much the inverse (complex) version increases LP complexity for a novice. Cronbach's α-values were used to assess inter-rater agreement. All panellists completed Rounds 1 and 2 of the survey and 17 completed Round 3. In Round 1, Cronbach's α-values were 0.89 and 0.94 for conditions that simplify and increase LP complexity, respectively; both values increased to 0.98 in Rounds 2 and 3. With the exception of 'high CSF (cerebral spinal fluid) pressure', panellists agreed with the inclusion of all conditions in the simplest (epitome) training scenario. Panellists rated patient movement, spinal anatomy, patient cooperativeness, body habitus, and the presence or absence of an experienced assistant as having the greatest impact on the complexity of LP. This study demonstrated the feasibility of using expert consensus to establish conditions impacting the complexity of procedural skills, and the benefits of incorporating the Delphi method into the SCM. These data can be used to develop and sequence simulation scenarios in a progressively challenging manner. If the theorised learning gains associated with ET are realised, the methods described in this study may be applied to the design of simulation training for other procedural and non-procedural skills

  12. INSTRUCTIONAL SYSTEMS DESIGN (ISD): Theory and Practice in Second Life

    OpenAIRE

    Goksel Canbek, Nil; Tamar LOMINADZE; Mariam MANJGALADZE; Demiray, Ugur

    2011-01-01

    The considerable changes in distance learning related technologies and Web 2.0 tools direct new immersive platforms to serve on the concept of avatar-driven interactions. In this sense, the immersive learning platforms, like Second Life (SL), embrace innovative forms of network based settings for effective community interactions. SL, as an interactive learning milieu, conducts 3D interactions and active education within the context of Instructional Systems Design (ISD) which makes learning ex...

  13. Review of Current Studies in Instructional Design Theory in Korea: Major Trends and Future Directions

    Science.gov (United States)

    Lim, Cheolil; Yeon, Eunkyoung

    2009-01-01

    This article reviewed recent studies of instructional design theory in Korea to explore major trends and suggest future directions. Based on the analysis of 40 articles from the "Journal of Educational Technology" between 1994 and 2006, this study identified six trends: little emphasis on the conceptualization of instructional design…

  14. Design Theory of Intellectualized Computer Aided Instruction and Its Applications

    Institute of Scientific and Technical Information of China (English)

    CUI Hong-bin; WANG Ai-min; YU Dong-mei

    2001-01-01

    This paper presents design theory and method of the intellectualized CAI. which includes the organization and expression of the teaching content and the teaching requirement determination in teaching process, and develops a highly intellectualized CA1 software. LA-CAI, to use for liner arithmetic teaching program.

  15. A multimedia adult literacy program: Combining NASA technology, instructional design theory, and authentic literacy concepts

    Science.gov (United States)

    Willis, Jerry W.

    1993-01-01

    be the most effective or most desirable way to use computer technology in literacy programs. This project is developing a series of instructional packages that are based on a different instructional model - authentic instruction. The instructional development model used to create these packages is also different. Instead of using the traditional five stage linear, sequential model based on behavioral learning theory, the project uses the recursive, reflective design and development model (R2D2) that is based on cognitive learning theory, particularly the social constructivism of Vygotsky, and an epistemology based on critical theory. Using alternative instructional and instructional development theories, the result of the summer faculty fellowship is LiteraCity, a multimedia adult literacy instructional package that is a simulation of finding and applying for a job. The program, which is about 120 megabytes, is distributed on CD-ROM.

  16. Retrofitting: Learning Theory and Instructional Design in Marriage and Family Counseling Curricula.

    Science.gov (United States)

    Bourdeau, Beth; Mooney, Matthew E.

    2002-01-01

    Many current marriage and family trainers focus on issues related to counseling theory, special issues, and techniques. This article proposes an integrative, comprehensive model of instructional design, using concepts based in learning theory and development. When implemented, this model can provide a consistent, developmentally sensitive training…

  17. Instructional Design and Intelligent Tutoring: Theory and the Precision of Design.

    Science.gov (United States)

    Capell, Peter; Dannenberg, Roger B.

    1993-01-01

    Discusses instructional design methods used in intelligent tutoring systems (ITS) and describes the application of instructional systems design to the creation of an ITS called Piano Tutor, a multimedia workstation that is designed to provide first-year piano lessons. The ITS curriculum is analyzed, including critical lessons and skill groups.…

  18. Lessons Learned from Instructional Design Theory: An Application in Management Education

    Science.gov (United States)

    Burke, Lisa A.

    2007-01-01

    Given that many doctoral programs do not provide extensive training on how to present course information in the classroom, the current paper looks to educational psychology theory and research for guidance. Richard Mayer and others' copious empirical work on effective and ineffective instructional design, along with relevant research findings in…

  19. Using Diffusion of Innovation Theory to Promote Universally Designed College Instruction

    Science.gov (United States)

    Scott, Sally; McGuire, Joan

    2017-01-01

    Universal Design applied to college instruction has evolved and rapidly spread on an international scale. Diffusion of Innovation theory is described and used to identify patterns of change in this trend. Implications and strategies are discussed for promoting this inclusive approach to teaching in higher education.

  20. Robert M. Gagne's Impact on Instructional Design Theory and Practice of the Future.

    Science.gov (United States)

    Richey, Rita C.

    Robert Gagne has been a central figure in the infusion of instructional psychology into the field of instructional technology, and in the creation of the domain of instructional design. Gagne's design principles provide not only a theoretical orientation to an instructional design project, but also have prompted a number of design conventions and…

  1. Applying Instructional Design Theories to Bioinformatics Education in Microarray Analysis and Primer Design Workshops

    Science.gov (United States)

    Shachak, Aviv; Ophir, Ron; Rubin, Eitan

    2005-01-01

    The need to support bioinformatics training has been widely recognized by scientists, industry, and government institutions. However, the discussion of instructional methods for teaching bioinformatics is only beginning. Here we report on a systematic attempt to design two bioinformatics workshops for graduate biology students on the basis of…

  2. Espoused Theory and Theory-in-Use of Instructional Designers in the Use of Constructivism in Online Writing Instruction Programs

    Science.gov (United States)

    Merrell, Cheryl

    2013-01-01

    Online Writing Instruction (OWI) has become a viable educational alternative in online instruction in the K-12 educational community. To continue to effectively compete in a global society, educators have identified a necessity for instruction that replicates real-world situations and problem-solving tasks which is consistent with constructivism.…

  3. The Cultures of Contemporary Instructional Design Scholarship, Part Two: Developments Based on Constructivist and Critical Theory Foundations

    Science.gov (United States)

    Willis, Jerry

    2011-01-01

    This article is the second in a series (see Willis, 2011) that looks at the current status of instructional design scholarship and theory. In this concluding article, the focus is on two cultures of ID work, one based on constructivist and interpretivist theory and the other based on critical theory and critical pedagogy. There are distinct…

  4. The Cultures of Contemporary Instructional Design Scholarship, Part Two: Developments Based on Constructivist and Critical Theory Foundations

    Science.gov (United States)

    Willis, Jerry

    2011-01-01

    This article is the second in a series (see Willis, 2011) that looks at the current status of instructional design scholarship and theory. In this concluding article, the focus is on two cultures of ID work, one based on constructivist and interpretivist theory and the other based on critical theory and critical pedagogy. There are distinct…

  5. Learning Theory, Educational Media and Individualized Instruction

    Science.gov (United States)

    Gagne, Robert M.

    1970-01-01

    An examination of learning theory and its applicability to the design of effective individualized instruction. The article also discusses the need to consider learning objectives when choosing media to perform instructional functions. (AA)

  6. Designing the Instructional Interface.

    Science.gov (United States)

    Lohr, L. L.

    2000-01-01

    Designing the instructional interface is a challenging endeavor requiring knowledge and skills in instructional and visual design, psychology, human-factors, ergonomic research, computer science, and editorial design. This paper describes the instructional interface, the challenges of its development, and an instructional systems approach to its…

  7. AXIOLOGICAL MODEL OF INSTRUCTIONAL DESIGN

    Directory of Open Access Journals (Sweden)

    Takushevich I. A.

    2015-10-01

    Full Text Available The article presents instructional design as a new approach to the issue of developing value-oriented worldview. Scientific research and analysis led the author to summarize instructional design theory, broaden the definition of instructional design and apply it to instruction and learning in a new manner. The goal to build a pattern of instruction aimed at developing learners’ value-oriented worldview required the author to study the existing instructional design model, to analyse and generalize a number of monographs and articles devoted to the problem of building value systems and value orientations, and finally to investigate and apply the new knowledge to real life in the form of experiment. The work conducted brought the author to axiological model of instructional design, which consists of three dimensions: a linear sequence of the events from designing the instructional material to independent learning activities, interaction between a teacher and a learner, pace of learning and design. The article touches upon every dimension, level and stage of the model, describes and defines the procedures that take place on each of them, as well as suggests a possible way to visualize the model in a form of a sketch. The author also points out the advantages of using instructional design as an efficient and smart tool to organize learning and justifies the use of the new instructional design model in XXI century

  8. Using Web-Based Instruction to Teach Music Theory in the Piano Studio: Defining, Designing, and Implementing an Integrative Approach

    Science.gov (United States)

    Carney, Robert D.

    2010-01-01

    This dissertation rationalizes the best use of Web-based instruction (WBI) for teaching music theory to private piano students in the later primary grades. It uses an integrative research methodology for defining, designing, and implementing a curriculum that includes WBI. Research from the fields of music education, educational technology,…

  9. Using Web-Based Instruction to Teach Music Theory in the Piano Studio: Defining, Designing, and Implementing an Integrative Approach

    Science.gov (United States)

    Carney, Robert D.

    2010-01-01

    This dissertation rationalizes the best use of Web-based instruction (WBI) for teaching music theory to private piano students in the later primary grades. It uses an integrative research methodology for defining, designing, and implementing a curriculum that includes WBI. Research from the fields of music education, educational technology,…

  10. The Politics of Curriculum and Instructional Design/Theory/Form: Critical Problems, Projects, Units, and Modules

    Science.gov (United States)

    Petrina, Stephen

    2004-01-01

    What should be learned? How should it be organized for teaching? These seemingly simple questions are deceivingly political. Curriculum theorists are preoccupied with the politics of the first question at the expense of the realpolitik of the second. Instructional designers are preoccupied with the realpolitik of the second question at the expense…

  11. Theory vs. "Real Life" Instructional Media Design: A Primer for Those New to the Field.

    Science.gov (United States)

    Saito, Yoshio

    1982-01-01

    Presents a model for instructional media design, adapted from the theoretical model and viewed to work well with reasonable effort and time. An example of the model in use is provided to give evidence of reasonableness. Outlines of both the theoretical and adapted models are provided. (MP)

  12. Motivational Measure of the Instruction Compared: Instruction Based on the ARCS Motivation Theory vs Traditional Instruction in Blended Courses

    Science.gov (United States)

    Colakoglu, Ozgur M.; Akdemir, Omur

    2012-01-01

    The ARCS Motivation Theory was proposed to guide instructional designers and teachers who develop their own instruction to integrate motivational design strategies into the instruction. There is a lack of literature supporting the idea that instruction for blended courses if designed based on the ARCS Motivation Theory provides different…

  13. Designing Instructional Systems

    Science.gov (United States)

    Furtado, Lorraine T.

    1974-01-01

    The author presents an instructional design model for teachers that evolves around a teacher-manager concept which recognizes management functions of: planning, organizing, leading, and controlling. (EA)

  14. Designing Instructional Systems

    Science.gov (United States)

    Furtado, Lorraine T.

    1974-01-01

    The author presents an instructional design model for teachers that evolves around a teacher-manager concept which recognizes management functions of: planning, organizing, leading, and controlling. (EA)

  15. Designing Printed Instructional Materials.

    Science.gov (United States)

    Burbank, Lucille; Pett, Dennis

    1986-01-01

    Discusses the importance of identifying the audience and determining specific objectives when designing printed instructional materials that will communicate effectively and provides detailed guidelines for dealing with such design factors as content, writing style, typography, illustrations, and page organization. (MBR)

  16. Motivational Design in Information Literacy Instruction

    Science.gov (United States)

    Hess, Amanda Nichols

    2015-01-01

    Motivational design theory complements instructional design theory and, when used together, both principles can affect learning, knowledge acquisition, and knowledge retention. In information literacy instruction, motivational design exists throughout the appropriate standards documents. However, there is limited current research on the best…

  17. Instructional Design Team

    Science.gov (United States)

    Bancroft, Judith A.; Collins, Keith

    1974-01-01

    An instructional design team, composed of experts in nursing, education, and media production, is used at the University of Wisconsin School of Nursing, Madison, to produce instructional units for a new curriculum. The authors summarize steps of team/faculty communications, team methodology, and factors influencing the team's effectiveness. (EA)

  18. Scientific Notation in Instructional Design.

    Science.gov (United States)

    Boutwell, Richard C.

    1978-01-01

    Discusses the adoption of a notation system that is generalizable to all instructional designers and will allow and encourage a common communication base. Ten instructional design models are discussed as systems approaches to instructional design. (JEG)

  19. Effective instructional design for web-based English vocabulary learning: Under the light of theories

    Directory of Open Access Journals (Sweden)

    Dinçer Biçer

    2015-06-01

    Full Text Available There has been exciting and serious progress in the field of computers for teaching English. Identification of the most effective methods is essential to make teaching and learning more efficient. The purpose of this study is to investigate the effects of using multiple content forms in web-based instruction on students’ English vocabulary learning. The study was conducted at the Compulsory Preparatory Program of a state university located in the Black Sea region of Turkey with 106 students. The factorial research design was used to conduct the study. Thus, the effect of using multiple content forms in web-based instruction on students’ English vocabulary learning was analyzed.The vocabulary level of students was measured with a web-based multiple choice English vocabulary achievement test. The measure of internal consistency of the English vocabulary achievement test was 0.966. The findings of this study indicate that, in vocabulary teaching, providing definitions in an audio format in English is more effective in teaching English vocabulary than providing the same definitions in an audio format in English accompanied with pictures. Mobile devices which eliminate the time and distance limitations can be used in further studies with developmental applications to investigate the effects on students’ English vocabulary learning.

  20. Using Heuristic Task Analysis to Create Web-Based Instructional Design Theory

    Science.gov (United States)

    Fiester, Herbert R.

    2010-01-01

    The first purpose of this study was to identify procedural and heuristic knowledge used when creating web-based instruction. The second purpose of this study was to develop suggestions for improving the Heuristic Task Analysis process, a technique for eliciting, analyzing, and representing expertise in cognitively complex tasks. Three expert…

  1. Using Heuristic Task Analysis to Create Web-Based Instructional Design Theory

    Science.gov (United States)

    Fiester, Herbert R.

    2010-01-01

    The first purpose of this study was to identify procedural and heuristic knowledge used when creating web-based instruction. The second purpose of this study was to develop suggestions for improving the Heuristic Task Analysis process, a technique for eliciting, analyzing, and representing expertise in cognitively complex tasks. Three expert…

  2. Implications of Designing Instructional Video Using Cognitive Theory of Multimedia Learning

    Science.gov (United States)

    Ibrahim, Mohamed

    2012-01-01

    During the last decade, cognitive researchers identified three major challenges facing the use of multimedia materials in instruction. The first challenge is the inclusion of extraneous content that competes with the essential information for limited cognitive resources. Researchers found that including extraneous material in multimedia materials…

  3. A Content Analysis of Instructional Design and Web Design Books: Implications for Inclusion of Web Design in Instructional Design Textbooks

    Science.gov (United States)

    Obilade, Titilola T.; Burton, John K.

    2015-01-01

    This textual content analysis set out to determine the extent to which the theories, principles, and guidelines in 4 standard books of instructional design and technology were also addressed in 4 popular books on web design. The standard books on instructional design and the popular books on web design were chosen by experts in the fields. The…

  4. Cognitive Load Theory and Music Instruction

    Science.gov (United States)

    Owens, Paul; Sweller, John

    2008-01-01

    In two experiments, the principles of cognitive load theory were applied to the design of alternatives to conventional music instruction hypothesised to facilitate learning. Experiment 1 demonstrated that spatial integration of visual text and musical notation, and dual-modal delivery of auditory text and musical notation, were superior to the…

  5. Evaluation of a Theory of Instructional Sequences for Physics Instruction

    Science.gov (United States)

    Wackermann, Rainer; Trendel, Georg; Fischer, Hans E.

    2010-05-01

    The background of the study is the theory of basis models of teaching and learning, a comprehensive set of models of learning processes which includes, for example, learning through experience and problem-solving. The combined use of different models of learning processes has not been fully investigated and it is frequently not clear under what circumstances a particular model should be used by teachers. In contrast, the theory under investigation here gives guidelines for choosing a particular model and provides instructional sequences for each model. The aim is to investigate the implementation of the theory applied to physics instruction and to show if possible effects for the students may be attributed to the use of the theory. Therefore, a theory-oriented education programme for 18 physics teachers was developed and implemented in the 2005/06 school year. The main features of the intervention consisted of coaching physics lessons and video analysis according to the theory. The study follows a pre-treatment-post design with non-equivalent control group. Findings of repeated-measures ANOVAs show large effects for teachers' subjective beliefs, large effects for classroom actions, and small to medium effects for student outcomes such as perceived instructional quality and student emotions. The teachers/classes that applied the theory especially well according to video analysis showed the larger effects. The results showed that differentiating between different models of learning processes improves physics instruction. Effects can be followed through to student outcomes. The education programme effect was clearer for classroom actions and students' outcomes than for teachers' beliefs.

  6. Cognitive load theory, educational research, and instructional design; some food for thought

    NARCIS (Netherlands)

    de Jong, Anthonius J.M.

    2010-01-01

    Cognitive load is a theoretical notion with an increasingly central role in the educational research literature. The basic idea of cognitive load theory is that cognitive capacity in working memory is limited, so that if a learning task requires too much capacity, learning will be hampered. The

  7. Instructive selection and immunological theory.

    Science.gov (United States)

    Lederberg, Joshua

    2002-07-01

    The turning point of modern immunological theory was the advent of the clonal selection theory (Burnet, Talmage - 1957). A useful heuristic in the classification of theoretical models was the contrast of 'instructive' with 'selective' models of the acquisition of information by biological systems. The neo-Darwinian synthesis of the 1940s had consolidated biologists' model of evolution based on prior random variation and natural selection, viz. differential fecundity. While evolution in the large was by then pretty well settled, controversy remained about examples of cellular adaptation to chemical challenges, like induced drug-resistance, enzyme formation and the antibody response. While instructive theories have been on the decline, some clear cut examples can be found of molecular imprinting in the abiotic world, leading, e.g. to the production of specific sorbents. Template-driven assembly, as in DNA synthesis, has remained a paradigm of instructive specification. Nevertheless, the classification may break down with more microscopic scrutiny of the processes of molecular fit of substrates with enzymes, of monomers to an elongating polymer chain, as the reactants often traverse a state space from with activated components are appropriately selected. The same process may be 'instructive' from a holistic, 'selective' from an atomic perspective.

  8. Student Models of Instructional Design

    Science.gov (United States)

    Magliaro, Susan G.; Shambaugh, Neal

    2006-01-01

    Mental models are one way that humans represent knowledge (Markman, 1999). Instructional design (ID) is a conceptual model for developing instruction and typically includes analysis, design, development, implementation, and evaluation (i.e., ADDIE model). ID, however, has been viewed differently by practicing teachers and instructional designers…

  9. Design theory

    CERN Document Server

    2009-01-01

    This book deals with the basic subjects of design theory. It begins with balanced incomplete block designs, various constructions of which are described in ample detail. In particular, finite projective and affine planes, difference sets and Hadamard matrices, as tools to construct balanced incomplete block designs, are included. Orthogonal latin squares are also treated in detail. Zhu's simpler proof of the falsity of Euler's conjecture is included. The construction of some classes of balanced incomplete block designs, such as Steiner triple systems and Kirkman triple systems, are also given.

  10. Formal education of curriculum and instructional designers

    NARCIS (Netherlands)

    McKenney, S.E.; Visscher-Voerman, J.I.A.

    2013-01-01

    In practice, few researchers and designers have strong conceptual understanding of the marriage between the design discipline and scientific research traditions. Rather, most have strong exposure to either research methodologies or instructional design methods, theories and/or practices. Within the

  11. Cross Cultural Instruction: An Instructional Design Case

    Directory of Open Access Journals (Sweden)

    Monica W. Tracey

    2010-01-01

    Full Text Available In an authentic example of linking design and development with learning and performance, an international real estate development firm defined a problem; implementing a cleaning system in the largest mall in the world with a cross-cultural unskilled work force in Dubai, UAE. Partnering with a university instructional design team employing a rapid prototyping methodology and the constructivist ID approach, Layers of Negotiation Model, a comprehensive curriculum was designed. This article describes the project background, initial design, the ID team's work in Dubai, illustrates the product, and summarizes the design experience.

  12. Gagne's Learning Theory Applied to Technical Instruction

    Science.gov (United States)

    Lawson, Tom E.

    1974-01-01

    An overview of Robert M. Gagne's theoretical position of learning and instruction is presented with a discussion of possible applications and usefulness of the theory toward the development of technical instruction. (Author/AG)

  13. Designing an Advanced Instructional Design Advisor: Principles of Instructional Design. Volume 2

    Science.gov (United States)

    1991-05-01

    Computers in Human Behavior , 5, 167-174. Palincsar, A.S. and Brown...strategies to improve creativity. Computers in Human Behavior , 4, 23-28. Reigeluth, C.M. (1983) (Ed.) Instructional Design Theories and Models...Tennyson, R.D., Thurlow, R., and Breuer, K. (1988). Problem oriented simulations to develop and improve higher thinking strategies. Computers in Human Behavior ,

  14. Applying an Activity Theory Lens to Designing Instruction for Learning about the Structure, Behavior, and Function of a Honeybee System

    Science.gov (United States)

    Danish, Joshua A.

    2014-01-01

    This article reports on a study in which activity theory was used to design, implement, and analyze a 10-week curriculum unit about how honeybees collect nectar with a particular focus on complex systems concepts. Students (n = 42) in a multi-year kindergarten and 1st-grade classroom participated in this study as part of their 10 regular classroom…

  15. Key Instructional Design Elements for Distance Education.

    Science.gov (United States)

    Zheng, Lihua; Smaldino, Sharon

    2003-01-01

    Suggests that distance education instructors need to understand and apply important instructional design elements in order to successfully fulfill their role as instructional designers. Reviews the most recent literature pertaining to designing instruction in distance education. Identifies some key instructional design elements for teaching at a…

  16. Inclusive Design in Assisted Instruction

    Directory of Open Access Journals (Sweden)

    Gabriel ZAMFIR

    2008-01-01

    Full Text Available Much instruction starts with abstract representations for which learners have insufficient foundation [1]. The British Standard, BS 7000-6:2005 Guide to Managing Inclusive Design, provides a comprehensive framework that can help all private enterprises, public sector and not-for-profit organizations, build a consistent approach to inclusive design into organizational culture as well as processes [2]. While courses, technology, and student services are typically designed for the narrow range of characteristics of the average student, the practice of universal design in education (UDE considers people with a broad range of characteristics in the design of all educational products and environments [3]. This paper has been designed to provide an overview about the curriculum paradigm consisting in the fusion of the technology and the classroom instruction in economic higher education.

  17. An Emerging Theory of Library Instruction.

    Science.gov (United States)

    Kuhlthau, Carol C.

    1987-01-01

    This examination of the emerging theoretical base of library instruction in schools combines learning theory with research on information-seeking behavior and a broader view of library and information skills. Thirty-five references are listed. (MES)

  18. Mathematical theory of peer-instruction dynamics

    Directory of Open Access Journals (Sweden)

    Hideo Nitta

    2010-08-01

    Full Text Available A mathematical theory of peer instruction describing the increase of the normalized number of correct answers due to peer discussion is presented. A simple analytic expression is derived which agrees with class data. It is shown that our theory is connected to the mathematical learning models proposed by Pritchard et al. It is also shown that obtained theoretical lines are useful for analyzing peer-instruction efficiencies.

  19. Instructional design strategies for health behavior change.

    Science.gov (United States)

    Kinzie, Mable B

    2005-01-01

    To help health educators build upon the best of different health behavior change theories, this paper offers a unified set of instructional design strategies for health education interventions. This set draws upon the recommendations of Rosenstock (Health Belief Model), Bandura (Social Cognitive Theory), and Dearing (Diffusion Theory), and uses a modified Events of Instruction framework (adapted from Robert Gagne): gain attention (convey health threats and benefits), present stimulus material (tailor message to audience knowledge and values, demonstrate observable effectiveness, make behaviors easy-to-understand and do), provide guidance (use trustworthy models to demonstrate), elicit performance and provide feedback (to enhance trialability, develop proficiency and self-efficacy), enhance retention and transfer (provide social supports and deliver behavioral cues). Sample applications of these strategies are provided. A brief review of research on adolescent smoking prevention enables consideration of the frequency with which these strategies are used, and possible patterns between strategy use and behavioral outcomes.

  20. Aesthetic Principles for Instructional Design

    Science.gov (United States)

    Parrish, Patrick E.

    2009-01-01

    This article offers principles that contribute to developing the aesthetics of instructional design. Rather than describing merely the surface qualities of things and events, the concept of aesthetics as applied here pertains to heightened, integral experience. Aesthetic experiences are those that are immersive, infused with meaning, and felt as…

  1. Equal Opportunity Through Instructional Design.

    Science.gov (United States)

    Arrighi, Margarite A.

    1985-01-01

    The assumption is that sex-integrated classes are inherently equal by the very fact that boys and girls are in the same class. In fact, educational inequity has increased primarily because of instructional design which perpetuates differences among individuals. Good teaching must accommodate individual differences. (MT)

  2. Interior Design: Teacher's Instructional Guide.

    Science.gov (United States)

    Hays, Tricia

    This teacher's instructional guide, which is part of a family and consumer sciences education series focusing on a broad range of employment opportunities, is intended to assist teachers responsible for teaching one- and two-year interior design programs for Texas high school students. The following are among the items included: (1) introductory…

  3. Interior Design: Teacher's Instructional Guide.

    Science.gov (United States)

    Hays, Tricia

    This teacher's instructional guide, which is part of a family and consumer sciences education series focusing on a broad range of employment opportunities, is intended to assist teachers responsible for teaching one- and two-year interior design programs for Texas high school students. The following are among the items included: (1) introductory…

  4. Mathematical Theory of Peer-Instruction Dynamics

    Science.gov (United States)

    Nitta, Hideo

    2010-01-01

    A mathematical theory of peer instruction describing the increase of the normalized number of correct answers due to peer discussion is presented. A simple analytic expression is derived which agrees with class data. It is shown that our theory is connected to the mathematical learning models proposed by Pritchard et al. It is also shown that…

  5. Robert Gagne's Educational Theory and Bibliographic Instruction

    Science.gov (United States)

    Johnson, Wendell G.

    2008-01-01

    Many libraries offer for-credit courses that intend to foster information literacy. These courses will be strengthened if the librarian as instructor has a familiarity with learning theory. This article suggests that Robert Gagne's "Nine Events of Instruction," based on information processing theory, can provide support to bibliographic…

  6. The Big Three: Instructional Design, Information Literacy, and Information Power.

    Science.gov (United States)

    Adamich, Tom

    2003-01-01

    Discusses the main goal of this workshop, which is to show how the use of information literacy and instructional design theory and skills have been easily integrated into the normal classroom routine in one Ohio school district. (LRW)

  7. A Study on the Localization of the Foreign Instructional Design Theories from the Generative Perspective%生成视野中的国外教学设计理论本土化问题研究

    Institute of Scientific and Technical Information of China (English)

    焦炜

    2011-01-01

    Foreign instructional design theories have gone through the stages of creation,formation,prevalence and innovation;Its generation depends on the drive of society needs,the integration of epistemology,learning psychology and instructional design,and the revolutionary influence of the information technology.There are many problems in the process of the localization of the foreign instructional design theories,such as lack of instructional design innovation,lack of the support from psychology,information technology and other subjects,lack of the concept and ability to instructional design etc.To solve these problems,we must correctly understand and evaluate foreign instructional design ideas;promote indigenous innovation of instructional design research;establish research community to facilitate combination theory of instructional design with practice;enhance the teacher's instructional design concept and ability;and build learner-centered instructional design models.%国外教学设计理论经过了产生期、形成期、盛行期、革新期等发展阶段,其生成一是依赖于社会需要的促动,二是取决于认识论、学习心理学和教学设计的整合,三是信息技术的革命性影响。国外教学设计理论在本土化过程中存在诸多问题,如基于本土的教学设计创新不足、缺乏心理学等基础学科与信息技术的支撑、教师自身缺乏教学设计观念与能力等。要解决这些问题,必须正确认识与评价国外教学设计思想,促进教学设计的本土创新;构建研究共同体,促进教学设计理论与实践的结合;增强教师的教学设计观念与能力;构建以"学习者"为中心的教学设计模式。

  8. A Reflexive Model for Teaching Instructional Design.

    Science.gov (United States)

    Shambaugh, Neal; Magliaro, Susan

    2001-01-01

    Documents a five-year study of two instructors who collaborated on formally studying their teaching of a master's level instructional design course. Outlines their views on learning, teaching, and instructional design (ID), describes the ID course, and explains the reflexive instructional model used, in which the teachers examined their teaching…

  9. MOTIVATIONAL MEASURE OF THE INSTRUCTION COMPARED: Instruction Based on the ARCS Motivation Theory V.S. Traditional Instruction in Blended Courses

    Directory of Open Access Journals (Sweden)

    Ozgur M. COLAKOGLU

    2010-04-01

    Full Text Available The ARCS Motivation Theory was proposed to guide instructional designers and teachers who develop their own instruction to integrate motivational design strategies into the instruction. There is a lack of literature supporting the idea that instruction for blended courses if designed based on the ARCS Motivation Theory provides different experiences for learners in terms of motivation than instruction developed following the standard instructional design procedure for blended courses. This study was conducted to compare the students’ motivational evaluation of blended course modules developed based on the ARCS Motivation Theory and students’ motivational evaluation of blended course modules developed following the standard instructional design procedure. Randomly assigned fifty junior undergraduate students studying at the department of Turkish Language and Literature participated in the study. Motivation Measure for the Blended Course Instruction (MMBCI instrument was used to collect data for the study after the Confirmatory Factor Analysis (CFA. Results of the study indicated that designing instruction in blended courses based on the ARCS Motivation Theory provides more motivational benefits for students and consequently contributes student learning.

  10. Revisiting COIN Theory and Instruction

    Science.gov (United States)

    2009-03-13

    because he believed that there was plenty of research on insurgencies but not nearly enough on how to fight insurgencies, the COIN side. I would argue...us definitional precision which in turn aids with research and comprehension. Political science and political theory offer major contributions to COIN...nder/ OP Deser t Light ning II PE (12-24 Dec) B-10* Analy st Note book/ ARC GIS/ OP Dese rt Light ning II PE B-9

  11. Building theory through design

    DEFF Research Database (Denmark)

    Markussen, Thomas

    2017-01-01

    This chapter deals with a fundamental matter of concern in research through design: how can design work lead to the building of new theory? Controversy exists about the balance between theory and design work in research through design. While some researchers see theory production as the scientific...

  12. Exploring teacher's instructional design practices from a systems design perspective

    NARCIS (Netherlands)

    Hoogveld, Bert; Paas, Fred; Jochems, Wim; Van Merriënboer, Jeroen

    2010-01-01

    Hoogveld, A. W. M., Paas, F., Jochems, W. M. G., & Van Merriënboer, J. J. G. (2002). Exploring teacher's instructional design practices from a systems design perspective. Instructionals Science, 30, 291-305.

  13. An Interview with Robert M. Gagne: Developments in Learning Psychology; Implications for Instructional Design; and Effects of Computer Technology on Instructional Design and Development.

    Science.gov (United States)

    Lipsitz, Lawrence

    1982-01-01

    The emergence of cognitive psychology as an important source for theories of learning, the relationship between information processing theories of learning and behaviorist theories, the implications of recent developments in cognitive psychology for instructional design, and the role of computers in instruction are among the topics addressed in…

  14. RETHINKING THE COMPETENCIES OF INSTRUCTIONAL DESIGNERS AS INFORMATION ARCHITECTS

    Directory of Open Access Journals (Sweden)

    Ayse KOK

    2009-04-01

    Full Text Available In this paper, the author depicts how the work of the instructional designers can be re-thought within the framework of information architecture. The paper briefly provides an overview of the main definitions of the information architect along with the major information architecture designs by describing the changing landscape in more detail from the perspective of the Articulation theory. It then moves into a discussion of the similarities between an information architect and an instructional designer. The paper concludes that the instructional designers should adopt a multidisciplinary perspective in order to design effective learning spaces and that there must be a link between the information architecture and the previously un-articulated disciplines in order to develop a disciplinary identity of instructional designers.

  15. Individual Differences, Instructional Theory, and Instructional Design.

    Science.gov (United States)

    1977-06-01

    Technology Group , HumRR O La Jo l l a , CA 92093 300 N. Washington St. Alexan dri a , VA 22314 Mr. A. J. Pesch , Presi dent Eclectech Associates , Inc...iinstru e ’ ton ror differen t individuals . This monitoring may be Jo ~ t ram m i n u t e to m i n u t e , as in Atk inson ’s compu- ter ized s i t u...r ia , VA 22333 Mari ne Corps A i r Force 1 Di recto r, Of fi ce of Man power Researc h Branch Utilization AFMPC /DPMYP HQ, Mari ne Corps (Code MPU

  16. Paradigm Shifts in Designed Instruction: From Behaviorism to Cognitivism to Constructivism.

    Science.gov (United States)

    Cooper, Peter A.

    1993-01-01

    Examines the history, characteristics, and value of designed instruction that is grounded in behaviorist, cognitive science, and constructivist theory. Changes that have allowed developmental phases of instructional design are considered, including instructional design methodology, physical technology, and programing mechanisms used to develop…

  17. Computer-Based Training for the U.S. Coast Guard Standard Terminal Microcomputer: A Basis for Implementation Utilizing the Elaboration Theory of Instructional Design.

    Science.gov (United States)

    1985-03-01

    73 BIBLIOGRAPHY----------------------------------------------- 76 INITIAL DISTRIBUTION LIST...provide " sonnet " as an example concept. A procedure is "a set of actions that are intended to achieve an end...a skill, technique, or method." A...of Instructional Design, 2nd edition, New York: Holt, Rinehart and W nston, 1979. 73 12. Convergent Technologies, Inc., Technical Documentation

  18. Teaching Instructional Design: Reframing the Relationships between Teachers and Designers.

    Science.gov (United States)

    Magliaro, Susan G.; Shambaugh, R. Neal

    This paper presents the results of the implementation of an instructional approach that supports teachers' learning of instructional design (ID) and honors their beliefs and concerns within the ID process; participants included two instructors and 23 practicing K-12 teachers enrolled in an instructional design course as part of a masters program.…

  19. Augmenting the ADDIE Paradigm for Instructional Design

    Science.gov (United States)

    Ni, Xiaopeng; Branch, Robert Maribe

    2008-01-01

    The authors discuss topics appropriate for augmenting the ADDIE paradigm for instructional design. The topics selected are based on data from a study of working professionals who successfully completed an instructional design and technology certificate program and who identified related topics that they regarded as beneficial. The participants…

  20. An Automated Approach to Instructional Design Guidance.

    Science.gov (United States)

    Spector, J. Michael; And Others

    This paper describes the Guided Approach to Instructional Design Advising (GAIDA), an automated instructional design tool that incorporates techniques of artificial intelligence. GAIDA was developed by the U.S. Air Force Armstrong Laboratory to facilitate the planning and production of interactive courseware and computer-based training materials.…

  1. Worldviews for Design Theory

    DEFF Research Database (Denmark)

    Galle, Per

    2006-01-01

    I suspect that the growing 'body' of design theory may be infected by more inconsistency than is justifiable by genuine disagreement among design researchers. Taking my clue from Peirce, who argued that theory inevitably rests on basics metaphysical assumptions that theorists ought to be critically...... aware of, I demonstrate how 'insidious inconsistency ' may infect design theory if we ignore this admonition. As a possible remedy, I propose a method by which the philosophy of design may develop sound methaphysical foundations ('worldviews') for design theory - and obtain philosophical insights...

  2. Worldviews for Design Theory

    DEFF Research Database (Denmark)

    Galle, Per

    2006-01-01

    I suspect that the growing 'body' of design theory may be infected by more inconsistency than is justifiable by genuine disagreement among design researchers. Taking my clue from Peirce, who argued that theory inevitably rests on basics metaphysical assumptions that theorists ought to be critically...... aware of, I demonstrate how 'insidious inconsistency ' may infect design theory if we ignore this admonition. As a possible remedy, I propose a method by which the philosophy of design may develop sound methaphysical foundations ('worldviews') for design theory - and obtain philosophical insights...

  3. Formal education of curriculum and instructional designers

    NARCIS (Netherlands)

    McKenney, Susan; Visscher-Voerman, Irene

    2013-01-01

    McKenney, S., & Visscher-Voerman, I. (2013). Formal education of curriculum and instructional designers. Educational Designer, 2(6). Available online: http://www.educationaldesigner.org/ed/volume2/issue6/article20/index.htm

  4. Methods used for research regarding iteration in instructional design

    NARCIS (Netherlands)

    Verstegen, D.M.L.

    2004-01-01

    This paper focuses on the search for suitable research methods for research regarding iteration in instructional design. More specifically my research concerned the question how instructional designers can be supported during an iterative design process. Although instructional design and development

  5. The Application of Layer Theory to Design: The Control Layer

    Science.gov (United States)

    Gibbons, Andrew S.; Langton, Matthew B.

    2016-01-01

    A theory of design layers proposed by Gibbons ("An Architectural Approach to Instructional Design." Routledge, New York, 2014) asserts that each layer of an instructional design is related to a body of theory closely associated with the concerns of that particular layer. This study focuses on one layer, the control layer, examining…

  6. E-Learning, Multiple Intelligences Theory (MI) and Learner-Centred Instruction: Adapting MI Learning Theoretical Principles to the Instruction of Health and Safety to Construction Managers

    Science.gov (United States)

    McNamee, Paul; Madden, Dave; McNamee, Frank; Wall, John; Hurst, Alan; Vrasidas, Charalambos; Chanquoy, Lucile; Baccino, Thierry; Acar, Emrah; Onwy-Yazici, Ela; Jordan, Ann

    2009-01-01

    This paper describes an ongoing EU project concerned with developing an instructional design framework for virtual classes (VC) that is based on the theory of Multiple Intelligences (MI) (1983). The psychological theory of Multiple Intelligences (Gardner 1983) has received much credence within instructional design since its inception and has been…

  7. Instructional Systems Design: Five Views of the Field.

    Science.gov (United States)

    Schiffman, Shirl S.

    1986-01-01

    Discusses difficulties in defining instructional systems design (ISD) and presents five ways the field is viewed, ranging from a narrow view emphasizing media selection to a complete ISD view. The ISD view emphasizes five main components: educational theory and research, system analysis, diffusion, consulting/interpersonal relations, and project…

  8. Design Theory Projectability

    DEFF Research Database (Denmark)

    Pries-Heje, Jan; Baskerville, Richard

    2014-01-01

    Technological knowledge has been characterized as having a scope that is specific to a particular problem. However, the information systems community is exploring forms of design science research that provide a promising avenue to technological knowledge with broader scope: design theories. Because...... design science research is materially prescriptive, it requires a different perspective in developing the breadth of applications of design theories. In this paper we propose different concepts that embody forms of general technological knowledge The concept of projectability, developed originally...... as a means of distinguishing realized generalizations from unrealized generalizations, helps explain how design theories, being prescriptive, possess a different form of applicability. The concept of entrenchment describes the use of a theory in many projections. Together these concepts provide a means...

  9. Information Design Theories

    Science.gov (United States)

    Pettersson, Rune

    2014-01-01

    Information design has practical and theoretical components. As an academic discipline we may view information design as a combined discipline, a practical theory, or as a theoretical practice. So far information design has incorporated facts, influences, methods, practices, principles, processes, strategies, and tools from a large number of…

  10. Theories of Learning and Computer-Mediated Instructional Technologies.

    Science.gov (United States)

    Hung, David

    2001-01-01

    Describes four major models of learning: behaviorism, cognitivism, constructivism, and social constructivism. Discusses situated cognition; differences between learning theories and instructional approaches; and how computer-mediated technologies can be integrated with learning theories. (LRW)

  11. Theories of Learning and Computer-Mediated Instructional Technologies.

    Science.gov (United States)

    Hung, David

    2001-01-01

    Describes four major models of learning: behaviorism, cognitivism, constructivism, and social constructivism. Discusses situated cognition; differences between learning theories and instructional approaches; and how computer-mediated technologies can be integrated with learning theories. (LRW)

  12. Excellence in Physics Education Award: Modeling Theory for Physics Instruction

    Science.gov (United States)

    Hestenes, David

    2014-03-01

    All humans create mental models to plan and guide their interactions with the physical world. Science has greatly refined and extended this ability by creating and validating formal scientific models of physical things and processes. Research in physics education has found that mental models created from everyday experience are largely incompatible with scientific models. This suggests that the fundamental problem in learning and understanding science is coordinating mental models with scientific models. Modeling Theory has drawn on resources of cognitive science to work out extensive implications of this suggestion and guide development of an approach to science pedagogy and curriculum design called Modeling Instruction. Modeling Instruction has been widely applied to high school physics and, more recently, to chemistry and biology, with noteworthy results.

  13. Academic self-efficacy: from educational theory to instructional practice.

    Science.gov (United States)

    Artino, Anthony R

    2012-05-01

    Self-efficacy is a personal belief in one's capability to organize and execute courses of action required to attain designated types of performances. Often described as task-specific self-confidence, self-efficacy has been a key component in theories of motivation and learning in varied contexts. Furthermore, over the last 34 years, educational researchers from diverse fields of inquiry have used the notion of self-efficacy to predict and explain a wide range of human functioning, from athletic skill to academic achievement. This article is not a systematic review of the empirical research on self-efficacy; instead, its purpose is to describe the nature and structure of self-efficacy and provide a brief overview of several instructional implications for medical education. In doing so, this article is meant to encourage medical educators to consider and explicitly address their students' academic self-efficacy beliefs in an effort to provide more engaging and effective instruction.

  14. RETHINKING THE COMPETENCIES OF INSTRUCTIONAL DESIGNERS AS INFORMATION ARCHITECTS

    OpenAIRE

    KOK, Ayse

    2009-01-01

    In this paper, the author depicts how the work of the instructional designers can be re-thought within the framework of information architecture. The paper briefly provides an overview of the main definitions of the information architect along with the major information architecture designs by describing the changing landscape in more detail from the perspective of the Articulation theory. It then moves into a discussion of the similarities between an information architect and an instructiona...

  15. Demonstrating Empathy: A Phenomenological Study of Instructional Designers Making Instructional Strategy Decisions for Adult Learners

    Science.gov (United States)

    Vann, Linda S.

    2017-01-01

    Instructional designers are tasked with making instructional strategy decisions to facilitate achievement of learning outcomes as part of their professional responsibilities. While the instructional design process includes learner analysis, that analysis alone does not embody opportunities to assist instructional designers with demonstrations of…

  16. Lesson Plan Design for Facilitating Differentiated Instruction

    Science.gov (United States)

    Baker, Pamela Hudson; Fleming, Louise Conn

    2005-01-01

    This study examines the role of lesson plan design in helping teacher candidates to meet diverse learning needs. The authors studied student teachers who had been taught to use a differential lesson plan to see if they were differentiating in their planning, assessment, and instruction. They concluded that, indeed, lesson plan design does…

  17. Joining Theory and Best Practice To Drive Classroom Instruction.

    Science.gov (United States)

    Fuhler, Carol J.

    2003-01-01

    Describes three theories supporting reading instruction--schema theory, the constructivist approach, and literary response theory--and offers best classroom practices that support these theories. Provides a sample lesson illustrating possible cross-curricular interactions, also considered a best practice. (EV)

  18. Impact of R. M. Gagne's Work on Instructional Theory.

    Science.gov (United States)

    Smith, Patricia L.; Ragan, Tillman J.

    Although Robert M. Gagne's work is often thought of as learning theory, his contributions can most appropriately be considered as an "instructional theory." This denotes an integrated set of principles based upon learning theory, other relevant theories, and sound replicable research, that permits one to predict the effects of specific…

  19. A History of Instructional Design and Technology: Part I: A History of Instructional Media.

    Science.gov (United States)

    Reiser, Robert A.

    2001-01-01

    Discusses the history of the field of instructional design and technology in the United States. Includes a definition, major features, rational for using instructional design and technology as the label for the field, history of instructional media from 1900 to the present, effects media have had on instructional practices, and the effect…

  20. The design space for solving instructional-design problems

    NARCIS (Netherlands)

    Dijkstra, Sanne

    2001-01-01

    The development of design science is outlinedin this article followed by a description ofthe concept of design space, which isillustrated by maritime design. The example isused to illuminate and situate the currentstate of instructional-design science. Thearticle summarizes the developments of anins

  1. Rapid Prototyping in Instructional Design: Creating Competencies

    Science.gov (United States)

    Fulton, Carolyn D.

    2010-01-01

    Instructional designers working in rapid prototyping environments currently do not have a list of competencies that help to identify the knowledge, skills, and attitudes (KSAs) required in these workplaces. This qualitative case study used multiple cases in an attempt to identify rapid prototyping competencies required in a rapid prototyping…

  2. Leadership through Instructional Design in Higher Education

    Science.gov (United States)

    Shaw, Kristi

    2012-01-01

    The function of leadership is to create a vision for the future, establish strategic priorities, and develop an environment of trust within and between organizations. Great leadership is a process; leadership involves motivational influence, leadership occurs in groups, and involves a shared vision (Northouse, 2010). Instructional designers are…

  3. Instructional Design in Education: New Model

    Science.gov (United States)

    Isman, Aytekin

    2011-01-01

    The main goal of the new instructional design model is to organize long term and full learning activities. The new model is based on the theoretical foundation of behaviorism, cognitivism and constructivism. During teaching and learning activities, learners are active and use cognitive, constructivist, or behaviorist learning to construct new…

  4. Redefining Classroom Culture through Instructional Design

    Science.gov (United States)

    Faryadi, Qais; Bakar, Zainab Abu; Maidinsah, Hamidah; Muhamad, Aminuddin

    2007-01-01

    This critical assessment attempts to define a good instructional design through the eyes and the minds of renowned scholars and the most outspoken educational psychologists such as Gagne, John Keller, Jerome Bruner, and Richard E. Mayer and so on. This examination also discusses ways in directing the mental map of students for better knowledge…

  5. Shared Knowledge among Graphic Designers, Instructional Designers and Subject Matter Experts in Designing Multimedia-Based Instructional Media

    Science.gov (United States)

    Razak, Rafiza Abdul

    2013-01-01

    The research identified and explored the shared knowledge among the instructional multimedia design and development experts comprising of subject matter expert, graphic designer and instructional designer. The knowledge shared by the team was categorized into three groups of multimedia design principles encompasses of basic principles, authoring…

  6. Academic Reference and Instruction Librarians and Dweck's Theories of Intelligence

    Science.gov (United States)

    Folk, Amanda L.

    2016-01-01

    This article introduces psychologist Carol S. Dweck's entity and incremental theories of intelligence and explores the prevalence of these theories in academic librarians who participate in reference and instruction activities. Based on existing research, it is possible that implicit theories of intelligence could affect the ways in which…

  7. Optimizing Computer Assisted Instruction By Applying Principles of Learning Theory.

    Science.gov (United States)

    Edwards, Thomas O.

    The development of learning theory and its application to computer-assisted instruction (CAI) are described. Among the early theoretical constructs thought to be important are E. L. Thorndike's concept of learning connectisms, Neal Miller's theory of motivation, and B. F. Skinner's theory of operant conditioning. Early devices incorporating those…

  8. Universal Instructional Design Principles for Mobile Learning

    Directory of Open Access Journals (Sweden)

    Tanya Elias

    2011-02-01

    Full Text Available The report extends a previous analysis of universal instructional design principles in distance education by applying them to the design of mobile learning. Eight principles with particular relevance for distance education are selected, and their recommendations are discussed in relation to the design of educational materials for a range of mobile devices. The problems and opportunities of mobile learning are discussed as is the need for educators to focus on content design issues rather than on searching for the next new technology.

  9. Comparison of Effects of Teaching English to Thai Undergraduate Teacher-Students through Cross-Curricular Thematic Instruction Program Based on Multiple Intelligence Theory and Conventional Instruction

    Science.gov (United States)

    Rattanavich, Saowalak

    2013-01-01

    This study is aimed at comparing the effects of teaching English to Thai undergraduate teacher-students through cross-curricular thematic instruction program based on multiple intelligence theory and through conventional instruction. Two experimental groups, which utilized Randomized True Control Group-Pretest-posttest Time Series Design and…

  10. CULTURAL HISTORICAL ACTIVITY THEORY: EXPLORING PRINCIPALS’ INSTRUCTIONAL LEADERSHIP

    Directory of Open Access Journals (Sweden)

    Fulya Damla Kentli

    2016-09-01

    Full Text Available Instructional leadership activities are significant for school development. Although many researchers in this field consider leadership activities relating to the work of school principals, in effect, leadership is a network activity that includes all school staff. This study aims to show this interdependence network activity within Cultural Historical Activity Theory. The research question is “what are the activities of an instructional leader?” in order to understand instructional leadership activities in school from perspectives of Turkish graduate students and Cultural Historical Activity Theory. The answers are conceptualized within the framework of an Activity Theory. The students were asked to write about the activities of an instructional leader in the first and last course of the semester. Eighteen graduate students participated in this study.

  11. Universal Instructional Design Principles for Moodle

    Directory of Open Access Journals (Sweden)

    Tanya Elias

    2010-05-01

    Full Text Available The paper identifies a set of universal instructional design (UID principles appropriate to distance education (DE and tailored to the needs of instructional designers and instructors teaching online. These principles are then used to assess the accessibility level of a sample online course and the availability of options in its LMS platform (Moodle to increase course accessibility. Numerous accessibility-sensitive plug-in modules are found to be available to Moodle users, though relatively few features were included in the sample course analysed. This may be because they have not been made available to instructors at the institutional level. The paper offers a series of recommendations to improve the accessibility of online DE to learners with diverse abilities, disabilities, and needs.

  12. The Role of Coaching within the Context of Instructional Design

    Science.gov (United States)

    Stefaniak, Jill E.

    2017-01-01

    Upon entry into the instructional design workforce, there is a need for instructional designers to continue to hone their craft and skill development. Often times novice instructional designers are paired with experts during the onboarding process. Coaching is utilized to provide novices and those less experienced with the necessary support they…

  13. The Role of Coaching within the Context of Instructional Design

    Science.gov (United States)

    Stefaniak, Jill E.

    2017-01-01

    Upon entry into the instructional design workforce, there is a need for instructional designers to continue to hone their craft and skill development. Often times novice instructional designers are paired with experts during the onboarding process. Coaching is utilized to provide novices and those less experienced with the necessary support they…

  14. Design Theory in Information Systems

    Directory of Open Access Journals (Sweden)

    Shirley Gregor

    2002-11-01

    Full Text Available The aim of this paper is to explore an important category of information systems knowledge that is termed “design theory”. This knowledge is distinguished as the fifth of five types of theory: (i theory for analysing and describing, (ii theory for understanding, (iii theory for predicting, (iv theory for explaining and predicting, and (v theory for design and action. Examples of design theory in information systems are provided, with associated research methods. The limited understanding and recognition of this type of theory in information systems indicates that further debate concerning its nature and role in our discipline is needed.

  15. Thinking outside ISD: A management model for instructional design

    Science.gov (United States)

    Taylor, Tony Dewayne

    The purpose of this study was to examine the effectiveness of an instructional system management-level model proposed by the author designed to orchestrate the efficient development and implementation of customer requested curriculum. The three phases of systems-based model are designed to ensure delivery of high quality and timely instruction are: (1) the assessment and documentation of organizational training requirements; (2) project management control of curriculum development; and (3) the implementation of relevant instruction by competent instructors. This model also provides (4) measurable and quantifiable course evaluation results to justify return on investment and validate its importance with respect to the customer's organizational strategic objectives. The theoretical approach for this study was systems theory-based due to the nature of the instructional systems design model and the systematic design of the management model. The study was accomplished using single-case study application of qualitative style of inquiry as described by Patton (2002). Qualitative inquiry was selected to collect and analyze participant holistic perspective assessment of effectiveness, relevance, and timeliness of the instructional design management model. Participants for this study included five managers, five subject matter experts, and six students assigned to a military organization responsible for the collection of hydrographic data for the U.S. Navy. Triangulation of data sources within the qualitative framework of the study incorporated the three participant groups---managers, SMEs, and students---incorporated multiple views of the course development and implementation to validate the findings and the remove researcher bias. Qualitative coding was accomplished by importing transcribed interviews into Microsoft Excel and sorted using Auto-Filter. The coded interviews indicated effective functionality in the views of the model from each of the three participant groups

  16. Dissecting local design: Instructional leadership, curriculum and science education

    Science.gov (United States)

    Clifford, Matthew Aaron

    Local instructional design describes the process of customization that naturally occurs when curriculum innovations interface with local classrooms and schools. Describing the practice of local instructional design can help to explain how curriculum is adapted to local conditions and provides insight on how instructional leaders mediate curriculum, teaching, and school conditions to allow for reform-oriented curriculum to occur. Research on local design has tended to focus on the intersection of curriculum, teachers, and students. This case-based dissertation study documents the process of local instructional design in the context of high school science education through a distributed leadership perspective. The study develops a model of instructional design, points to the important roles of administrators, parents, and university consultants in leading local design, and suggests instructional reform advocates consider the role of school leadership and community when further studying local instructional design.

  17. Design Research Using Game Design as an Instructional Strategy

    Science.gov (United States)

    Siko, Jason; Barbour, Michael

    2014-01-01

    Using Homemade PowerPoint games as an instructional strategy incorporates elements of game design and constructionism in the classroom using "Microsoft PowerPoint," which is ubiquitous in schools today. However, previous research examining the use of these games has failed to show statistical differences in performance. In the second…

  18. Instructional Design Practice as Innovative Learning: Journeys into the Unfamiliar

    Science.gov (United States)

    Yanchar, Stephen C.

    2016-01-01

    Critical discussions within the field of instructional design have addressed the roles and competencies of designers, as well as the nature of design work per se. This article presents an overarching metaphor--namely, instructional design as a journey into the unfamiliar--that views design as a two-fold learning enterprise (i.e., innovative and…

  19. Instructional Design of a Programming Course

    DEFF Research Database (Denmark)

    Caspersen, Michael Edelgaard; Bennedsen, Jens

    2007-01-01

    We present a brief overview of a model for the human cognitive architecture and three learning theories based on this model: cognitive load theory, cognitive apprenticeship, and worked examples (a key area of cognitive skill acquisition). Based on this brief overview we argue how an introductory...... object-oriented programming course is designed according to results of cognitive science and educational psychology in general and cognitive load theory and cognitive skill acquisition in particular; the principal techniques applied are: worked examples, scaffolding, faded guidance, cognitive...

  20. A Matter of Design: A Proposal to Encourage the Evolution of Design in Instructional Design

    Science.gov (United States)

    Schatz, Steven

    2003-01-01

    Kerr wrote of the black box of design decisions--that time when the "heart of an instructional solution first appears." Petroski writes of judgment as indispensable for engineering design decisions. Both instructional design and engineering are design sciences, yet engineering has a rich tradition of discussing and reflecting upon design…

  1. Designing the Electronic Classroom: Applying Learning Theory and Ergonomic Design Principles.

    Science.gov (United States)

    Emmons, Mark; Wilkinson, Frances C.

    2001-01-01

    Applies learning theory and ergonomic principles to the design of effective learning environments for library instruction. Discusses features of electronic classroom ergonomics, including the ergonomics of physical space, environmental factors, and workstations; and includes classroom layouts. (Author/LRW)

  2. Promoting Learning of Instructional Design via Overlay Design Tools

    Science.gov (United States)

    Carle, Andrew Jacob

    2012-01-01

    I begin by introducing Virtual Design Apprenticeship (VDA), a learning model--built on a solid foundation of education principles and theories--that promotes learning of design skills via overlay design tools. In VDA, when an individual needs to learn a new design skill or paradigm she is provided accessible, concrete examples that have been…

  3. Promoting Learning of Instructional Design via Overlay Design Tools

    Science.gov (United States)

    Carle, Andrew Jacob

    2012-01-01

    I begin by introducing Virtual Design Apprenticeship (VDA), a learning model--built on a solid foundation of education principles and theories--that promotes learning of design skills via overlay design tools. In VDA, when an individual needs to learn a new design skill or paradigm she is provided accessible, concrete examples that have been…

  4. Melodic Dictation Instruction: A Survey of Advanced Placement Music Theory Teachers

    Science.gov (United States)

    Buonviri, Nathan O.; Paney, Andrew S.

    2015-01-01

    Based on relevant literature and recent qualitative findings, the purpose of this survey research was to identify pedagogical approaches to melodic dictation employed by Advanced Placement (AP) Music Theory teachers across the United States. The researcher-designed survey questions focused on pitch and rhythm skills, instructional resources,…

  5. An Instructional Model for Teaching Proof Writing in the Number Theory Classroom

    Science.gov (United States)

    Schabel, Carmen

    2005-01-01

    I discuss an instructional model that I have used in my number theory classes. Facets of the model include using small group work and whole class discussion, having students generate examples and counterexamples, and giving students the opportunity to write proofs and make conjectures in class. The model is designed to actively engage students in…

  6. How Instruction Influences Conceptual Development: Vygotsky's Theory Revisited

    Science.gov (United States)

    Clarà, Marc

    2017-01-01

    Although current interpretations of Vygotsky's theory largely assume that instruction pushes development, the issue of how this occurs has yet to be clarified. For example, the notion of "zone of proximal development" has aroused strong disagreement, and the common conceptualization of the notion of "nonspontaneous concept" has…

  7. Theory of Aircraft Flight. Aerospace Education II. Instructional Unit I.

    Science.gov (United States)

    Elmer, James D.

    This publication provides guidelines for teachers using the Aerospace Education II series publication entitled "Theory of Aircraft Flight." The organization of the guide for each chapter is according to objectives (traditional and behavioral), suggested outline, orientation, suggested key points, suggestions for teaching, instructional aids,…

  8. How Instruction Influences Conceptual Development: Vygotsky's Theory Revisited

    Science.gov (United States)

    Clarà, Marc

    2017-01-01

    Although current interpretations of Vygotsky's theory largely assume that instruction pushes development, the issue of how this occurs has yet to be clarified. For example, the notion of "zone of proximal development" has aroused strong disagreement, and the common conceptualization of the notion of "nonspontaneous concept" has…

  9. A Model for Designing Library Instruction for Distance Learning

    Science.gov (United States)

    Rand, Angela Doucet

    2013-01-01

    Providing library instruction in distance learning environments presents a unique set of challenges for instructional librarians. Innovations in computer-mediated communication and advances in cognitive science research provide the opportunity for designing library instruction that meets a variety of student information seeking needs. Using a…

  10. Toward Instructional Design Principles: Inducing Faraday's Law with Contrasting Cases

    Science.gov (United States)

    Kuo, Eric; Wieman, Carl E.

    2016-01-01

    Although physics education research (PER) has improved instructional practices, there are not agreed upon principles for designing effective instructional materials. Here, we illustrate how close comparison of instructional materials could support the development of such principles. Specifically, in discussion sections of a large, introductory…

  11. A Model for Designing Library Instruction for Distance Learning

    Science.gov (United States)

    Rand, Angela Doucet

    2013-01-01

    Providing library instruction in distance learning environments presents a unique set of challenges for instructional librarians. Innovations in computer-mediated communication and advances in cognitive science research provide the opportunity for designing library instruction that meets a variety of student information seeking needs. Using a…

  12. Comparison between Kemp, Smith & Ragan, Dick & Carey's Instructional Design Models

    Science.gov (United States)

    Birgili, Bengi

    2013-01-01

    Instructional design (ID) is systematic way of suggesting a structure and giving meaning to an instructional problem by helping to visualize the problem and breaking into discrete and manageable units. In addition, ID is a systematic reflective process of applying instructional principles into plans by material, activity, resources and evaluation…

  13. Toward Instructional Design Principles: Inducing Faraday's Law with Contrasting Cases

    Science.gov (United States)

    Kuo, Eric; Wieman, Carl E.

    2016-01-01

    Although physics education research (PER) has improved instructional practices, there are not agreed upon principles for designing effective instructional materials. Here, we illustrate how close comparison of instructional materials could support the development of such principles. Specifically, in discussion sections of a large, introductory…

  14. Instructional Design for Computer-Supported Collaborative Learning in Primary and Secondary School.

    Science.gov (United States)

    Gros, Begona

    2001-01-01

    Discussion of computer-supported collaborative learning (CSCL) focuses on the way in which current instructional design theories can be used to design collaborative learning environments in primary and secondary schools. Highlights include definitions of CSCL; CSCL research, including cognitive approach, systems design, and curricular…

  15. Small-Group Instruction. Theory and Practice

    Science.gov (United States)

    1974-01-01

    Human Relations, vol. 1, 1948, cation Association, Washington, pp. 512-532. 1961, pp. 34-47, 125 Preceding Page Blank References 21. Cartwright , Dorwin ...Rela- Membership," in Dorwin Cartwright tions and Administration, Harvard and A. Zander (eds,), Group University Press, Cambridge, Mass., Dynamics... Dorwin Cartwright and A. 54. Johnson, D.M., and Smith, H.C. Zander (eds.) Group Dynamics: "Democratic Leadership in the Research and Theory, Row

  16. A Classification Model and an Open E-Learning System Based on Intuitionistic Fuzzy Sets for Instructional Design Concepts

    Science.gov (United States)

    Güyer, Tolga; Aydogdu, Seyhmus

    2016-01-01

    This study suggests a classification model and an e-learning system based on this model for all instructional theories, approaches, models, strategies, methods, and technics being used in the process of instructional design that constitutes a direct or indirect resource for educational technology based on the theory of intuitionistic fuzzy sets…

  17. Constructivism, Instructional Design, and Technology: Implications for Transforming Distance Learning

    Directory of Open Access Journals (Sweden)

    Maureen Tam

    2000-01-01

    Full Text Available This paper examines the characteristics and value of designed instruction grounded in the constructivist theory. It also attempts to connect the theory to the prevailing technology paradigms to establish an alignment between pedagogical and technological considerations in support of the assumptions arising from constructivism. Distance learning provides a unique context in which to infuse constructivist principles where learners are expected to function as self-motivated, self-directed, interactive, collaborative participants in their learning experiences by virtue of their physical location. Hence, the aim of this paper is to provide a clear link between the theoretical principles of constructivism, the construction of technology-supported learning environments, and the practice of distance education. The questions driving the argument in this paper include: What do constructivist perspectives offer instructional design and practice? What do computing technologies offer? And what do the two afford in combination? In particular, how do the two combine to transform distance learning from a highly industrialized mass production model to one that emphasizes subjective construction of knowledge and meaning derived from individual experiences.

  18. Analyzing Automated Instructional Systems: Metaphors from Related Design Professions.

    Science.gov (United States)

    Jonassen, David H.; Wilson, Brent G.

    Noting that automation has had an impact on virtually every manufacturing and information operation in the world, including instructional design (ID), this paper suggests three basic metaphors for automating instructional design activities: (1) computer-aided design and manufacturing (CAD/CAM) systems; (2) expert system advisor systems; and (3)…

  19. Algorithms in combinatorial design theory

    CERN Document Server

    Colbourn, CJ

    1985-01-01

    The scope of the volume includes all algorithmic and computational aspects of research on combinatorial designs. Algorithmic aspects include generation, isomorphism and analysis techniques - both heuristic methods used in practice, and the computational complexity of these operations. The scope within design theory includes all aspects of block designs, Latin squares and their variants, pairwise balanced designs and projective planes and related geometries.

  20. Preventing information overload: cognitive load theory as an instructional framework for teaching pharmacology.

    Science.gov (United States)

    Kaylor, Sara K

    2014-02-01

    Nursing students are challenged by content-laden curricula and learning environments that emphasize testing outcomes. Likewise, educators are challenged to support student-centered learning in a manner that encourages students to connect and act upon their personal motivations. This article describes the use of cognitive load theory (CLT) as an instructional design framework for an undergraduate pharmacology for nursing course. Guided by the principles of CLT, four instructional strategies were used in this course: (a) opening review activities, (b) providing students with lecture notes, (c) a "Top Five" prototype approach, and (d) deciphering "Need to Knows" from "Nice to Knows." Instructional style and strategies received positive student feedback and were found to promote a student-centered environment and active learning. On the basis of this feedback, cognitive load theory may be a successful and effective framework for undergraduate pharmacology and other nursing courses, thus assisting students and educators alike in overcoming obstacles imposed on learning environments. Copyright 2014, SLACK Incorporated.

  1. Project Management in Instructional Design: ADDIE Is Not Enough

    Science.gov (United States)

    Van Rooij, Shahron Williams

    2010-01-01

    In the digital age, instructional designers must possess both a sound instructional design knowledge base and solid project management skills that will enable them to complete courseware projects on time, on budget and in conformance with client expectations. Project management skills include the ability to apply repeatable processes, along with…

  2. Gender, Technology, and Instructional Design: Balancing the Picture.

    Science.gov (United States)

    Knupfer, Nancy Nelson

    1999-01-01

    Examines the pervasive messages of gender stereotypes and their influence on instructional design, schooling, and society. Topics discussed include: society and gender-role construction; gender stereotypes; culture, groups, and schooling; images of males and females; and increasing equity through good instructional design. Contains 41 references.…

  3. Open Educational Resources: A Delphi Study of Instructional Design Quality

    Science.gov (United States)

    Emerson, Marnice K.

    2013-01-01

    The purpose of this modified Delphi research study was to investigate instructional designers' beliefs about the instructional strategies and activities to be included in a universal framework for designing quality, self-directed, multimedia, open educational resources (OERs). With the rapid growth of availability and use of OERs by a widely…

  4. Preparing Instructional Designers for Game-Based Learning: Part 2

    Science.gov (United States)

    Hirumi, Atsusi; Appelman, Bob; Rieber, Lloyd; Van Eck, Richard

    2010-01-01

    As noted in part I of this article (published in "TechTrends 54"(3)), advances in technology continue to outpace research on the design and effectiveness of instructional (digital video) games. In general, instructional designers know little about game development, commercial video game developers know little about training, education and…

  5. Project Management in Instructional Design: ADDIE Is Not Enough

    Science.gov (United States)

    Van Rooij, Shahron Williams

    2010-01-01

    In the digital age, instructional designers must possess both a sound instructional design knowledge base and solid project management skills that will enable them to complete courseware projects on time, on budget and in conformance with client expectations. Project management skills include the ability to apply repeatable processes, along with…

  6. A Symbiosis between Instructional Systems Design and Project Management

    Science.gov (United States)

    Pan, Cheng-Chang

    2012-01-01

    This study is intended to explore a complementary relationship between instructional systems design (ISD) and project management in an attempt to build a plausible case for integrating project management as a distinct course in the core of the graduate instructional systems design programs. It is argued that ISD and project management should form…

  7. REVIEW: Trends And Issues In Instructional Design And Technology

    OpenAIRE

    AKBULUT, Reviewed By Yavuz

    2015-01-01

    “Trends and Issues in Instructional Design and Technology” is a reader friendly reference source on instructional design and technology (IDT) helping both professionals in the field and novice practitioners trying to get used to the trends and concepts of the field.

  8. Applying the science of learning: evidence-based principles for the design of multimedia instruction.

    Science.gov (United States)

    Mayer, Richard E

    2008-11-01

    During the last 100 years, a major accomplishment of psychology has been the development of a science of learning aimed at understanding how people learn. In attempting to apply the science of learning, a central challenge of psychology and education is the development of a science of instruction aimed at understanding how to present material in ways that help people learn. The author provides an overview of how the design of multimedia instruction can be informed by the science of learning and the science of instruction, which yields 10 principles of multimedia instructional design that are grounded in theory and based on evidence. Overall, the relationship between the science of learning and the science of instruction is reciprocal.

  9. A Process for the Critical Analysis of Instructional Theory

    Science.gov (United States)

    Bostwick, Jay A.; Calvert, Isaac Wade; Francis, Jenifer; Hawkley, Melissa; Henrie, Curtis R.; Hyatt, Frederick R.; Juncker, Janeel; Gibbons, Andrew S.

    2014-01-01

    Some have argued for a common language in the field of instructional design in an effort to reduce misunderstandings and simplify a multitude of synonymous terms and concepts. Others feel that this goal is undesirable in that it precludes development and flexibility. In this article we propose an ontology-building process as a way for readers to…

  10. An Application of Gagne's Theory of Instruction to the Instruction of English as a Second Language.

    Science.gov (United States)

    Medina, Suzanne

    Use of Robert Gagne's model of instructional design for teaching English as a Second Language is illustrated in a unit intended for community college students of varying linguistic and educational backgrounds. Students must be literate in English, have a prescribed level of listening comprehension, and be familiar with certain English vocabulary…

  11. Preparing Instructional Designers for Game-Based Learning: Part III. Game Design as a Collaborative Process

    Science.gov (United States)

    Hirumi, Atsusi; Appelman, Bob; Rieber, Lloyd; Van Eck, Richard

    2010-01-01

    In this three part series, four professors who teach graduate level courses on the design of instructional video games discuss their perspectives on preparing instructional designers to optimize game-based learning. Part I set the context for the series and one of four panelists discussed what he believes instructional designers should know about…

  12. The effects of a web-based training in an instructionals systems design approach on teacher's instructional design behavior

    OpenAIRE

    Hoogveld, Bert; Paas, Fred; Jochems, Wim; van Merriënboer, Jeroen

    2010-01-01

    Hoogveld, A. W. M., Paas, F., Jochems, W. M. G., & Van Merriënboer, J. J. G. (2001). The effects of a web-based training in an instructionals systems design approach on teacher's instructional design behavior. Computers in human behavior, 17, 363-371.

  13. Using Critical Incidents of Instructional Design and Multimedia Production Activities to Investigate Instructional Designers' Current Practices and Roles

    Science.gov (United States)

    Sugar, William A.; Luterbach, Kenneth J.

    2016-01-01

    Through consideration of critical incidents, this study analyzed 106 effective, ineffective and extraordinary instructional design and multimedia production (MP) activities discussed by 36 instructional design professionals. This evaluation provided insights into these professionals' best and not so best practices during the past 6 months.…

  14. Instructional Design as Knowledge Management: A Knowledge-in-Practice Approach to Choosing Instructional Methods

    Science.gov (United States)

    McIver, Derrick; Fitzsimmons, Stacey; Flanagan, David

    2016-01-01

    Decisions about instructional methods are becoming more complex, with options ranging from problem sets to experiential service-learning projects. However, instructors not trained in instructional design may make these important decisions based on convenience, comfort, or trends. Instead, this article draws on the knowledge management literature…

  15. Instructional Design as Knowledge Management: A Knowledge-in-Practice Approach to Choosing Instructional Methods

    Science.gov (United States)

    McIver, Derrick; Fitzsimmons, Stacey; Flanagan, David

    2016-01-01

    Decisions about instructional methods are becoming more complex, with options ranging from problem sets to experiential service-learning projects. However, instructors not trained in instructional design may make these important decisions based on convenience, comfort, or trends. Instead, this article draws on the knowledge management literature…

  16. Using Agile Project Management to Enhance the Performance of Instructional Design Teams

    Science.gov (United States)

    Sweeney, David S.; Cifuentes, Lauren

    2010-01-01

    Instructional design models describe in detail methodologies for designing effective instruction. Several widely adopted models include suggestions for managing instructional design projects. However, these suggestions focus on how to manage the instructional design steps rather than the instructional design and development team process. The…

  17. Using Agile Project Management to Enhance the Performance of Instructional Design Teams

    Science.gov (United States)

    Sweeney, David S.; Cifuentes, Lauren

    2010-01-01

    Instructional design models describe in detail methodologies for designing effective instruction. Several widely adopted models include suggestions for managing instructional design projects. However, these suggestions focus on how to manage the instructional design steps rather than the instructional design and development team process. The…

  18. Instructional Design for Accelerated Macrocognitive Expertise in the Baseball Workplace.

    Science.gov (United States)

    Fadde, Peter J

    2016-01-01

    The goal of accelerating expertise can leave researchers and trainers in human factors, naturalistic decision making, sport science, and expertise studies concerned about seemingly insufficient application of expert performance theories, findings and methods for training macrocognitive aspects of human performance. Video-occlusion methods perfected by sports expertise researchers have great instructional utility, in some cases offering an effective and inexpensive alternative to high-fidelity simulation. A key problem for instructional designers seems to be that expertise research done in laboratory and field settings doesn't get adequately translated into workplace training. Therefore, this article presents a framework for better linkage of expertise research/training across laboratory, field, and workplace settings. It also uses a case study to trace the development and implementation of a macrocognitive training program in the very challenging workplace of the baseball batters' box. This training, which was embedded for a full season in a college baseball team, targeted the perceptual-cognitive skill of pitch recognition that allows expert batters to circumvent limitations of human reaction time in order to hit a 90 mile-per-hour slider. While baseball batting has few analogous skills outside of sports, the instructional design principles of the training program developed to improve batting have wider applicability and implications. Its core operational principle, supported by information processing models but challenged by ecological models, decouples the perception-action link for targeted part-task training of the perception component, in much the same way that motor components routinely are isolated to leverage instructional efficiencies. After targeted perceptual training, perception and action were recoupled via transfer-appropriate tasks inspired by in situ research tasks. Using NCAA published statistics as performance measures, the cooperating team

  19. Instructional Design for Accelerated Macrocognitive Expertise in the Baseball Workplace

    Directory of Open Access Journals (Sweden)

    Peter J. Fadde

    2016-03-01

    Full Text Available The goal of accelerating expertise can leave researchers and trainers in human factors, naturalistic decision making, sport science, and expertise studies concerned about seemingly insufficient application of expert performance theories, findings and methods for training macrocognitive aspects of human performance. Video-occlusion methods perfected by sports expertise researchers have great instructional utility, in some cases offering an effective and inexpensive alternative to high-fidelity simulation. A key problem for instructional designers seems to be that expertise research done in laboratory and field settings doesn’t get adequately translated into workplace training. Therefore, this article presents a framework for better linkage of expertise research/training across laboratory, field, and workplace settings. It also uses a case study to trace the development and implementation of a macrocognitive training program in the very challenging workplace of the baseball batters’ box. This training, which was embedded for a full season in a college baseball team, targeted the perceptual-cognitive skill of pitch recognition that allows expert batters to circumvent limitations of human reaction time in order to hit a 90 mile-per-hour slider. While baseball batting has few analogous skills outside of sports, the instructional design principles of the training program developed to improve batting have wider applicability and implications. Its core operational principle, supported by information processing models but challenged by ecological models, decouples the perception-action link for targeted part-task training of the perception component, in much the same way that motor components routinely are isolated to leverage instructional efficiencies. After targeted perceptual training, perception and action were recoupled via transfer-appropriate tasks inspired by in situ research tasks. Using NCAA published statistics as performance measures

  20. Instructional Control of Cognitive Load in the Design of Complex Learning Environments

    NARCIS (Netherlands)

    Kester, Liesbeth; Paas, Fred; Van Merriënboer, Jeroen

    2010-01-01

    Kester, L., Paas, F., & Van Merriënboer, J. J. G. (2010). Instructional control of cognitive load in the design of complex learning environments. In J. L. Plass, R. Moreno, & Roland Brünken (Eds.), Cognitive Load Theory (pp. 109-130). New York: Cambridge University Press.

  1. Learning Study: Nurturing the Instructional Design and Teaching Competency of Pre-Service Teachers

    Science.gov (United States)

    Cheng, Eric C. K.

    2014-01-01

    This paper presents an evaluation study of an innovative and theory-based initial teacher education course entitled Learning Study, the aim of which is to develop the instructional design and teaching competency of pre-service teachers in Hong Kong. The Learning Study course is offered to all second year students as part of the Bachelor of…

  2. Learning Study: Nurturing the Instructional Design and Teaching Competency of Pre-Service Teachers

    Science.gov (United States)

    Cheng, Eric C. K.

    2014-01-01

    This paper presents an evaluation study of an innovative and theory-based initial teacher education course entitled Learning Study, the aim of which is to develop the instructional design and teaching competency of pre-service teachers in Hong Kong. The Learning Study course is offered to all second year students as part of the Bachelor of…

  3. Theorie Grammaticale et Enseignement de la Grammaire (Grammatical Theory and Grammar Instruction). Melanges Pedagogiques, 1970.

    Science.gov (United States)

    Heddesheimer, C.

    This article discusses the problem of the relationship between scientific theory and teaching practice, between the linguist and the language teacher. Language instruction attempts more and more to approximate the mother tongue acquisition process, but the two processes remain distinct. However, good second language pedagogy will lead to…

  4. Designing Opportunities to Learn Mathematics Theory-Building Practices

    Science.gov (United States)

    Bass, Hyman

    2017-01-01

    Mathematicians commonly distinguish two modes of work in the discipline: "Problem solving," and "theory building." Mathematics education offers many opportunities to learn problem solving. This paper explores the possibility, and value, of designing instructional activities that provide supported opportunities for students to…

  5. DESIGNING INSTRUCTION FOR THE TRADITIONAL, ADULT, AND DISTANCE LEARNER: A New Engine for Technology-Based Teaching

    Directory of Open Access Journals (Sweden)

    Lawrence A. Tomei

    2011-10-01

    Full Text Available Adult students demand a wider variety of instructional strategies that encompass real-world, interactive, cooperative, and discovery learning experiences.Designing Instruction for the Traditional, Adult, and Distance Learner: A New Engine for Technology-Based Teaching explores how technology impacts the process of devising instructional plans as well as learning itself in adult students. Containing research from leading international experts, this publication proposes realistic and accurate archetypes to assist educators in incorporating state-of-the-art technologies into online instruction.This text proposes a new paradigm for designing, developing, implementing, and assessed technology-based instruction. It addresses three target populations of today's learner: traditional, adult, and distance education. The text proposes a new model of instructional system design (ISD for developing effective technology-based education that involves a five-step process focusing on the learner, learning theories, resources, delivery modalities, and outcomes.

  6. Design of Digital Learning Material on Social-Psychological Theories for Nutrition Behavior Research

    Science.gov (United States)

    Busstra, Maria C.; De Graaf, Cees; Hartog, Rob

    2007-01-01

    This article describes the design, implementation and evaluation of digital learning material on the social--psychological Theory of Planned Behavior (TPB) and its use in nutrition behavior research. The design is based on guidelines derived from theories on instructional design. The major component of the design challenge is to implement three…

  7. Architecture Design of a Variable Length Instruction Set VLIW DSP

    Institute of Scientific and Technical Information of China (English)

    SHEN Zheng; HE Hu; YANG Xu; JIA Di; SUN Yihe

    2009-01-01

    The cost of the central register file and the size of the program code limit the scalability of very long instruction word (VLIW) processors with increasing numbers of functional units. This paper presents the architectural design of a six-way VLIW digital signal processor (DSP) with clustered register files. The archi-tecture uses a variable length instruction set and supports dynamic instruction dispatching. The one-level memory system architecture of the processor includes 16-KB instruction and data caches and 16-KB in-struction and data on-chip RAM. A compiler based on the Open64 was developed for the system. Evalua-tions show that the processor is suitable for high performance applications with a high code density and small program code size.

  8. A Video Specific Instruction Set Architecture for ASIP design

    Directory of Open Access Journals (Sweden)

    Zheng Shen

    2007-01-01

    Full Text Available This paper describes a novel video specific instruction set architecture for ASIP design. With single instruction multiple data (SIMD instructions, two destination modes, and video specific instructions, an instruction set architecture is introduced to enhance the performance for video applications. Furthermore, we quantify the improvement on H.263 encoding. In this paper, we evaluate and compare the performance of VS-ISA, other DSPs (digital signal processors, and conventional SIMD media extensions in the context of video coding. Our evaluation results show that VS-ISA improves the processor's performance by approximately 5x on H.263 encoding, and VS-ISA outperforms other architectures by 1.6x to 8.57x in computing IDCT.

  9. Instructional design considerations promoting engineering design self-efficacy

    Science.gov (United States)

    Jackson, Andrew M.

    Engineering design activities are frequently included in technology and engineering classrooms. These activities provide an open-ended context for practicing critical thinking, problem solving, creativity, and innovation---collectively part of the 21st Century Skills which are increasingly needed for success in the workplace. Self-efficacy is a perceptual belief that impacts learning and behavior. It has been shown to directly impact each of these 21st Century Skills but its relation to engineering design is only recently being studied. The purpose of this study was to examine how instructional considerations made when implementing engineering design activities might affect student self-efficacy outcomes in a middle school engineering classroom. Student responses to two self-efficacy inventories related to design, the Engineering Design Self-Efficacy Instrument and Creative Thinking Self-Efficacy Inventory, were collected before and after participation in an engineering design curriculum. Students were also answered questions on specific factors of their experience during the curriculum which teachers may exhibit control over: teamwork and feedback. Results were analyzed using Pearson's correlation coefficients, paired and independent t-tests, and structural equation modeling to better understand patterns for self-efficacy beliefs in students. Results suggested that design self-efficacy and creative thinking self-efficacy are significantly correlated, r(1541) = .783, p showed that students perceive team inclusion and feedback as significant contributors to their self-efficacy beliefs, while team diversity was not related to self-efficacy. Separate models for each predictor demonstrated good fit. Recommendations are made based on the corresponding nature of engineering design self-efficacy and creative thinking self-efficacy: strategies encouraging self-efficacy in these domains may be transferrable. Instructors are made aware of the significant impact of classroom

  10. Effectiveness, Efficiency, and Appeal: Pick Any Two? The Influence of Learning Domains and Learning Outcomes on Designer Judgments of Useful Instructional Methods

    Science.gov (United States)

    Honebein, Peter C.; Honebein, Cass H.

    2015-01-01

    When choosing instructional methods, instructional designers trade-off or sacrifice an outcome, such as effectiveness, efficiency, or appeal. In instructional planning theory, this is referred to as values about priorities. When "values about priorities" are combined with "conditions about content," we expect that a different…

  11. Aerodynamic design via control theory

    Science.gov (United States)

    Jameson, Antony

    1988-01-01

    The question of how to modify aerodynamic design in order to improve performance is addressed. Representative examples are given to demonstrate the computational feasibility of using control theory for such a purpose. An introduction and historical survey of the subject is included.

  12. From instructional design to tecnology based learning design

    Directory of Open Access Journals (Sweden)

    Yisell Góngora Parra

    2012-11-01

    Full Text Available Technology incorporated to education has proved to foster and improve the teaching learning process; however, in order to achieve the best results it is necessary to change traditional paradigms for the design and planning of courses and teaching materials and use technological tools with open minds and flexibility to adjust to new learning environments. This paper aims at discussing learning design, its evolution and models, referring to its origins and development as well as to pedagogical, psychological and historical tendencies that have shaped its concept. The main models are also dis-cussed, their characteristics and the learning theories that support them. Finally, this paper deals with current tendencies in learning design and its flexibility in new models and learning environments.

  13. Designing Interactive Multimedia Instruction to Address Soldiers’ Learning Needs

    Science.gov (United States)

    2014-12-01

    screen capture software) Snag-it Programming Languages ActionScript 2 & 3 HTML JavaScript CSS Note: HTML refers to Hypertext Markup Language...Instead, Hypertext Markup Language (HTML) was used, enabling the IMI exemplars to run in a web browser. While this approach precluded some data... Hypertext Markup Language IMDP Instructional Media Design Package IMI Interactive Multimedia Instruction IOBC Infantry Officer Basic

  14. Operational amplifiers theory and design

    CERN Document Server

    Huijsing, Johan

    2017-01-01

    This proven textbook guides readers to a thorough understanding of the theory and design of operational amplifiers (OpAmps). The core of the book presents systematically the design of operational amplifiers, classifying them into a periodic system of nine main overall configurations, ranging from one gain stage up to four or more stages. This division enables circuit designers to recognize quickly, understand, and choose optimal configurations. Characterization of operational amplifiers is given by macro models and error matrices, together with measurement techniques for their parameters. Definitions are given for four types of operational amplifiers depending on the grounding of their input and output ports. Many famous designs are evaluated in depth, using a carefully structured approach enhanced by numerous figures. In order to reinforce the concepts introduced and facilitate self-evaluation of design skills, the author includes problems with detailed solutions, as well as simulation exercises. Provides te...

  15. Role-Based Design: "A Contemporary Framework for Innovation and Creativity in Instructional Design"

    Science.gov (United States)

    Hokanson, Brad; Miller, Charles

    2009-01-01

    This is the first in a series of four articles presenting a new outlook on the process of instructional design. Along with offering an improvement to current practice, the goal is to stimulate discussion about the role of designers, and more importantly, about the nature of the process of instructional design. The authors present in this article a…

  16. Using instructional design process to improve design and development of Internet interventions.

    Science.gov (United States)

    Hilgart, Michelle M; Ritterband, Lee M; Thorndike, Frances P; Kinzie, Mable B

    2012-06-28

    knowledge and behaviors, and desired outcomes. Through the ID process, designers focus on the needs of learners, taking into account their prior knowledge; set measurable learning objectives or performance requirements; assess learners' achievement of the targeted outcomes; and employ cycles of continuous formative evaluation to ensure that the intervention meets the needs of all stakeholders. The ID process offers a proven methodology for the design of instructional programs and should be considered an integral part of the creation of Internet interventions. By providing a framework for the design and development of Internet interventions and by purposefully focusing on these aspects, as well as the underlying theories supporting these practices, both the theories and the interventions themselves can continue to be refined and improved. By using the behavior change model for Internet interventions along with the best research available to guide design practice and inform development, developers of Internet interventions will increase their ability to achieve desired outcomes.

  17. "There's Got to Be a Better Way to Do This": A Qualitative Investigation of Informal Learning among Instructional Designers

    Science.gov (United States)

    Yanchar, Stephen C.; Hawkley, Melissa

    2014-01-01

    This study employed a qualitative research design to investigate informal learning among practicing instructional designers. Prior research has examined how instructional designers spend their time, make decisions, use theory, solve problems, and so on, but no published research has explored the nature and role of informal learning in…

  18. "There's Got to Be a Better Way to Do This": A Qualitative Investigation of Informal Learning among Instructional Designers

    Science.gov (United States)

    Yanchar, Stephen C.; Hawkley, Melissa

    2014-01-01

    This study employed a qualitative research design to investigate informal learning among practicing instructional designers. Prior research has examined how instructional designers spend their time, make decisions, use theory, solve problems, and so on, but no published research has explored the nature and role of informal learning in…

  19. The Impact of Culture on Instructional Design and Quality

    Science.gov (United States)

    Sharif, Afsaneh; Gisbert, Merce

    2015-01-01

    The purpose of this study was to investigate the effect of cultural differences, i.e. different contexts and backgrounds, on instructional designers' perspectives of quality in online environments. Using a questionnaire developed based on the Quality Matters rubric, we found designers in Canada focus slightly more on Learner Support strategies…

  20. Preparing Instructional Designers for Game-Based Learning: Part 1

    Science.gov (United States)

    Hirumi, Atsusi; Appelman, Bob; Rieber, Lloyd; Van Eck, Richard

    2010-01-01

    Like many rapidly growing industries, advances in video game technology are far outpacing research on its design and effectiveness. Relatively little is understood about how to apply what we know about teaching and learning to optimize game-based learning. For the most part, instructional designers know little about game development and video game…

  1. A Waterfall Design Strategy for Using Social Media for Instruction

    Science.gov (United States)

    Ahern, Terence C.

    2016-01-01

    Using social media can create a rich learning environment that crosses all content areas. The key to creating this environment is for instructors and designers to match appropriate social media software with the intended learning outcome. This article describes an instructional design strategy that helps educators create learning activities that…

  2. Applying Universal Design for Learning to Instructional Lesson Planning

    Science.gov (United States)

    McGhie-Richmond, Donna; Sung, Andrew N.

    2013-01-01

    Universal Design for Learning is a framework for developing inclusive instructional lesson plans. The effects of introducing Universal Design for Learning Principles and Guidelines in a university teacher education program with pre-service and practicing teachers were explored in a mixed methods approach. The results indicate that the study…

  3. Using Diversity Modeling for Instructional Design.

    Science.gov (United States)

    Pulsinelli, Alesha; Roubie, Cynthia

    2001-01-01

    The project DEVISE case study shows how diversity modeling can be used as a powerful design tool. Designers used performance-centered design techniques to create a virtual learning environment in which students with learning disabilities would be more fully supported with an interface that meets their needs. (AEF)

  4. AN INSTRUCTIONAL DESIGN MODEL FOR BLENDED HIGHER EDUCATION

    Directory of Open Access Journals (Sweden)

    George Hack

    2016-07-01

    Full Text Available Instructional design models that are used by many higher education institutions to guide course design are insufficient for the unique opportunities of blended learning. Many established models are not practical tools for college faculty to use independently in the design of courses. Models like A.D.D.I.E., use a linear approach that can translate more easily into practical stages of course design, yet are historically rooted in the rapid prototyping of educational technologies or for designing military training and are inadequate for the complex demands of higher education, where learning outcomes are geared toward higher order thinking, scientific/clinical reasoning, and a syntheses of ideas into new knowledge. Presented here is an instructional design model that strategically incorporates the nuances of higher education, yet is practically framed to assist faculty with design challenges.

  5. Role of Instructional Theory in Authoring Effective and Efficient Learning Technologies.

    Science.gov (United States)

    Scandura, Joseph M.

    1996-01-01

    Major issues in instructional theory and the advantages of structural analysis for building instructional systems are discussed. Building on core technology and the structural learning theory, a research program is proposed which will enable efficient development of effective learning systems for industry and schools. Contains 66 references. (AEF)

  6. The Cultures of Contemporary Instructional Design Scholarship, Part One: Developments Based on Behavioral and Cognitive Science Foundations

    Science.gov (United States)

    Willis, Jerry

    2011-01-01

    This is the first in a series of two articles examining the current status of instructional design (ID) scholarship and theory in four different cultures or traditions. In this article, the focus is on, first, ID models based on traditional behavioral theories of learning and, second, on models based on cognitive science and the learning sciences.…

  7. The Learner-Centered Instructional Design Model: A Modified Delphi Study

    Science.gov (United States)

    Melsom, Duane Allan

    2010-01-01

    The learner-centered instructional design model redefines the standard linear instructional design model to form a circular model where the learner's needs are the first item considered in the development of instruction. The purpose of this modified Delphi study was to have a panel of experts in the instructional design field review the…

  8. Identifying Instructional Strategies Used to Design Mobile Learning in a Corporate Setting

    Science.gov (United States)

    Jackson-Butler, Uletta

    2016-01-01

    The purpose of this qualitative embedded multiple case study was to describe what instructional strategies corporate instructional designers were using to design mobile learning and to understand from their experiences which instructional strategies they believed enhance learning. Participants were five instructional designers who were actively…

  9. Identifying Instructional Strategies Used to Design Mobile Learning in a Corporate Setting

    Science.gov (United States)

    Jackson-Butler, Uletta

    2016-01-01

    The purpose of this qualitative embedded multiple case study was to describe what instructional strategies corporate instructional designers were using to design mobile learning and to understand from their experiences which instructional strategies they believed enhance learning. Participants were five instructional designers who were actively…

  10. DESIGN OF INSTRUCTION LIST (IL PROCESSOR FOR PROCESS CONTROL

    Directory of Open Access Journals (Sweden)

    Mrs. Shilpa Rudrawar

    2012-06-01

    Full Text Available Programmable Logic Controller (PLC is a device that allows an Electro-Mechanical engineer to automate his mechanical process in an efficient manner. Safety critical high speed application requires quick response. In order to improve the speed of executing PLC instructions, the IL processor is researched. Hierarchical approach has been used so that basic units can be modeled using behavioral programming. These basic units are combined using structural programming. Hardwired control approach is used to design the control unit. The proposed IL (Instruction List processor work upon our developed IL instructions which are compatible with the programming language IL according to the norm IEC 61131-3. This can accelerate the instructions execution, ultimately improve real-time performance comparing to the traditional sequential execution of PLC program by giving quick response at such safety critical high speed application. The design is to be implemented on FPGA for verification purpose. To validate the advance of the proposed design, two ladder programs are compiled to the instruction set of proposed IL processor as well as in IL programming language.

  11. Measuring signal generators theory & design

    CERN Document Server

    Rybin, Yuriy K

    2014-01-01

    The book brings together the following issues: Theory of deterministic, random and discrete signals reproducible in oscillatory systems of generators; Generation of periodic signals with a specified spectrum, harmonic distortion factor and random signals with specified probability density function and spectral density; Synthesis of oscillatory system structures; Analysis of oscillatory systems with non-linear elements and oscillation amplitude stabilization systems; It considers the conditions and criteria of steady-state modes in signal generators on active four-pole elements with unidirectional and bidirectional transmission of signals and on two-pole elements; analogues of Barkhausen criteria; Optimization of oscillatory system structures by harmonic distortion level, minimization of a frequency error and set-up time of the steady state mode; Theory of construction of random signal generators; Construction of discrete and digital signal generators; Practical design of main units of generators; Practical bl...

  12. Designing Instructional Activities for Young Handicapped Children.

    Science.gov (United States)

    Kaczmarek, Louise A.; Dell, Amy Glasser

    1981-01-01

    Proposed are several new directions that encourage the variety and flexibility of haphazard teaching and the precision of one objective-one activity teaching in the design of activities for handicapped preschoolers. Journal availability: see EC 133 846. (Author)

  13. Design theory methods and organization for innovation

    CERN Document Server

    Le Masson, Pascal; Hatchuel, Armand

    2017-01-01

    This textbook presents the core of recent advances in design theory and its implications for design methods and design organization. Providing a unified perspective on different design methods and approaches, from the most classic (systematic design) to the most advanced (C-K theory), it offers a unique and integrated presentation of traditional and contemporary theories in the field. Examining the principles of each theory, this guide utilizes numerous real life industrial applications, with clear links to engineering design, industrial design, management, economics, psychology and creativity. Containing a section of exams with detailed answers, it is useful for courses in design theory, engineering design and advanced innovation management. "Students and professors, practitioners and researchers in diverse disciplines, interested in design, will find in this book a rich and vital source for studying fundamental design methods and tools as well as the most advanced design theories that work in practice". Pro...

  14. An Explanation of the Relationship between Instructor Humor and Student Learning: Instructional Humor Processing Theory

    Science.gov (United States)

    Wanzer, Melissa B.; Frymier, Ann B.; Irwin, Jeffrey

    2010-01-01

    This paper proposes the Instructional Humor Processing Theory (IHPT), a theory that incorporates elements of incongruity-resolution theory, disposition theory, and the elaboration likelihood model (ELM) of persuasion. IHPT is proposed and offered as an explanation for why some types of instructor-generated humor result in increased student…

  15. Toward instructional design principles: Inducing Faraday's law with contrasting cases

    Science.gov (United States)

    Kuo, Eric; Wieman, Carl E.

    2016-06-01

    Although physics education research (PER) has improved instructional practices, there are not agreed upon principles for designing effective instructional materials. Here, we illustrate how close comparison of instructional materials could support the development of such principles. Specifically, in discussion sections of a large, introductory physics course, a pair of studies compare two instructional strategies for teaching a physics concept: having students (i) explain a set of contrasting cases or (ii) apply and build on previously learned concepts. We compare these strategies for the teaching of Faraday's law, showing that explaining a set of related contrasting cases not only improves student performance on Faraday's law questions over building on a previously learned concept (i.e., Lorentz force), but also prepares students to better learn subsequent topics, such as Lenz's law. These differences persist to the final exam. We argue that early exposure to contrasting cases better focuses student attention on a key feature related to both concepts: change in magnetic flux. Importantly, the benefits of contrasting cases for both learning and enjoyment are enhanced for students who did not first attend a Faraday's law lecture, consistent with previous research suggesting that being told a solution can circumvent the benefits of its discovery. These studies illustrate an experimental approach for understanding how the structure of activities affects learning and performance outcomes, a first step toward design principles for effective instructional materials.

  16. Instructional Design for Accelerated Macrocognitive Expertise in the Baseball Workplace

    OpenAIRE

    Fadde, Peter J.

    2016-01-01

    The goal of accelerating expertise can leave researchers and trainers in human factors, naturalistic decision making, sport science, and expertise studies concerned about seemingly insufficient application of expert performance theories, findings and methods for training macrocognitive aspects of human performance. Video-occlusion methods perfected by sports expertise researchers have great instructional utility, in some cases offering an effective and inexpensive alternative to high-fidelity...

  17. Designing an Advanced Instructional Design Advisor: Conceptual Frameworks. Volume 5

    Science.gov (United States)

    1991-12-01

    Guba & Lincoln , 1986). This report will serve as the guidelines in preparing the prescription. Additionally, the prescription will be based on the...instruction. In J. I. Goodlad (Ed.), The changing American school: NSSE 65th Yearbook (pp. 215-242). Guba , E. G., & Lincoln , Y. S. (1986). The countenances of

  18. Service-Learning Instructional Design Considerations

    Science.gov (United States)

    Maddrell, Jennifer

    2014-01-01

    This paper explores the design of "service-learning" experiences to engage college students in the real-world application of course subject matter. Service learning is an educational approach that combines community service, academic coursework, and work-based applied learning. Based on data gathered during a series of recent interviews…

  19. Service-Learning Instructional Design Considerations

    Science.gov (United States)

    Maddrell, Jennifer

    2014-01-01

    This paper explores the design of "service-learning" experiences to engage college students in the real-world application of course subject matter. Service learning is an educational approach that combines community service, academic coursework, and work-based applied learning. Based on data gathered during a series of recent interviews…

  20. Iteration in instructional design : an empirical study on the specification of training simulators

    NARCIS (Netherlands)

    Verstegen, D.M.L.

    2004-01-01

    Instructional design and development methods prescribe how specifications for advanced instructional products, such as training simulators, should be designed. In practice, however, the design process is disturbed by many 'pragmatic' factors, such as conflicting constraints, interference from manage

  1. Iteration in instructional design : an empirical study on the specification of training simulators

    NARCIS (Netherlands)

    Verstegen, D.M.L.

    2004-01-01

    Instructional design and development methods prescribe how specifications for advanced instructional products, such as training simulators, should be designed. In practice, however, the design process is disturbed by many 'pragmatic' factors, such as conflicting constraints, interference from manage

  2. Instructional Design and Project Management: Complementary or Divergent?

    Science.gov (United States)

    van Rooij, Shahron Williams

    2011-01-01

    This paper reports the results of a study to identify the extent to which organizations that develop educational/training products are committed to project management, as measured by their project management implementation maturity, as a methodology that is separate and distinct from the processes of instructional design. A Web survey was…

  3. Issues in Software Engineering of Relevance to Instructional Design

    Science.gov (United States)

    Douglas, Ian

    2006-01-01

    Software engineering is popularly misconceived as being an upmarket term for programming. In a way, this is akin to characterizing instructional design as the process of creating PowerPoint slides. In both these areas, the construction of systems, whether they are learning or computer systems, is only one part of a systematic process. The most…

  4. Evaluating Instructional Design Models: A Proposed Research Approach

    Science.gov (United States)

    Gropper, George L.

    2015-01-01

    Proliferation of prescriptive models in an "engineering" field is not a sign of its maturity. Quite the opposite. Materials engineering, for example, meets the criterion of parsimony. Sadly, the very large number of models in "instructional design," putatively an engineering field, raises questions about its status. Can the…

  5. Implementing Integrated Multicultural Instructional Design in Management Education

    Science.gov (United States)

    Schultz, Jennifer L.; Higbee, Jeanne L.

    2011-01-01

    This purpose of this paper is to summarize the principles of integrated multicultural instructional design (IMID; Higbee, Goff, & Schultz, in press; Higbee, Schultz, & Goff, 2010) and present specific strategies for incorporating IMID in management education. The primary goal of IMID is to promote the integration of multicultural content…

  6. Designing and Producing Videotex Instruction. A Producer's Handbook.

    Science.gov (United States)

    Nugent, Gwen; And Others

    One of the objectives of the Nebraska Interactive Cable Project, an investigation of the educational potential of interactive cable, was to develop a design and production process for interactive cable/videotex instruction. The first part of the project involved the adaptation of three existing correspondence courses on marriage and the family,…

  7. Instructional Design and Adaptation Issues in Distance Learning Via Satellite.

    Science.gov (United States)

    Thach, Liz

    1995-01-01

    Discusses a qualitative research study conducted in a distance-learning environment using satellite delivery. Describes changes in instructional design and adaptation issues which faculty and professionals involved in satellite-delivery learning situations used to be successful. (Author/AEF)

  8. Instructional Design and Professional Informal Learning: Practices, Tensions, and Ironies

    Science.gov (United States)

    Yanchar, Stephen C.; Hawkley, Melissa N.

    2015-01-01

    This qualitative study explored the nature of informal learning in professional instructional designers' everyday work activities. Based on intensive interviews with six full-time practitioners, and using a hermeneutic form of data analysis, this study produced seven themes concerning the practices, tensions, and ironies associated with this…

  9. Universal Instructional Design as a Model for Educational Programs

    Science.gov (United States)

    Higbee, Jeanne L.

    2007-01-01

    This article describes Universal Instructional Design as an inclusive pedagogical model for use in educational programs, whether provided by traditional educational institutions, community-based initiatives, or workplace literacy projects. For the benefit of public relations specialists and classroom educators alike, the article begins with a…

  10. Issues in Software Engineering of Relevance to Instructional Design

    Science.gov (United States)

    Douglas, Ian

    2006-01-01

    Software engineering is popularly misconceived as being an upmarket term for programming. In a way, this is akin to characterizing instructional design as the process of creating PowerPoint slides. In both these areas, the construction of systems, whether they are learning or computer systems, is only one part of a systematic process. The most…

  11. Virtual Reality Hypermedia Design Frameworks for Science Instruction.

    Science.gov (United States)

    Maule, R. William; Oh, Byron; Check, Rosa

    This paper reports on a study that conceptualizes a research framework to aid software design and development for virtual reality (VR) computer applications for instruction in the sciences. The framework provides methodologies for the processing, collection, examination, classification, and presentation of multimedia information within hyperlinked…

  12. The ADAPT design model: towards instructional control of transfer

    NARCIS (Netherlands)

    Jelsma, Otto; Merrienboer, van Jeroen J.G.; Bijlstra, Jim P.

    1990-01-01

    This paper presents a detailed description of the ADAPT (Apply Delayed Automatization for Positive Transfer) design model. ADAPT is based upon production system models of learning and provides guidelines for developing instructional systems that offer transfer of leamed skills. The model suggests th

  13. Designing Computer Software for Problem-Solving Instruction.

    Science.gov (United States)

    Duffield, Judith A.

    1991-01-01

    Discusses factors that might influence the effectiveness of computer software designed to teach problem solving. Topics discussed include the structure of knowledge; transfer of training; computers and problem solving instruction; human-computer interactions; and types of software, including drill and practice programs, tutorials, instructional…

  14. Instructional Design and Project Management: Complementary or Divergent?

    Science.gov (United States)

    van Rooij, Shahron Williams

    2011-01-01

    This paper reports the results of a study to identify the extent to which organizations that develop educational/training products are committed to project management, as measured by their project management implementation maturity, as a methodology that is separate and distinct from the processes of instructional design. A Web survey was…

  15. 认知负荷理论在教学设计中的应用研究新进展%The New Development of the Application of Cognitive Load Theory in Instruction Designs

    Institute of Scientific and Technical Information of China (English)

    孙志军

    2011-01-01

    It has been argued in CLTthat worked examples decrease extraneous load,enabling more Working Memory(WM) resources to be directed to activities that facilitate learning and transfer performance.Recently,cognitive load research has started to shift its focus towards finding instructional techniques that impose a germane cognitive load by stimulating the allocation of WM resources to such activities.This special issue provides an overview of recent experimental research on ways to further optimise the design and delivery of worked examples in order to foster learning and transfer and describes the new reference framework for future research about cognitive load and instruction design.%认知负荷理论研究证明,样例能够减少无关认知负荷,能增加认知活动中更多的工作记忆资源,以促进学习和迁移成绩的提高。近来,认知负荷研究的重点开始转向寻找好的教学设计的刺激工作记忆资源的分配来提高相关认知负荷。文章深化样例设计和应用来促进学习和迁移的实验研究进行了评述,以期为认知负荷与教学设计的研究提供新的参考框架。

  16. The Role of Artefact Theories in Design

    DEFF Research Database (Denmark)

    Andreasen, Mogens Myrup

    1998-01-01

    This positioning paper reflects personal experiences and considerations related to design research and theories. The multiple object of design theory is pointed out and the possible research questions related to these multiple aspects. The complexity leads to need for simplification, linking...... together and unification, but we also need a metric: what is a good theory? An important theory dimension in synthesis is the artefact theory, leading to the question of a design language. Such a language might be the core of a universal design theory....

  17. From Concepts of Motivation to Its Application in Instructional Design: Reconsidering Motivation from an Instructional Design Perspective

    Science.gov (United States)

    Cheng, Yi-Chia; Yeh, Hsin-Te

    2009-01-01

    This paper explores the concepts of motivation, including extrinsic motivation and intrinsic motivation. It describes how motivation becomes a major concern in the field of instructional design (ID). Furthermore, a motivation model--the ARCS model--is identified and discussed. Finally, it provides an example of how to apply the motivational design…

  18. From Concepts of Motivation to Its Application in Instructional Design: Reconsidering Motivation from an Instructional Design Perspective

    Science.gov (United States)

    Cheng, Yi-Chia; Yeh, Hsin-Te

    2009-01-01

    This paper explores the concepts of motivation, including extrinsic motivation and intrinsic motivation. It describes how motivation becomes a major concern in the field of instructional design (ID). Furthermore, a motivation model--the ARCS model--is identified and discussed. Finally, it provides an example of how to apply the motivational design…

  19. Instructing occupational therapy students in use of theory to guide practice.

    Science.gov (United States)

    Ikiugu, Moses N; Smallfield, Stacy

    2015-04-01

    We investigated the effectiveness of instructing students in occupational therapy practice models to facilitate their competence in applying theory in clinical practice. Course evaluation data were gathered and analyzed retrospectively. We found that perceived understanding of theory and its application improved significantly after instruction. The students' perceived competence in theory use predicted their level of confidence in their assessment and intervention skills. We concluded that emphasis on instruction of students in the use of occupational therapy practice models could be a viable method of improving practice through consistent use of theoretical guidelines in clinical reasoning.

  20. Designs 2002 further computational and constructive design theory

    CERN Document Server

    2003-01-01

    This volume is a sequel to the 1996 compilation, Computational and Constructive Design Theory. It contains research papers and surveys of recent research work on two closely related aspects of the study of combinatorial designs: design construction and computer-aided study of designs. Audience: This volume is suitable for researchers in the theory of combinatorial designs

  1. Applications of Parsing Theory to Computer-Assisted Instruction.

    Science.gov (United States)

    Markosian, Lawrence Z.; Ager, Tryg A.

    1983-01-01

    Applications of an LR-1 parsing algorithm to intelligent programs for computer assisted instruction in symbolic logic and foreign languages are discussed. The system has been adequately used for diverse instructional applications, including analysis of student input, generation of pattern drills, and modeling the student's understanding of the…

  2. The Principal's Guide to Instructional Improvement: Theory to Practice

    Science.gov (United States)

    Krajewski, Robert

    2012-01-01

    Beginning with an abridged history of administrative and clinical supervision, "The Principal's Guide to Instructional Improvement" offers principals both background information, as well as comprehensive models and examples, to analyze and improve teacher instruction. Based on the principle of teacher growth, rather than teacher evaluation, this…

  3. Contributions of Minimax Theory to Instructional Decision Making in Intelligent Tutoring Systems.

    Science.gov (United States)

    Vos, H. J.

    1999-01-01

    Formulates decision rules for adapting the appropriate amount of instruction to learning needs in intelligent-tutoring systems. Highlights include minimax decision theory (a minimum information approach), a binomial model, and a comparison of the Bayesian decision component in the Minnesota Adaptive Instructional System and the minimax strategy.…

  4. Synergizing Pedagogy, Learning Theory and Technology in Instruction: How can it be Done?

    Science.gov (United States)

    Balakrishnan, Muniandy; Rossafri, Mohammad; Soon Fook, Fong

    2007-01-01

    Instructional reform movements in the 1990s called for an effective and concurrent integration of various educational components. For effective classroom instructional reform, it was suggested that teaching method (pedagogy), learning theory, and technology be promoted concurrently to form synergistic relationship. Thus, the primary purpose of…

  5. Connecting the Dots: Limited English Proficiency, Second Language Learning Theories, and Information Literacy Instruction.

    Science.gov (United States)

    Conteh-Morgan, Miriam

    2002-01-01

    Discussion of barriers to effective learning when librarians teach students with limited English proficiency focuses on second language acquisition theories and teaching practices derived from them which can significantly impact outcomes of information literacy instruction. Includes a checklist for course preparation and instruction. (Author/LRW)

  6. Portfolio Development, Reflection, Personal Instructional Theory and the Scholarship of Teaching and Learning

    Science.gov (United States)

    Minott, Mark A.

    2010-01-01

    The aim of this anecdotal essay is to encourage college lecturers and classroom teachers to examine and articulate their personal instructional theory. This is important for two reasons. One, doing so brings an awareness of personal instructional practices, and two, it is an important facet of the scholarship of teaching and learning. To achieve…

  7. Theory and design of microwave filters

    CERN Document Server

    Hunter, Ian

    2000-01-01

    This is a thorough, graduate-level text which provides a single source for filter design including basic circuit theory, network synthesis and the design of a variety of microwave filter structures. The aim is to present design theories followed by specific examples with numerical simulations of the designs, with pictures of real devices wherever possible. The book is aimed at designers, engineers and researchers working in microwave electronics who need to design or specify filters.

  8. Incorporating Kansei Engineering in instructional design: Designing virtual reality based learning environments from a novel perspective

    Directory of Open Access Journals (Sweden)

    Kee Man Chuah

    2008-01-01

    Full Text Available In recent years, the application of virtual reality (VR technology in education is rapidly gaining momentum. The educational benefits offered by such technology have prompted many educators as well as instructional designers to investigate ways to create effective and engaging VR learning. Instructional designers have examined widely the capability of VR in influencing the cognitive capacity as well as motivational processes of learners. Nonetheless, one often-neglected aspect is its ability to stimulate emotions, which in turn can affect learning. With the current intense interest in designing emotionally sound instructional applications, this paper proposes a new outlook by incorporating Kansei Engineering methodology in the instructional design process. Specifically, as part of an on-going project, it describes how Kansei Engineering method can be incorporated in the design of VR based learning environments based on the model suggested by Chen, Toh and Wan (2004. The proposed method is not only able to facilitate the instructional designers in identifying desired design elements but also to refine the methods prescribed in an instructional model.

  9. When innovative instructional designs are too innovative: lack of schema

    DEFF Research Database (Denmark)

    Kjærgaard, Thomas; Wahl, Christian

    2015-01-01

    and it was developed to motivate and encourage the students to engage in more situated learning processes. The course is infamous for low attendance and for demotivating the students; hence the new instructional design should motivate students to attend the lessons and to participate. The new instructional design...... utilized teacher-produced video clips to qualify the students learning in the preparation for the lessons and new pedagogical activities during lessons to make the learning process more situated. However, the outcome was not as planned. The students didn’t recognize the video clips as a significant part...... of the preparation for the lessons and therefore they were not prepared for the activities that the teacher had planned for the lessons. The paper investigates the students’ lack of ‘schema’ and suggests ways of developing schemata to learn in a situated learning environment....

  10. Investigating Peer Review as a Systemic Pedagogy for Developing the Design Knowledge, Skills, and Dispositions of Novice Instructional Design Students

    Science.gov (United States)

    Brill, Jennifer M.

    2016-01-01

    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…

  11. Rating User Interface and Universal Instructional Design in MOOC Course Design

    Directory of Open Access Journals (Sweden)

    Richard Meyer

    2015-01-01

    Full Text Available This study examines how college students rate Massive Open Online Courses (MOOCs in terms of User Interface Design and Universal Instructional Design. The research participants were 115 undergraduate students from a public midwestern university in the United States. Each participant evaluated three randomly chosen MOOCs, all of which were developed on the Coursera platform, using rubrics for User Interface Design and Universal Instructional Design. The results indicated that students had an overall positive impression of each MOOC’s course design. This study concludes that overall course design strategies are not associated with the massive dropout rates currently documented in MOOC learning environments. The authors suggest the use of appropriate instructional design principles be further explored

  12. 多元智力理论下的高职高专大学英语教学设计策略%Multiple Intelligences Theory and the College English Instructional Design Strategy

    Institute of Scientific and Technical Information of China (English)

    张淑燕

    2012-01-01

    通过对学习者英语水平、智能项目分析,根据多元智能理论下的八种教学活动和八种相关的学习风格,从分级目标、词汇和句型、听说、阅读、翻译、写作和语法、单元反思七个板块提出了开发8种多元智能的教学设计策略,提供多元教学方法,促进学生智能的全面发展,从而提高高职高专教育英语教学水平。%According to the eight multiple intelligences teaching activities and learning styles and on the analysis of the learners' English proficiency and multiple intelligences,this paper puts forwards the instructional design strategies for college English teaching which can cultivate the learners' multiple intelligences,offers multi-teaching approaches and helps develop their multiple intelligences level,thereby improves the college English teaching quality.

  13. Instructional Design: Present Strengths and Limitations, and a View of the Future.

    Science.gov (United States)

    Briggs, Leslie J.

    1982-01-01

    Current strengths and weaknesses of instructional system design are summarized and the future of instructional design is discussed in areas of educational technology and futurism, changes in instructional design models, new research, and future changes in practice settings. Nineteen references are provided. (EJS)

  14. Making Design Decisions Visible: Applying the Case-Based Method in Designing Online Instruction

    Directory of Open Access Journals (Sweden)

    Heng Luo,

    2011-01-01

    Full Text Available The instructional intervention in this design case is a self-directed online tutorial that applies the case-based method to teach educators how to design and conduct entrepreneurship programs for elementary school students. In this article, the authors describe the major decisions made in each phase of the design and development process, explicate the rationales behind them, and demonstrate their effect on the production of the tutorial. Based on such analysis, the guidelines for designing case-based online instruction are summarized for the design case.

  15. Robert M. Gagne and M. David Merrill: In Conversation. No. 7: ICAI, Computers in the Schools, an Instructional Design Expert System.

    Science.gov (United States)

    Twitchell, David, Ed.

    1991-01-01

    This seventh and final discussion in a series of edited transcripts based on a conference held at Utah State University focuses on intelligent computer-assisted instruction (ICAI); the use of computers in education, especially in elementary schools; and the development of an expert system for instructional design theory. (seven references) (LRW)

  16. Cognitive theories and the design of e-learning environments.

    Science.gov (United States)

    Gillani, Bijan; O'Guinn, Christina

    2004-01-01

    Cognitive development refers to a mental process by which knowledge is acquired, stored, and retrieved to solve problems. Therefore, cognitive developmental theories attempt to explain cognitive activities that contribute to students' intellectual development and their capacity to learn and solve problems. Cognitive developmental research has had a great impact on the constructivism movement in education and educational technology. In order to appreciate how cognitive developmental theories have contributed to the design, process and development of constructive e-learning environments, we shall first present Piaget's cognitive theory and derive an inquiry training model from it that will support a constructivism approach to teaching and learning. Second, we will discuss an example developed by NASA that used the Web as an appropriate instructional delivery medium to apply Piaget's cognitive theory to create e-learning environments.

  17. An instructional design for online college physics laboratories

    Science.gov (United States)

    Ruby, Gail G.

    Online learner-centered self-directed educational opportunities are growing in scope and acceptance across the academic curriculum because of the flexibility for the learner and cost-effectiveness for the institution. However the offering of online science courses and particularly physics instruction has lagged behind due to the challenge of re-creating the hands-on laboratory learning experience. This research examines the effectiveness of the design of a series of physics laboratory experiments for potential online delivery which provide learners with hands on experiences. Two groups of college physics learners conducted physics experiments inside and outside of the physical laboratory using instructions and equipment provided in a kit. Learning outcomes as determined by pretest, written laboratory report, and posttest assessments and learner reactions as determined by a questionnaire were utilized to compare both types of laboratory experiences. The research findings indicated learning outcomes achieved by learners outside of the physical laboratory were statistically greater than the equivalent face-to-face instruction. Evidence from learner reactions comparing both types of laboratory formats indicated learner preference for the online laboratory format. These results are an initial contribution to the design of an entire sequence of experiments that can be performed independently by online learners outside of the laboratory satisfying the laboratory requirement for the two semester college physics course.

  18. Reconstruction of Online Instructional Design Pattern in the Environment of New Information Technology-A Study of Desinging Online Instructional System Based on the Theory of Curriculum Directing%新一代信息技术环境下网络教学设计范式重构--基于“课程编导”理念的在线教学系统设计研究

    Institute of Scientific and Technical Information of China (English)

    王承博; 李小平

    2015-01-01

    新一代信息技术被确立为国家战略性新兴产业之一,将迎来各行各业前所未有的变革与发展。新一代信息技术应用于网络教育领域,降低了在线学习成本,带动了新一代在线教育产业的发展与壮大,引发了在线教育领域一系列重大的变革。该文探讨了新一代信息技术环境下在线教学设计范式的变化,提出了以影视创作理论为核心、多学科融合的课程编导理念,并对该理念产生的背景、内涵、理论基础、资源开发模式、教学过程实施等进行了系统的分析与研究,以支持新一代信息技术环境下在线教学资源的设计、开发与应用。%The New Information Technology which has been established as national strategic new industry will stimulate development and revolution in all kinds of industries. In the ifeld of online education, the new information technology lowers the cost, stimulates the explosion, and leads to a series of changes. This article discusses the reconstruction of online instructional design pattern in the environment of the new information technology, proposes the curriculum directing idea of discipline integration which is based on the theory of iflm production, and analyses the whole procedure including background, connotation, theory, foundation, model, and instruction, in order to support design, development, and application of online instructional resources in the environment of the new information technology.

  19. The Topic of Instructional Design in Research Journals: A Citation Analysis for the Years 1980-2008

    Science.gov (United States)

    Ozcinar, Zehra

    2009-01-01

    This study examines research publication and trends in instructional design, as found in selected professional journals during the period 1980-2008. Citation analysis was used to investigate documents relating to instructional design, as indexed in the "Web of Science. Instructional design; instruction design; educational design; learning design;…

  20. The Topic of Instructional Design in Research Journals: A Citation Analysis for the Years 1980-2008

    Science.gov (United States)

    Ozcinar, Zehra

    2009-01-01

    This study examines research publication and trends in instructional design, as found in selected professional journals during the period 1980-2008. Citation analysis was used to investigate documents relating to instructional design, as indexed in the "Web of Science. Instructional design; instruction design; educational design; learning design;…

  1. Electron Theory in Alloy Design

    CERN Document Server

    Pettifor, DG

    1992-01-01

    Presents recent developments in electron theory which have impacted upon the search for novel alloys with improved mechanical or magnetic properties. The ten chapters outline the ability of electron theory to make quantitative predictions (such as heats of formation, planar fault energies, shear moduli and magnetic anisotropy), and to provide simplifying concepts for understanding trends in alloy behaviour.

  2. Designing: insights from weaving theories of cognition and design theories

    NARCIS (Netherlands)

    Subrahmanian, E.; Reich, Y.; Smulders, F.E.H.M.; Meijer, S.A.

    2011-01-01

    This paper addresses the issue of ‘What is designing?’ from an unconventional perspective and aims to advance our understanding of what design really is. Designing has been studied from different perspectives but the underlying theoretical basis of studying the act has often been dispersed and not c

  3. Designing: insights from weaving theories of cognition and design theories

    NARCIS (Netherlands)

    Subrahmanian, E.; Reich, Y.; Smulders, F.E.H.M.; Meijer, S.A.

    2011-01-01

    This paper addresses the issue of ‘What is designing?’ from an unconventional perspective and aims to advance our understanding of what design really is. Designing has been studied from different perspectives but the underlying theoretical basis of studying the act has often been dispersed and not

  4. Antenna theory analysis and design

    CERN Document Server

    Balanis, Constantine A

    2005-01-01

    The discipline of antenna theory has experienced vast technological changes. In response, Constantine Balanis has updated his classic text, Antenna Theory, offering the most recent look at all the necessary topics. New material includes smart antennas and fractal antennas, along with the latest applications in wireless communications. Multimedia material on an accompanying CD presents PowerPoint viewgraphs of lecture notes, interactive review questions, Java animations and applets, and MATLAB features. Like the previous editions, Antenna Theory, Third Edition meets the needs of e

  5. Integrating Instructional Technology with Information Technology and Its Implications for Designing Electronic Learning Systems.

    Science.gov (United States)

    Abdelraheem, Ahmed Yousif

    2005-01-01

    In this paper the concepts of technology, instructional technology, and information technology are presented. The integration of instructional technology, and information technology is established and its implications for electronic learning systems design are discussed. One can say that: information and instructional designers can design…

  6. Cooperative Learning: Improving University Instruction by Basing Practice on Validated Theory

    Science.gov (United States)

    Johnson, David W.; Johnson, Roger T.; Smith, Karl A.

    2014-01-01

    Cooperative learning is an example of how theory validated by research may be applied to instructional practice. The major theoretical base for cooperative learning is social interdependence theory. It provides clear definitions of cooperative, competitive, and individualistic learning. Hundreds of research studies have validated its basic…

  7. The Theory and Practice of Programmed Instruction; A Guide for Teachers.

    Science.gov (United States)

    Pocztar, Jerry

    A historical sketch which traces behavioral theory from Pavlov to Skinner and explains the application of Skinner's theory to teaching begins this introduction to programed instruction. Next, three models of programed courses, Skinner's, Crowder's, and skip-branching, are described. The third section, techniques for elaborating programed courses,…

  8. Developmental Theories and Instructional Strategies: A Summary Paper. SIDRU Research Report No. 5.

    Science.gov (United States)

    Bailey, Beeke

    This paper provides curriculum makers with an overview of developmental theory and relates the theory to instructional strategies. The section on socioemotional development addresses Erikson's eight ages of man, Kohlberg's stages of moral development, motivation and Maslow's hierarchy of needs, Taylor's stage model of creative development, and…

  9. Cooperative Learning: Improving University Instruction by Basing Practice on Validated Theory

    Science.gov (United States)

    Johnson, David W.; Johnson, Roger T.; Smith, Karl A.

    2014-01-01

    Cooperative learning is an example of how theory validated by research may be applied to instructional practice. The major theoretical base for cooperative learning is social interdependence theory. It provides clear definitions of cooperative, competitive, and individualistic learning. Hundreds of research studies have validated its basic…

  10. One-Shot Library Instruction and Cambourne's Theory of Learning

    Science.gov (United States)

    Masuchika, Glenn Norio; Boldt, Gail

    2012-01-01

    Librarians who teach one-shot library instruction classes (one-time, one- to three-hour classes to students who are assumed to be novice researchers) are often torn between two pedagogic approaches: a "critical mass" pedagogy emphasizing a minimum amount of databases that must be introduced with little time for student searching, and a…

  11. Applying Piaget's Theory of Cognitive Development to Mathematics Instruction

    Science.gov (United States)

    Ojose, Bobby

    2008-01-01

    This paper is based on a presentation given at National Council of Teachers of Mathematics (NCTM) in 2005 in Anaheim, California. It explicates the developmental stages of the child as posited by Piaget. The author then ties each of the stages to developmentally appropriate mathematics instruction. The implications in terms of not imposing…

  12. Reframing Design: Design Thinking and Mediation Theory

    NARCIS (Netherlands)

    Verbeek, Peter P.C.C.

    2015-01-01

    Design Thinking’ has proven to be a fruitful way to deal with societal problems and challenges. But what does it in fact mean to approach problems as design problems? What does it imply for our ways to understand societal challenges, and for the ways in which we address them? In order to answer

  13. Lost in translation : Improving the transition between design and production of instructional software

    NARCIS (Netherlands)

    Boot, E.W.; Nelson, J.; Faveri, D. de

    2007-01-01

    Developing modern instructional software has become very complex. As a result, the communication between instructional designers and other stakeholders in the development process is becoming increasingly important. However, due to differences in background, focus, and tools among ISD stakeholders in

  14. A Quality Control Design for Validating Hierarchical Sequencing of Programed Instruction.

    Science.gov (United States)

    Tennyson, Robert D.; Boutwell, Richard C.

    A quality control model is proposed to facilitate development of effective instructional programs. The theories of R. M. Gagne and of M. D. Merrill provide the foundations for a theory of sequencing behavior into a hierarchical order in order to improve the learning potential of an instructional program. The initial step in the procedural model is…

  15. Screen Design Guidelines for Motivation in Interactive Multimedia Instruction: A Survey and Framework for Designers.

    Science.gov (United States)

    Lee, Sung Heum; Boling, Elizabeth

    1999-01-01

    Identifies guidelines from the literature relating to screen design and design of interactive instructional materials. Describes two types of guidelines--those aimed at enhancing motivation and those aimed at preventing loss of motivation--for typography, graphics, color, and animation and audio. Proposes a framework for considering motivation in…

  16. Screen Design Guidelines for Motivation in Interactive Multimedia Instruction: A Survey and Framework for Designers.

    Science.gov (United States)

    Lee, Sung Heum; Boling, Elizabeth

    1999-01-01

    Identifies guidelines from the literature relating to screen design and design of interactive instructional materials. Describes two types of guidelines--those aimed at enhancing motivation and those aimed at preventing loss of motivation--for typography, graphics, color, and animation and audio. Proposes a framework for considering motivation in…

  17. An Emerging Theory for Evidence Based Information Literacy Instruction in School Libraries, Part 1: Building a Foundation

    Directory of Open Access Journals (Sweden)

    Carol A. Gordon

    2009-06-01

    the learning task. On the micro level users are confronting information, and searching is seen as the entire process of the interaction of users with a series of information tasks, as described in Kuhlthau’s Information Search Process. The micro level is the level of deep understanding as critical thinking skills craft the connection between information and knowledge. On the macro level the learning task, designed by an instructional team, shapes the inquiry. It is the context for information tasks. The learning task is relevant, engaging, and rigorous to sustain the interest and interaction of the user with information and emerging knowledge. The macro level is the level of instruction whereby the learning task fosters self-reflection, self-correction, and self-regulation. The role of evidence, which is generated by performance assessment and action research, is critical to both levels. On each of these levels the learning task informs the information search. Conclusion – Evidence is the link between information and knowledge in the learning process called inquiry. Sources of this evidence are information tasks embedded in the learning task, which are nested in a teaching and learning culture of inquiry. In order to generate evidence continuously throughout the inquiry unit, the task is characterized by research-based tools such as performance-based assessment and action research. The synergy of these elements in Part 1 of this article establishes the foundation for building a theory that supports further research of evidence based information literacy instruction.

  18. INSTRUCTIONAL DESIGN OF HYPNOSIS-BASED READING INTEREST FOR CALON PUSTAKAWAN TENAGA AHLI (CPTA

    Directory of Open Access Journals (Sweden)

    Susanti Agustina

    2017-07-01

    Full Text Available Instructional design of hypnosis-based reading interest guidance is the development of guidance material of reading interest that previously has been created by Perpustakaan Nasional Indonesia (National Library of Indonesia for the training of Calon Pustakawan Tenaga Ahli (CPTA or Expert Librarian Candidate. The development of learning design that combines theory and practice is absolutely needed. Moreover, the result of class survey signifies that only 10% of CPTA training participants are interested in reading. This instructional design employs MINERVA model since it aims to result instructional system directing to the formation of CPTA employability skill. The skill in bibliotherapy for CPTA in a college to guide reading interest is required, especially to boost the motivation and learning capacity of civitas academica, specifically librarian who experience stress symptom due to final project. The skill in bibliotherapy requires provision in effective reading capacity and efficient reading comprehension. Through the learning of hypnosis-based reading interest guidance, firstly CPTA participants can reflect the level of reading awareness, secondly be the support of bibliotherapy program in college library, and thirdly boost mental awareness. Librarian is not only limited to administrative service, but also it has role as vanguard in mental literacy service through bibliotherapy.

  19. Both Theory and Practice: Science Literacy Instruction and Theories of Reading

    Science.gov (United States)

    Wright, Katherine Landau; Franks, Amanda D.; Kuo, Li-Jen; McTigue, Erin M.; Serrano, Jiniva

    2016-01-01

    Many journal articles detail recommendations to naturally integrate literacy instruction into content-area classes, particularly science, claiming that such instructional practices will support both literacy and content-knowledge acquisition. This begs the question, are the literacy strategies recommended for content-area instruction founded in…

  20. Monkeys on the Screen?: Multicultural Issues in Instructional Message Design

    Directory of Open Access Journals (Sweden)

    Debbie McAnany

    2009-09-01

    Full Text Available With the shift in numbers between Canadian-born students in the university classroom and the increased number of international students, it is a primary concern for instructors and instructional designers to know and understand learner characteristics in order to create effective instructional messages and materials. Recognizing how culture might shape cognition and learning, we can value and design for the diversity of students and maximize their learning while improving the learning environment for all students. To celebrate cultural diversity and meet the challenges associated with designing for diverse learning styles and educational experiences, this paper offers a review of the literature and proposes a systematic three-fold approach to the creation and evaluation of multicultural instructional messages and materials: first, “Do no harm”; second, “Know your learner”; and third, “Incorporate global concepts and images into instructional messages.” Résumé Avec le renversement des proportions d’étudiants nés au Canada et d’étudiants internationaux qui sont de plus en plus nombreux dans nos universités, connaître et comprendre les caractéristiques des apprenants constitue maintenant une préoccupation majeure pour les instructeurs et les concepteurs pédagogiques afin de créer des messages et du matériel pédagogiques efficaces. En prenant en considération la façon dont la culture peut influencer la cognition et l’apprentissage, nous pouvons tenir compte de la diversité des étudiants lors de la conception et ainsi maximiser leur apprentissage tout en améliorant l’environnement d’apprentissage pour tous les étudiants. Dans le but de célébrer la diversité culturelle tout en relevant les défis associés à la conception pour divers styles d’apprentissage et d’expériences éducatives, le présent article présente un examen de la documentation et propose une approche systématique en trois volets pour

  1. 教学设计锚点的内涵及生成%On the Instructional Design Anchor Points Study: The Growth Point of Teaching Design

    Institute of Scientific and Technical Information of China (English)

    金建生

    2011-01-01

    Instructional design anchor points are using educational tools or approaches that can be studied to generate design guideline principles. The significance to study it relies on its capacity of producing new principles on instructional design and useful for the combination of instructional theories and practice. It is also the new growth points on instructional theory study. The effective research on instructional design anchor points needs us to describe the anchor points clearly, build clear concept framework, make complicated thought and have the practical attitude to reform and apply.%教学设计锚点是指在教学实际中使用,能够创生设计指导原则的各种教学工具和方法,作为一种新的设计原则,其对实现教学理论和教学实践的结合是有益的,也能成为教学设计研究的理论创生点。有效的教学设计锚点研究需要我们进行错点的描述、概念框架的构建和复杂性思考,还需要有改进和应用这一设计原则的现实态度。

  2. Authenticity in the process of learning about Instructional Design

    Directory of Open Access Journals (Sweden)

    Jay R. Wilson

    2010-05-01

    Full Text Available Authentic learning is touted as a powerful learning approach, particularly in the context of problem-based learning (Savery, 2006. Teaching and learning in the area of instructional design appears to offer a strong fit between the tenets of authentic learning and the practice of instructional design. This paper details the efforts to broaden and deepen the understanding of instructional design through a service learning approach to teaching, emphasizing authentic learning and assessment. Students are teamed and assigned to an actual contract with an external client under the supervision of the instructor who acts as project manager for the group. Contracts are negotiated to deliberately offer instructional design services to clients who would not otherwise be able to afford them, such as community-based non-profit groups. The reasons are two fold: first, we want to avoid competing for contracts that would interfere with the business of commercial instructional design groups and contractors; second, we want to impress on our students the idea that instructional design has social importance beyond the profit/loss and cost/effectiveness orientation of many instructional design businesses. In this way, we promote the idea that instructional designers are agents of social change, and their influence crosses interpersonal, professional, institutional and societal dimensions of change (Schwier, Campbell and Kenny, 2007.  Résumé : L’apprentissage authentique est présenté comme une approche efficace en apprentissage, en particulier dans le contexte de l’apprentissage par problèmes (Savery, 2006. Enseigner et apprendre la conception pédagogique semble offrir une correspondance étroite entre les principes de l’apprentissage authentique et la pratique de la conception pédagogique. Cet article présente de manière détaillée les efforts visant à élargir et à approfondir la compréhension qu’ont les étudiants de la conception p

  3. Candidate worldviews for design theory

    DEFF Research Database (Denmark)

    Galle, Per

    2008-01-01

    the subject matter of design might be; and the epistemological question of how designers can rely on their predictions about the properties of a potentially novel artefact. The purpose of the paper is not to attempt any definitive answers to such questions, but rather to draw critical attention...

  4. Bridging the Gap between Experts in Designing Multimedia-Based Instructional Media for Learning

    Science.gov (United States)

    Razak, Rafiza Abdul

    2013-01-01

    The research identified and explored the cognitive knowledge among the instructional multimedia design and development experts comprising of multimedia designer, graphic designer, subject-matter expert and instructional designer. A critical need exists for a solid understanding of the factors that influence team decision making and performance in…

  5. Self-determination theory and understanding of student motivation in physical education instruction

    Directory of Open Access Journals (Sweden)

    Đorđić Višnja

    2010-01-01

    Full Text Available Physical education is considered to be a favorable context for accomplishment of important educational outcomes and promotion of physical activity in children and youth. The real scope of physical education instruction largely depends on student motivation. Self-determination theory, as a specific macrotheory of motivation, offers a rewarding framework for understanding student motivation in physical education instruction. The paper presents the basic tenets of self-determination theory, the most important studies in the domain of physical education and didactic and methodical implications. Two mini-theories within the self-determination theory are analyzed in more detail, the cognitive evaluation theory and the organismic integration theory. Empirical verification of the theoretical tenets indicates the existence of typical motivational profiles of students in physical education instruction, the basic psychological needs as mediators of influence of social and interpersonal factors on student motivation, followed by the importance of motivational climate, students' goal orientations and teaching style for self-determination of students' behavior in physical education instruction. Didactic and methodical implications refer to the need for developing a more flexible curriculum of physical education, encouraging a motivational climate, task-focused goal orientations, and, especially, encouraging the perceived moving competence of the student.

  6. Teaching for physical literacy: Implications to instructional design and PETE

    Directory of Open Access Journals (Sweden)

    Stephen Silverman

    2015-06-01

    Full Text Available Physical education teachers play an important role in helping students' development of the motor skills needed to be physically literate individuals. Research suggests that teacher made instructional design decisions can lead to enhanced motor skill learning. After presenting a model of evidence-based research this paper presents information that will help teachers plan and execute lessons designed to improve students' motor skills. Variables that impact motor skill learning in physical education including time, type of practice, content, presentation and organizational strategies, and student skill level are presented and discussed. A brief section on student attitudes, their relation to motor skill learning and to physical literacy is included. Motor skills are needed for physically literate people to enjoy lifelong physical activity. Physical education teachers and the decisions they make contribute to students' learning and whether the goal of physical literacy is met.

  7. Universal Design for Instruction and Learning: A Pilot Study of Faculty Instructional Methods and Attitudes Related to Students with Disabilities in Higher Education

    Science.gov (United States)

    Black, R. David; Weinberg, Lois A.; Brodwin, Martin G.

    2014-01-01

    Universal design in the education setting is a framework of instruction that aims to be inclusive of different learners to reduce barriers for all students, including those with disabilities. We used the principles of Universal Design for Learning (UDL focuses on the learner) and Universal Design for Instruction (UDI focuses on instruction) as the…

  8. The Design of Technological Instructions for an Assembling the Aircraft Engine

    Directory of Open Access Journals (Sweden)

    Martin Novák

    2016-04-01

    Full Text Available This article is about a design of new technological instructions for an aviation industry. The goal of the new technological instructions is to replace the old ones. The old instructions are less clear and less suitable for new workers. A change and an upgrade of the new instructions is shown on the technological instructions for disassembling of free turbine´s blades during general overhaul. The free turbine is from the M601 engine. The new instructions should be more efficient and enhanced general overhaul.

  9. Learning physics: A comparative analysis between instructional design methods

    Science.gov (United States)

    Mathew, Easow

    The purpose of this research was to determine if there were differences in academic performance between students who participated in traditional versus collaborative problem-based learning (PBL) instructional design approaches to physics curricula. This study utilized a quantitative quasi-experimental design methodology to determine the significance of differences in pre- and posttest introductory physics exam performance between students who participated in traditional (i.e., control group) versus collaborative problem solving (PBL) instructional design (i.e., experimental group) approaches to physics curricula over a college semester in 2008. There were 42 student participants (N = 42) enrolled in an introductory physics course at the research site in the Spring 2008 semester who agreed to participate in this study after reading and signing informed consent documents. A total of 22 participants were assigned to the experimental group (n = 22) who participated in a PBL based teaching methodology along with traditional lecture methods. The other 20 students were assigned to the control group (n = 20) who participated in the traditional lecture teaching methodology. Both the courses were taught by experienced professors who have qualifications at the doctoral level. The results indicated statistically significant differences (p academic performance between students who participated in traditional (i.e., lower physics posttest scores and lower differences between pre- and posttest scores) versus collaborative (i.e., higher physics posttest scores, and higher differences between pre- and posttest scores) instructional design approaches to physics curricula. Despite some slight differences in control group and experimental group demographic characteristics (gender, ethnicity, and age) there were statistically significant (p = .04) differences between female average academic improvement which was much higher than male average academic improvement (˜63%) in the control

  10. An Extension of PSI Through the Application of Instructional Systems Design Technology.

    Science.gov (United States)

    Coldeway, Annabel E.; Coldeway, Dan O.

    1987-01-01

    Presents a model for course development which utilizes a behavioral approach to instruction within the context of instructional systems design (ISD). An overview of the ISD process is given, and an introductory college psychology course is described which was prepared by modifying Keller's Personalized System of Instruction (PSI). (LRW)

  11. College of Education Graduate School Students Examine the Advantages of Integrating Research-Based Instructional Theories into Every Day Classroom Instruction

    Science.gov (United States)

    Costley, Kevin C.; Tyler, Brenda L.

    2014-01-01

    College of Education students are always interested in the purpose and use of educational theories and what theories can be used to aid in classroom instruction and learning. This article contains written dialogues from of university educational graduate students elaborating on their personal perceptions of the usefulness of theories in public…

  12. Design Principles for Online Instruction: A New Kind of Classroom

    Directory of Open Access Journals (Sweden)

    Neil TOPORSKI

    2004-01-01

    Full Text Available In the 1900’s, distance education attempted to mimic the traditional classroom lecture via the transmission of live or “canned” broadcasts, regardless of the technologies used: satellite, television, film, or radio. These kinds of media predisposed DE to closely adhere to the lecture (sit and absorb model, where content was disseminated in about the same time constraints as a traditional class: taught at scheduled times throughout the week–almost anywhere but not always anytime. Moreover, the modes of presentation in classic DE seemed to hinder the kinds of human interactions normally experienced in the traditional classroom, fostering individualized and isolated learning experiences.Online learning is a hybrid between the traditional classroom and the DE experience. Like the traditional classroom, instruction is teacher-facilitated. The student is enrolled in a conventional course with topic (lecture presentations, reading and homework assignments, classroom discussions, and class projects. Unlike the traditional classroom, courses are web-based and distributed from a distance, using an assortment of synchronous and asynchronous computer technologies and offered anywhere and anytime. In this way, online learning is different from the classic DE model by encouraging decentralized and collaborative learning environments. So that in this presentation will be discuss design principles for online instruction as being a new kind of classroom.

  13. MESHING THEORY AND DESIGN METHOD OF NEW SILENT CHAIN AND SPROCKET

    Institute of Scientific and Technical Information of China (English)

    MENG Fanzhong; FENG Zengming; CHU Yaxu

    2006-01-01

    Based on the study of the meshing theory of a new silent chain and sprockets, and the rolling cutting theory of sprocket and hob, the harmonious relations of dominating dimensions among the new silent chain, sprocket and hob is build, the meshing conditions are expatiated, and the resolved expression, which can instruct design and calculation, is educed. The tests show that the meshing design method is feasible.

  14. Aligning the Quantum Perspective of Learning to Instructional Design: Exploring the Seven Definitive Questions

    Directory of Open Access Journals (Sweden)

    Katherine J. Janzen

    2011-11-01

    Full Text Available This paper builds upon a foundational paper (under review which explores the rudiments of the quantum perspective of learning. The quantum perspective of learning uses the principles of exchange theory or borrowed theory from the field of quantum holism pioneered by quantum physicist David Bohm (1971, 1973 to understand learning in a new way. Bohm proposes that everything exists as wholes, rather than as parts, and that everything is connected. Similarly, the quantum perspective of learning proposes that individuals learn in holistic ways as they interact with temporal and in infinitely extending virtual worlds. Further, according to the quantum perspective of learning, learners have infinite potential. In this paper, the quantum perspective of learning is examined utilizing a combination of Schunk’s (1991 and Ertmer and Newby’s (1993 definitive questions for aligning learning theory with instructional design. These seven definitive questions focus on how learning happens, influential factors in learning, the role of memory, transfer of knowledge, modalities of learning that can best explain the quantum perspective of learning, applicable assumptions, and a discussion of how instruction can be organized to optimize learning. Examples of strategies that facilitate the quantum perspective of learning are provided.

  15. Instructional Design Briefing A Brief Overview in Relation to the China COE

    Energy Technology Data Exchange (ETDEWEB)

    Osburn, Laura Ann [Los Alamos National Laboratory; Glasco, Bethany Lynn [Los Alamos National Laboratory

    2016-11-10

    This introduction provides a roadmap and guidance for the work that will be done by SMEs to prepare NDA course material to be transitioned from LANL to the China COE. It will cover the definition of instructional design; why instructional design is important; role of instructional designer vs an instructor and how they work together; and how this relates to our work in the China COE project.

  16. Bridging the gap: theory-based design of a microsurgical skills course for ophthalmology residents.

    Science.gov (United States)

    Koukkoulli, Antigoni; Chandra, Aman; Sheth, Hithen; Okhravi, Narciss; Verma, Seema; Sullivan, Paul; Ezra, Daniel G

    2015-01-01

    Although theory-based schemes for course design are widely used in educational settings, making use of cognitive theory in the design of surgical skills courses in ophthalmology is rare. The primary aim of this study is to describe the application of instructional design, an established theory-based approach in course design, to the development of a surgical skills course for ophthalmology residents. The secondary aim of this study is to assess the educational effect of this theory-based course. A 1-day skills course was designed according to Gagné׳s events of instruction model, which was employed as a template for the instructional sequence of learning steps. Skills acquisition following the implementation of the model was measured with precourse and postcourse assessments. Moorfields Eye Hospital organized the 1-day annual intermediate surgical skills course, which was hosted at the Royal College of Ophthalmologists' microsurgical skills laboratory. A total of 20 ophthalmology residents of Moorfields Eye Hospital participated in the study. A 1-day surgical skills course was formulated according to the instructional design principles outlined. The 4 objectives of the course (corneal suturing, corneal gluing, intravitreal injections, and eyelid suturing) were addressed in a parallel fashion as to allow for multiple objectives to be processed simultaneously, in the context of the instructional design sequence. Assessments demonstrated significant improvement in skills acquisition for the 4 course objectives. Instructional design is a valuable tool for planning effective surgical training courses as it is portable, allowing its application to a wide variety of outcomes and settings, and its terminology is simple and understandable to those working in clinical education. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  17. Aligning Game Activity with Educational Goals: Following a Constrained Design Approach to Instructional Computer Games

    Science.gov (United States)

    Shelton, Brett E.; Scoresby, Jon

    2011-01-01

    We discuss the design, creation and implementation of an instructional game for use in a high school poetry class following a commitment to an educational game design principle of "alignment". We studied groups of instructional designers and an interactive fiction computer game they built. The game was implemented in a 9th grade English classroom…

  18. The Implementation of Service-Learning in Graduate Instructional Design Coursework

    Science.gov (United States)

    Stefaniak, Jill E.

    2015-01-01

    This paper describes the design of service-learning experiences with a graduate-level instructional design course. Service-learning provides students with real-life experiences in a situated-learning environment. Students were tasked with working on an instructional design project in a real-world setting to gain consultative experience. This paper…

  19. An Instructional Design Framework for Fostering Student Engagement in Online Learning Environments

    Science.gov (United States)

    Czerkawski, Betul C.; Lyman, Eugene W.

    2016-01-01

    Many approaches, models and frameworks exist when designing quality online learning environments. These approaches assist and guide instructional designers through the process of analysis, design, development, implementation and evaluation of instructional processes. Some of these frameworks are concerned with student participation, some with…

  20. Virtual World, Real Education: A Descriptive Study of Instructional Design in Second Life

    Science.gov (United States)

    Kingston, Linda S.

    2011-01-01

    Virtual worlds like Second Life are emerging technologies that have gained popularity among educators. As these worlds emerged, greater focus has been placed on the design of the environments themselves rather than the design of instruction within them. Educators have begun using these environments for teaching and instructional designers are now…

  1. The Implementation of Service-Learning in Graduate Instructional Design Coursework

    Science.gov (United States)

    Stefaniak, Jill E.

    2015-01-01

    This paper describes the design of service-learning experiences with a graduate-level instructional design course. Service-learning provides students with real-life experiences in a situated-learning environment. Students were tasked with working on an instructional design project in a real-world setting to gain consultative experience. This paper…

  2. Universal Design for Learning and Instruction: Perspectives of Students with Disabilities in Higher Education

    Science.gov (United States)

    Black, Robert D.; Weinberg, Lois A.; Brodwin, Martin G.

    2015-01-01

    Universal design in education is a framework of instruction that aims to be inclusive of different learning preferences and learners, and helps to reduce barriers for students with disabilities. The principles of Universal Design for Learning (UDL) and Universal Design for Instruction (UDI) were used as the framework for this study. The purposes…

  3. Online Instructional Design Approaches Utilizing a Tablet PC

    Directory of Open Access Journals (Sweden)

    Pam Lowry

    2009-11-01

    Full Text Available Online students can experience what instructional strategies can be utilized using a Tablet PC in online courses. This paper summarizes how inking in Word, Powerpoint, and Windows Journal can be effective in an online course both asynchronously and synchronously. Approaches concerning assignments, discussion boards, presentations, note taking are discussed and how they can be more effective for faculty members and students using a Tablet PC. Students actually experience how a Tablet PC can be utilized in an asynchronous and synchronous environment. In summary, preliminary data will be discussed from the students and professor’s point of view and next steps. As content and assignments are being designed and developed for an online graduate course, it is important to keep in mind teaching styles, student’s learning styles, and a faculty member’s approach to promoting a Tablet PC in an online course. Even though graduate students were not required to have a Tablet PC, the course enabled them to understand how effective a Tablet PC could be in an online course whether it was delivered asynchronous or synchronously. Powerpoint presentations were created to delivery asynchronously and synchronously content to students by utilizing a Tablet PC to illustrate concepts within the presentation. Assignments were created such as evaluating e-learning products, creating a Blackboard unit, evaluating online courses, group instruction sessions, and weekly discussion boards. As these assignments were graded, comments were written on their Word and Powerpoint files using Tablet PC inking. As the Tablet PC initiative is less than one year old at Lawrence Technological University, preliminary data is being collected from faculty members and students. After this class is taught summer 2008, additional research on the efforts of course design and student learning will be explored. The Tablet PC has the potential for enhancing online course delivery.

  4. Constructivism: the view of knowledge that ended philosophy or a theory of learning and instruction?

    Science.gov (United States)

    Colliver, Jerry A

    2002-01-01

    Constructivism is referred to in two very different ways in education including medical education: to refer to a view of knowledge and to refer to a theory of learning and hence instruction. This proposal (a) distinguishes between these two usages of constructivism and (b) concludes that constructivism is not a theory of learning and thus as such has little to offer that might be of value to medical education.

  5. Lowlands sociotechnical design theory and lean production

    NARCIS (Netherlands)

    Christis, Jac; Soepenberg, Erik

    2015-01-01

    Lean Production (LP) can be regarded as a design approach in search of a theoretical foundation. In this paper we show that Lowlands’ Sociotechnical Design Theory (STSL) could function as such a foundation. To reach this goal, we first describe STSL as a system theoretical reformulation of Original

  6. Lowlands sociotechnical design theory and lean production

    NARCIS (Netherlands)

    J.H.P. Christis; Erik Soepenberg

    2015-01-01

    Lean Production (LP) can be regarded as a design approach in search of a theoretical foundation. In this paper we show that Lowlands’ Sociotechnical Design Theory (STSL) could function as such a foundation. To reach this goal, we first describe STSL as a system theoretical reformulation of Original

  7. An Instructional Approach for Minimizing Stage Fright: Insights from Buss' Theory of Audience Anxiety.

    Science.gov (United States)

    Ortiz, Joseph

    Effective instructional approaches for dealing with stage fright can be developed by examining A. H. Buss's theory of audience anxiety. Buss argues that audience anxiety correlates with feelings of self-consciousness, characteristics of the audience, and the novelty of the speaking role. From his perspective, the experience of anxiety is divided…

  8. Investigating the Sources of Teachers' Instructional Technology Use through the Decomposed Theory of Planned Behavior

    Science.gov (United States)

    Shiue, Ya-Ming

    2007-01-01

    Based on the decomposed theory of planned behavior, this study used path analysis to examine the relative strength of the factors that influence teachers' use of instructional technology. The study focused on teachers' use of word processors, spreadsheets, presentation software, e-mail, and Web browsers. A path analysis was performed on…

  9. Investigating the Sources of Teachers' Instructional Technology Use through the Decomposed Theory of Planned Behavior

    Science.gov (United States)

    Shiue, Ya-Ming

    2007-01-01

    Based on the decomposed theory of planned behavior, this study used path analysis to examine the relative strength of the factors that influence teachers' use of instructional technology. The study focused on teachers' use of word processors, spreadsheets, presentation software, e-mail, and Web browsers. A path analysis was performed on…

  10. Teachers' Perceived Influences on Technology Integration Decisions: A Grounded Theory on Instructional Decisions after Professional Development

    Science.gov (United States)

    Greenhaus, Karen Larsen

    2014-01-01

    This qualitative grounded theory study explored teachers' instructional decisions around planning and practice for technology integration after participation in professional development. The purpose of this study was to determine how a long-term hybrid professional development experience influenced, if at all, math teachers' instructional…

  11. An NCME Instructional Module on Item-Fit Statistics for Item Response Theory Models

    Science.gov (United States)

    Ames, Allison J.; Penfield, Randall D.

    2015-01-01

    Drawing valid inferences from item response theory (IRT) models is contingent upon a good fit of the data to the model. Violations of model-data fit have numerous consequences, limiting the usefulness and applicability of the model. This instructional module provides an overview of methods used for evaluating the fit of IRT models. Upon completing…

  12. Teachers' Perceived Influences on Technology Integration Decisions: A Grounded Theory on Instructional Decisions after Professional Development

    Science.gov (United States)

    Greenhaus, Karen Larsen

    2014-01-01

    This qualitative grounded theory study explored teachers' instructional decisions around planning and practice for technology integration after participation in professional development. The purpose of this study was to determine how a long-term hybrid professional development experience influenced, if at all, math teachers' instructional…

  13. Using Rasch Measurement Theory to Examine Two Instructional Approaches for Teaching and Learning of French Grammar

    Science.gov (United States)

    Vogel, Severine P.; Engelhard, George, Jr.

    2011-01-01

    The authors describe a quantitative approach based on Rasch measurement theory for evaluating classroom assessments within the context of foreign language classes. A secondary purpose was to examine the effects of two instructional approaches to teach grammar, a guided inductive and a deductive approach, through the lens of Rasch measurement…

  14. Design Experiments and the Generation of Theory

    DEFF Research Database (Denmark)

    Nortvig, Anne-Mette

    2014-01-01

    When blended learning is introduced in professional education with strong traditions of physical activities and face-to-face interactions in the classroom, creation of new learning designs is needed both in the classroom and online. While some educators see the implementation of e-learning and bl...... be rewarding to couple DBR with a grounded theory approach in order to be able both to capture the data that emerge in a project that follows its own agenda and to generate theory on a context that is changing....... methodology (DBR) and a participatory design approach was used in a case in physiotherapy education from the beginning of the implementation of e-learning in order to create learning designs for the new teaching context and generate theory in relation to this. Ict-based learning designs were created...

  15. Towards a theory of product design specifications

    DEFF Research Database (Denmark)

    Hansen, Claus Thorp; Andreasen, Mogens Myrup

    2004-01-01

    The product design specification is an important element in a product development project because it defines the target to be met. One requirement on the product design specification is to articulate and communicate the aspects, which makes the product attractive seen from the users' viewpoint....... In the design methodology literature we find guidelines and methods to compile a product design specification. The contributions are based on the common underlying assumption that it is meaningful and the only feasible approach to interpret the result of a need analysis into a set of technical specifications......, which express the customers¿ need and perception of value. In this paper we will scrutinize this assumption. We outline the roles and tasks of the product design specification in order to identify the requirements on a theory of product design specifications and we identify existing theory elements...

  16. Aligning Game Activity with Educational Goals: Following a Constrained Design Approach to Instructional Computer Games

    OpenAIRE

    Shelton, Brett E.; Scoresby, Jon

    2011-01-01

    We discuss the design, creation and implementation of an instructional game for use in a high school poetry class following a commitment to an educational game design principle of alignment. We studied groups of instructional designers and an interactive fiction computer game they built. The game was implemented in a 9th grade English classroom to see if the designed alignments were realized in the classroom. Results from observations and collected design artifacts suggest the alignment theor...

  17. [Favorable and effective instructional design (ID) for the future neurologist].

    Science.gov (United States)

    Doyu, Manabu

    2010-11-01

    Recently, there have been many drastic changes in the educational technology for the medical fields in Japan. The educational style has shifted from the classical, which weighs knowledge, to the American, which weighs skill or performance. These trends would come from theoretical transition in pedagogics, bringing out the tremendous progress in the instructional designs, which effectively facilitated the information and communication technology (ICT). On the contrary, Neurology, as a pedagogic, is more characteristic both in the quality and the quantity of knowledge, rather than skill or performance. It has resulted in occurring many discrepancies among the educational parts of Neurology, that may be one of reasons for medical students or postgraduate trainees, having been growing up in full of ICT, had some against images of difficulty in learning this subject. So it might be more necessary for us that we should hurry to create the authentic context in the educational design of Neurology, then construct the stepwise off-the-job training system honestly along with it, on which we should aim to increase familiarity of learning neurological diseases or skills for these younger people, the future neurologists. And the important tip is that we can utilize "games", the products of ICT, without any hesitation.

  18. Instructional strategies and tactics for the design of introductory computer programming courses in high school

    NARCIS (Netherlands)

    Merrienboer, van Jeroen J.G.; Krammer, Hein P.M.

    1987-01-01

    This article offers an examination of instructional strategies and tactics for the design of introductory computer programming courses in high school. We distinguish the Expert, Spiral and Reading approach as groups of instructional strategies that mainly differ in their general design plan to contr

  19. Informal Learning in Professional and Personal Life: Implications for Instructional Design and Performance Improvement

    Science.gov (United States)

    Klein, James D.; Moore, Alison L.

    2016-01-01

    This article focuses on informal learning and its implications for instructional design and performance improvement. The authors begin by sharing a story of how a novice instructional designer employs informal learning strategies in her professional and personal life. Next, they offer a definition of informal learning that encompasses both…

  20. Profiling Learning Style Preferences of First-Year University Students: Implications for Course Design and Instruction

    Science.gov (United States)

    Cekiso, M. P.

    2011-01-01

    Widening access to higher education has meant an increasing need for flexibility in instruction and course design to accommodate students who utilize a wide range of learning style preferences. The purpose of this study was to identify the preferred learning styles of students and to plan instruction and course design accordingly. In addition, a…

  1. Design of Learning Objects for Concept Learning: Effects of Multimedia Learning Principles and an Instructional Approach

    Science.gov (United States)

    Chiu, Thomas K. F.; Churchill, Daniel

    2016-01-01

    Literature suggests using multimedia learning principles in the design of instructional material. However, these principles may not be sufficient for the design of learning objects for concept learning in mathematics. This paper reports on an experimental study that investigated the effects of an instructional approach, which includes two teaching…

  2. Content Analysis of Research Trends in Instructional Design Models: 1999-2014

    Science.gov (United States)

    Göksu, Idris; Özcan, Kursat Volkan; Çakir, Recep; Göktas, Yuksel

    2017-01-01

    This study examines studies on instructional design models by applying content analysis. It covers 113 papers published in 44 international Social Science Citation Index (SSCI) and Science Citation Index (SCI) journals. Studies on instructional design models are explored in terms of journal of publication, preferred model, country where the study…

  3. Profiling Learning Style Preferences of First-Year University Students: Implications for Course Design and Instruction

    Science.gov (United States)

    Cekiso, M. P.

    2011-01-01

    Widening access to higher education has meant an increasing need for flexibility in instruction and course design to accommodate students who utilize a wide range of learning style preferences. The purpose of this study was to identify the preferred learning styles of students and to plan instruction and course design accordingly. In addition, a…

  4. Design of Learning Objects for Concept Learning: Effects of Multimedia Learning Principles and an Instructional Approach

    Science.gov (United States)

    Chiu, Thomas K. F.; Churchill, Daniel

    2016-01-01

    Literature suggests using multimedia learning principles in the design of instructional material. However, these principles may not be sufficient for the design of learning objects for concept learning in mathematics. This paper reports on an experimental study that investigated the effects of an instructional approach, which includes two teaching…

  5. LOCAL INSTRUCTION THEORY ON DIVISION IN MATHEMATICS GASING

    Directory of Open Access Journals (Sweden)

    Rully Charitas Indra Prahmana

    2014-01-01

    Full Text Available Several studies on learning mathematics for rural area's student indicate that students have difficulty in understanding the concept of division operation. Students are more likely to be introduced by the use of the formula without involving the concept itself and learning division separate the concrete situation of learning process. This underlies the researcher to design division operation learning in the Mathematics of GASING (Math GASING, which always starts from concrete to abstract level. The research method used is a design research which describes how the Math GASING make a real contribution of students understanding in the concept of division operation. Keywords: Division Operation, Design Research, Math GASING, Rural Area’s Student DOI: http://dx.doi.org/10.22342/jme.5.1.1445.17-26

  6. Indirect task instructions better reveal theory-of-mind impairment, independent of executive dysfunction, in schizophrenia.

    Science.gov (United States)

    Langdon, Robyn; Connors, Michael; Connaughton, Emily

    2017-10-01

    Theory of mind (TOM) impairments associate significantly with executive deficits in schizophrenia, consistent with the proposal that executive abilities can limit TOM task performance, and confounding identification of those patients who would benefit most from targeted mentalising interventions. 50 schizophrenia patients and 30 healthy controls completed an executive battery and four TOM tasks that were alike with regards generating overt measures of causal false-belief reasoning, but differed with regards using indirect (vs. more direct) instructions. Only the TOM tasks that used indirect instructions to elicit spontaneous false-belief inferences revealed impairment, independent of executive dysfunction, in the schizophrenia patients. Copyright © 2017. Published by Elsevier B.V.

  7. Local Instruction Theory on Division in Mathematics GASING

    Directory of Open Access Journals (Sweden)

    Rully Charitas Indra Prahmana

    2014-07-01

    Full Text Available Several studies on learning mathematics for rural area's student indicate that students have difficulty in understanding the concept of division operation. Students are more likely to be introduced by the use of the formula without involving the concept itself and learning division separate the concrete situation of learning process. This underlies the researcher to design division operation learning in the Mathematics of GASING (Math GASING, which always starts from concrete to abstract level. The research method used is a design research which describes how the Math GASING make a real contribution of students understanding in the concept of division operation.

  8. Designing and Developing Game-Like Learning Experience in Virtual Worlds: Challenges and Design Decisions of Novice Instructional Designers

    OpenAIRE

    Karakus Yilmaz, Turkan; CAGILTAY, Kursat

    2015-01-01

    Many virtual worlds have been adopted for implementation within educational settings because they are potentially useful for building effective learning environments. Since the flexibility of virtual worlds challenges to obtain effective and efficient educational outcomes, the design of such platforms need more attention. In the present study, the aim was to investigate design issues and the concerns of novice instructional designers who were developing a virtual learning environment with a g...

  9. Design Experiments and the Generation of Theory

    DEFF Research Database (Denmark)

    Nortvig, Anne-Mette

    2014-01-01

    When blended learning is introduced in professional education with strong traditions of physical activities and face-to-face interactions in the classroom, creation of new learning designs is needed both in the classroom and online. While some educators see the implementation of e...... methodology (DBR) and a participatory design approach was used in a case in physiotherapy education from the beginning of the implementation of e-learning in order to create learning designs for the new teaching context and generate theory in relation to this. Ict-based learning designs were created...

  10. 微观经济学理论结构及其在教学设计中的作用%The Structure of Microeconomics Theory and Its Use in Instruction Design

    Institute of Scientific and Technical Information of China (English)

    张杨

    2011-01-01

    Microeconomics is one of the most important specialized courses for those collage students majoring in economics and management.Many civil universities have this course.The method and theory of teaching have been good enough.However,there is so limited about the theory structure of microeconomics.Firstly,this article discussed the structure of microeconomics and its research way.and then put forward some new methods to improve the teaching.%对于经济管理类本科生来说,微观经济学是最重要的专业基础课之一,国内许多高校也都开设了这门课程,关于微观经济学的教学方法、教学理论的论证已经日臻完善,但关于微观经济学理论结构的论述却很鲜见,本文首先分析微观经济理论结构和研究方式,然后提出一些有利于教学的新思路、新方法。

  11. Broadband unidirectional cloak designed by eikonal theory.

    Science.gov (United States)

    Liu, Xuan; Wu, Xiaojia; Zhang, Luoning; Zhou, Jing

    2015-11-02

    A method for designing optical device is derived based on the eikonal theory, which could obtain the eikonal distribution on a curved surface according to the propagation characteristics of the subsequent light wave. Then combining with the phase matching condition, we designed a broadband unidirectional cloak. Different from the reported unidirectional cloaks, the proposed one could be used for coherent wave and has continuous broadband performance. Moreover, it has three cloaked regions. Full-wave simulation results verify the properties of the cloak.

  12. Toward a Theory of Representation Design

    Science.gov (United States)

    1989-05-01

    understanding. This report describes research done at the Artificial Inteligence Laboratory of the Massachusetts Institute of Technology. Support for this...AD-A210 885 Technical Report 1128 Toward a Theory of Representation Design Jeffrey Van Baale MIT Artificial Intelligence Laboratory DTIC ELECTE A... Artificial Intelligence Laboratory 545 Technology Square Cambridge, MA 02139 11. CONTROLLING OFFICE NAME AND ADDRESS 11. REPORT DATE Advanced Research

  13. Strengthening the Link between Theory and Practice in Teaching Design Engineering: An Empirical Study on a New Approach

    Science.gov (United States)

    Tempelman, E.; Pilot, A.

    2011-01-01

    In 2007, the Faculty of Industrial Design Engineering of the Delft University of Technology introduced a new bachelor program. Based on theories of learning and instruction three design principles were used to develop an approach that aims to make it easier for students to bridge the gap between theoretical design engineering courses and practical…

  14. Strengthening the Link between Theory and Practice in Teaching Design Engineering: An Empirical Study on a New Approach

    Science.gov (United States)

    Tempelman, E.; Pilot, A.

    2011-01-01

    In 2007, the Faculty of Industrial Design Engineering of the Delft University of Technology introduced a new bachelor program. Based on theories of learning and instruction three design principles were used to develop an approach that aims to make it easier for students to bridge the gap between theoretical design engineering courses and practical…

  15. Teachers' instructional goals for science practice: Identifying knowledge gaps using cultural-historical activity theory (CHAT)

    Science.gov (United States)

    Farrar, Cynthia Hamen

    In AP Biology, the course goal, with respect to scientific acts and reasoning, has recently shifted toward a reform goal of science practice, where the goal is for students to have a scientific perspective that views science as a practice of a community rather than a body of knowledge. Given this recent shift, this study is interested in the gaps that may exist between an individual teacher's instructional goal and the goals of the AP Biology course. A Cultural-Historical Activity Theory (CHAT) methodology and perspective is used to analyze four teachers' knowledge, practice, and learning. Teachers have content knowledge for teaching, a form of knowledge that is unique for teaching called specialized content knowledge. This specialized content knowledge (SCK) defines their instructional goals, the student outcomes they ultimately aim to achieve with their students. The study employs a cultural-historical continuum of scientific acts and reasoning, which represents the development of the AP Biology goal over time, to study gaps in their instructional goal. The study also analyzes the contradictions within their teaching practice and how teachers address those contradictions to shift their instructional practice and learn. The findings suggest that teachers have different interpretations of the AP Biology goals of science practice, placing their instructional goal at different points along the continuum. Based on the location of their instructional goal, different micro-communities of teachers exist along the continuum, comprised of teachers with a shared goal, language, and culture of their AP Biology teaching. The in-depth study of one teacher's AP Biology teaching, using a CHAT perspective, provides a means for studying the mechanisms that connect SCK to classroom actions and ultimately to instructional practice. CHAT also reveals the nature and importance of contradictions or cognitive dissonance in teacher learning and the types of support teachers need to

  16. Theory and design of CNC systems

    CERN Document Server

    Suh, Suk-Hwan; Chung, Dae-Hyuk; Stroud, Ian

    2008-01-01

    Computer Numerical Control (CNC) controllers are high value-added products counting for over 30% of the price of machine tools. The development of CNC technology depends on the integration of technologies from many different industries, and requires strategic long-term support. a oeTheory and Design of CNC Systemsa covers the elements of control, the design of control systems, and modern open-architecture control systems. Topics covered include Numerical Control Kernel (NCK) design of CNC, Programmable Logic Control (PLC), and the Man-Machine Interface (MMI), as well as the major modules for t

  17. How "fun/importance" fit affects performance: relating implicit theories to instructions.

    Science.gov (United States)

    Bianco, Amy T; Higgins, E Tory; Klem, Adena

    2003-09-01

    People experience a regulatory fit when they employ means of goal pursuit that fit their regulatory orientation, and this fit increases motivation that can enhance performance. The present studies extend previous research on regulatory fit to the classic motivational variables of fun and importance. They also examine for the first time the effect on performance of the fit between individuals' implicit theories about a task's fun or importance and their strategic engagement of the task as fun or important as induced by task instructions. In all three studies, task performance was better when the external task instructions "fit" rather than did not fit participants' implicit theory for the task. The implications of these findings for understanding the motivational effects of fun and importance are discussed.

  18. Integrating Virtual Reality (VR) into traditional instructional design ...

    African Journals Online (AJOL)

    PROF. OLIVER OSUAGWA

    2015-12-01

    Dec 1, 2015 ... this technology and presented how to integrat VR with traditional instructional technology. Key words: ... forced companies to turn to new and emerging technologies in the area ... real space and virtual space. This implies the.

  19. Functional tolerance theory in incremental growth design

    Institute of Scientific and Technical Information of China (English)

    YANG Bo; YANG Tao; ZE Xiangbo

    2007-01-01

    The evolutionary tolerance design strategy and its characteristics are studied on the basis of automation technology in the product structure design.To guarantee a successful transformation from the functional requirement to geometry constraints between parts,and finally to dimension constraints,a functional tolerance design theory in the process of product growth design is put forward.A mathematical model with a correlated sensitivity function between cost and the tolerance is created,in which the design cost,the manufacturing cost,the usage cost,and the depreciation cost of the product are regarded as control constraints of the tolerance allocation.Considering these costs,a multifactor-cost function to express quality loss of the product is applied into the model.In the mathematical model,the minimum cost is used as the objective function; a reasonable process capability index,the assembly function,and assembly quality are taken as the constraints; and depreciation cost in the objective function is expressed as the discount rate-terminology in economics.Thus,allocation of the dimension tolerance as the function and cost over the whole lifetime of the product is realized.Finally,a design example is used to demonstrate the successful application of the proposed functional tolerance theory in the incremental growth design of the product.

  20. The Relevance and Efficacy of Metacognition for Instructional Design in the Domain of Mathematics

    Science.gov (United States)

    Baten, Elke; Praet, Magda; Desoete, Annemie

    2017-01-01

    The efficacy of metacognition as theory-based instructional principle or technique in general, and particularly in mathematics, is explored. Starting with an overview of different definitions, conceptualizations, assessment and training models originating from cognitive information processing theory, the role of metacognition in teaching and…

  1. Exploring K-3 Teachers' Implementation of Comprehension Strategy Instruction (CSI) Using Expectancy-Value Theory

    Science.gov (United States)

    Foley, Laura S.

    2011-01-01

    This research investigated factors that influence the implementation levels of evidence-based comprehension strategy instruction (CSI) among K-3 teachers. An explanatory design was chosen to gather and probe the data. Quantitative data were gathered via a mailed survey distributed through a representative sample of the 40 school districts (through…

  2. User Interface Improvements in Computer-Assisted Instruction, the Challenge.

    Science.gov (United States)

    Chalmers, P. A.

    2000-01-01

    Identifies user interface problems as they relate to computer-assisted instruction (CAI); reviews the learning theories and instructional theories related to CAI user interface; and presents potential CAI user interface improvements for research and development based on learning and instructional theory. Focuses on screen design improvements.…

  3. Assessment of the Design Efficacy of a Preschool Vocabulary Instruction Technique

    Science.gov (United States)

    Roskos, Kathleen; Burstein, Karen

    2011-01-01

    Broad-stroke approaches to vocabulary teaching in preschool include effective instructional elements, yet may be too ill-structured to affect the vocabulary learning of children experiencing serious delays. Using a formative research approach, this study examines the design potential of a supplemental vocabulary instruction technique that…

  4. The Jasper Experiment: An Exploration of Issues in Learning and Instructional Design.

    Science.gov (United States)

    Educational Technology, Research and Development, 1992

    1992-01-01

    Discusses the Jasper Woodbury Problem Solving Series, a video-based instructional macrocontext for complex mathematics problem generation and solving. A theoretical framework of assumptions about goals, learning, instruction, and learning materials is provided. Design features and typical teaching activities are described. Three teaching models…

  5. Alternative Instructional Design Paradigms: What's Worth Discussing and What Isn't.

    Science.gov (United States)

    Willis, Jerry

    1998-01-01

    Examines the paradigm debate over established (behavioral and cognitive) and alternative (constructivist) models of instructional design (ID). Discusses instructional strategies and principles, new terms versus new meaning, "straw man" and personalized arguments, expert-determined goals, research-based versus "brand-X" models,…

  6. Considering Information Literacy Skills and Needs: Designing Library Instruction for the Online Learner

    Directory of Open Access Journals (Sweden)

    Swapna Kumar

    2012-12-01

    Full Text Available This paper reports on a library instruction needs assessment conducted with incoming doctoral students (n=34 in two online programs in education. The differences in the prior skills and experiences of the two groups highlighted the importance of both needs assessments and learner analysis as well as course- or program-specific instructional design in information literacy instruction for online students. Based on students’ reported skills, education librarians structured both the content and format of instruction to help students succeed in online activities in the doctoral program.

  7. What Works in Adult Instruction: The Management, Design and Delivery of Instruction.

    Science.gov (United States)

    1993-06-01

    17 Instructor classroom leadership L M H 18. Instructor classroom role M H H 19. Teachine students how to learn L H M 20. Instructor presentation...in higher Ntudenit achic,,ement and affect thar, large group instruction Teacher roic-s Mn [hC’., i11%r :ng alos raey raneeC of teachine t: aei~.hic

  8. Supporting Learning with Process Tools: Theory and Design Issues.

    Science.gov (United States)

    Goodrum, David A.; Knuth, Randy A.

    This report begins by discussing the implications of a constructivist epistemology for instructional design and development, as well as drawbacks of the content database in instruction, the lack of special tools to help the learner actively construct knowledge, and emphasis on learning environments based on individual learning. The whole learning…

  9. Instructional Design as Critical and Creative Thinking: A Journey through a Jamestown-Era Native American Village

    Science.gov (United States)

    Baum, Liesl M.; Newbill, Phyllis Leary

    2010-01-01

    The role of critical and creative thinking has been debated within the field of instructional design. Through an instructional design and development project we have identified how critical and creative thinking are essential to the instructional design process. This paper highlights a recent project focused on a virtual Native American village…

  10. Heat pipes theory, design and applications

    CERN Document Server

    Reay, David; Kew, Peter

    2013-01-01

    Heat Pipes, 6th Edition, takes a highly practical approach to the design and selection of heat pipes, making it an essential guide for practicing engineers and an ideal text for postgraduate students. This new edition has been revised to include new information on the underlying theory of heat pipes and heat transfer, and features fully updated applications, new data sections, and updated chapters on design and electronics cooling. The book is a useful reference for those with experience and an accessible introduction for those approaching the topic for the first time. Contains all informat

  11. Theory of the Golden Packaging Design Art

    Institute of Scientific and Technical Information of China (English)

    韩玮

    2012-01-01

      Color as a design language, in the packaging design field with a strong visual impact, is not only the ele-ments of commodity packaging, is the soul of the sales package, has become an important means of advertising goods image one. And the golden packaging and packaging the most popular the most brilliant. Golden art design to use in packing, we must request in the system designer can grasp the basic theory on the basis of the color, pay attention to the market and adapt to the colour is applied law, gift packaging spirituality and attractive charm, so as to create a good packaging, arouse consumers' desire to buy, in order to meet the increasing material and cultural and spiritual needs.

  12. Applying Universal Instructional Design to Course Websites by Using Course Evaluations

    Science.gov (United States)

    Carter, Irene; Leslie, Donald; Kwan, Denise

    2012-01-01

    The authors explore their use of learner-centred teaching strategies and Universal Instructional Design (UID) on course websites. UID is based on universal design, the design of products and environments intended to be usable by all people to the greatest extent possible (Burgstahler & Cory, 2008). UID applies universal design to instructional…

  13. Wicked ID: Conceptual Framework for Considering Instructional Design as a Wicked Problem

    Science.gov (United States)

    Becker, Katrin

    2007-01-01

    The process of instructional design has parallels in other design disciplines. Software design is one that has experienced intense attention in the last 30 or so years, and many lessons learned there can be applied to ID. Using software design as a springboard, this concept paper seeks to propose a new approach to ID. It suggests that…

  14. Learning Theories Applied to Teaching Technology: Constructivism versus Behavioral Theory for Instructing Multimedia Software Programs

    Science.gov (United States)

    Reed, Cajah S.

    2012-01-01

    This study sought to find evidence for a beneficial learning theory to teach computer software programs. Additionally, software was analyzed for each learning theory's applicability to resolve whether certain software requires a specific method of education. The results are meant to give educators more effective teaching tools, so students…

  15. Learning Theories Applied to Teaching Technology: Constructivism versus Behavioral Theory for Instructing Multimedia Software Programs

    Science.gov (United States)

    Reed, Cajah S.

    2012-01-01

    This study sought to find evidence for a beneficial learning theory to teach computer software programs. Additionally, software was analyzed for each learning theory's applicability to resolve whether certain software requires a specific method of education. The results are meant to give educators more effective teaching tools, so students…

  16. Evaluating Online Dialogue on “Security” Using a Novel Instructional Design

    NARCIS (Netherlands)

    P.A. Arora (Payal)

    2008-01-01

    textabstractAbstract: This paper explores evaluation strategies to gauge the impact of a novel instructional design on international community participation online. This is done by conceptualizing and devising indicators for measuring “engagement” online amongst marginalized adult communities

  17. The Impact of an Instructional Intervention Designed to Support Development of Stochastic Understanding of Probability Distribution

    Science.gov (United States)

    Conant, Darcy Lynn

    2013-01-01

    Stochastic understanding of probability distribution undergirds development of conceptual connections between probability and statistics and supports development of a principled understanding of statistical inference. This study investigated the impact of an instructional course intervention designed to support development of stochastic…

  18. The Application of Instructional Design in the National Open University of the Republic of China

    Directory of Open Access Journals (Sweden)

    Bosco Wen-Ruey Lee

    1988-03-01

    Full Text Available 無Designing instruction through the systematic approach is a way to assure the efficiency and the effectiveness of teaching and learning. Since the institute was established in August 1986, the National Open University of R.O.C. has adapted this concept into her system. Experts in the university developed an eight-step model for the carrying out of this instructional design concept. Main tasks to be executed at each step are clearly identified and stated in this model. Each member of the course design team, which includes the subject matter experts, the instructional designer, the media specialist, and the team assistant, follows this model to perform his or her duties. In the past years, this ID model has been widely applied to all NOU courses. Though, many difficulties and problems encountered, it is leading the instructions of the National Open University up to the goal of efficiency and effectiveness.

  19. An approach to participatory instructional design in secondary education: an exploratory study

    NARCIS (Netherlands)

    Könings, Karen; Brand-Gruwel, Saskia; Van Merriënboer, Jeroen

    2010-01-01

    Könings, K. D., Brand-Gruwel, S., & Van Merriënboer, J. J. G. (2010). An approach to participatory instructional design in secondary education: an exploratory study. Educational Research, 52(1), 45-59.

  20. The Impact of an Instructional Intervention Designed to Support Development of Stochastic Understanding of Probability Distribution

    Science.gov (United States)

    Conant, Darcy Lynn

    2013-01-01

    Stochastic understanding of probability distribution undergirds development of conceptual connections between probability and statistics and supports development of a principled understanding of statistical inference. This study investigated the impact of an instructional course intervention designed to support development of stochastic…

  1. Effectiveness of Four Instructional Programs Designed to Serve English Learners

    Science.gov (United States)

    Valentino, Rachel A.; Reardon, Sean F.

    2015-01-01

    This article investigates the differences in academic achievement trajectories from elementary through middle school among English Learner (EL) students in four different instructional programs: English Immersion (EI), Transitional Bilingual (TB), Developmental Bilingual (DB), and Dual Immersion (DI). Comparing students with the same parental…

  2. Blended Learning: Instructional Design Strategies for Maximizing Impact

    Science.gov (United States)

    Adams, Jean

    2013-01-01

    Although e-learning has improved in quality, reach and learning impact over the past decade, it can be argued that it has not yet lived up to its potential to transform workplace learning. In the drive to increase effectiveness, interest has grown in blended learning, an instructional strategy that combines the use of web-technologies with more…

  3. The instructional design of teaching vocabularies in context of corpus in Senior High School

    Institute of Scientific and Technical Information of China (English)

    孙玲

    2016-01-01

    In this paper, the instructional design of vocabulary teaching is to combine vocabulary teaching in context based on some open online corpus which are come from network.In this paper, and the author’s hypothesis is that the instructional design can stimulate students’ learning interest and autonomy.What’s more, a large number of authentic information of various contexts demonstrated from corpus which is beneficial for students’ enhancing the ability of input and output of targeted vocabulary.

  4. A CONVERSATION ON INSTRUCTIONAL DESIGN WITH ROBERT GAGNÉ AND DAVID MERRILL NO:4

    OpenAIRE

    Necmi Esgi; Omer Arslan

    2017-01-01

    The purpose of the study is to bring in the fourth part of diachronic conversation on instructional design with Robert Gagné and David Merrill to trancripts. This conversation was hosted by Utah State University, in the United States of America, in July 10, 1989. Throughout the history of instructional design, these two scientists are considered as the pioneers of the field and in these sessions, they summarize and compare their studies.

  5. A CONVERSATION ON INSTRUCTIONAL DESIGN WITH ROBERT GAGNÉ AND DAVID MERRILL NO:2

    OpenAIRE

    Necmi Esgi; Omer Arslan

    2016-01-01

    The purpose of the study is to bring in the second part of diachronic conversation on instructional design with Robert Gagné and David Merrill to transcripts. This conversation was hosted by Utah State University, in the United States of America, in July 10, 1989. Throughout the history of instructional design, these two scientists are considered as the pioneers of the field and in these sessions, they summarize and compare their studies.

  6. Strengthening the link between theory and practice in teaching design engineering: an empirical study on a new approach

    NARCIS (Netherlands)

    Tempelman, E.; Pilot, A.

    2010-01-01

    In 2007, the Faculty of Industrial Design Engineering of the Delft University of Technology introduced a new bachelor program. Based on theories of learning and instruction three design principles were used to develop an approach that aims to make it easier for students to bridge the gap between the

  7. The interaction between multimedia data analysis and theory development in design research

    Science.gov (United States)

    van Nes, Fenna; Doorman, Michiel

    2010-04-01

    Mathematics education researchers conducting instruction experiments using a design research methodology are challenged with the analysis of often complex and large amounts of qualitative data. In this paper, we present two case studies that show how multimedia analysis software can greatly support video data analysis and theory development in design research. The software can (a) act as a type of mould for organising large amounts of data; (b) contribute to improving the trackability and reliability of the research; and (c) support theory generation and validation. We propose an integrated model that elucidates the complex process of data analysis by showing how each of the components that are involved in the data analysis procedures feeds into the emerging local instruction theory. The model combines the intricate cycles of coding and analysing raw video data with the cumulative cyclic process that characterises design research in mathematics education. Our experiences with this model may support other mathematics education researchers in the development of thorough and empirically supported local instruction theories from complex qualitative analyses.

  8. Instructions

    Institute of Scientific and Technical Information of China (English)

    2015-01-01

    Animal Husbandry and Feed Science(ISSN 1943-9911)is an academic journal sponsored by Wu Chu(USA-China)Science and Culture Media Co.(USA).It was first published in 2009.The journal is published bimonthly to report basic theory and applied research about animal husbandry,veterinary,aquaculture,feed science and other related fields,including aspects of genetics and breeding,reproduction,physiology,biochemistry,nutrition,

  9. Electrical solitons theory, design, and applications

    CERN Document Server

    Ricketts, David S

    2010-01-01

    The dominant medium for soliton propagation in electronics, nonlinear transmission line (NLTL) has found wide application as a testbed for nonlinear dynamics and KdV phenomena as well as for practical applications in ultra-sharp pulse/edge generation and novel nonlinear communication schemes in electronics. While many texts exist covering solitons in general, there is as yet no source that provides a comprehensive treatment of the soliton in the electrical domain.Drawing on the award winning research of Carnegie Mellon's David S. Ricketts, Electrical Solitons Theory, Design, and Applications i

  10. An Alternative View of the Instructional Design Process: A Response to Smith and Boling

    Science.gov (United States)

    Gibbons, Andrew S.; Yanchar, Stephen C.

    2010-01-01

    A recent literature review by Smith and Boling (2009) critically examines the received view of instructional design in educational technology. Smith and Boling conclude that the foundational literature characterizes design in a way that leads to a constrained understanding of design, especially by novices. They suggest that as a field we move…

  11. CASA: A New IFU Architecture for Power-Efficient Instruction Cache and TLB Designs

    Institute of Scientific and Technical Information of China (English)

    Han-Xin Sun; Kun-Peng Yang; Yu-Lai Zhao; Dong Tong; Xu Cheng

    2008-01-01

    The instruction fetch unit (IFU) usually dissipates a considerable portion of total chip power. In traditiona lIFU architectures, as soon as the fetch address is generated, it needs to be sent to the instruction cache and TLB arrays for instruction fetch. Since limited work can be done by the power-saving logic after the fetch address generation and before the instruction fetch, previous power-saving approaches usually suffer from the unnecessary restrictions from traditional IFU architectures. In this paper, we present CASA, a new power-aware IFU architecture, which effectively reduces the unnecessary restrictions on the power-saving approaches and provides sufficient time and information for the power-saving logic of both instruction cache and TLB. By analyzing, recording, and utilizing the key information of the dynamic instruction flow early in the front-end pipeline, CASA brings the opportunity to maximize the power efficiency and minimize the performance overhead. Compared to the baseline configuration, the leakage and dynamic power of instruction cache is reduced by 89.7% and 64.1% respectively, and the dynamic power of instruction TLB is reduced by 90.2%. Meanwhile the performance degradation in the worst case is only 0.63%. Compared to previous state-of-the-art power-saving approaches, the CASA-based approach saves IFU power more effectively, incurs less performance overhead and achieves better scalability. It is promising that CASA can stimulate further work on architectural solutions to power-efficient IFU designs.

  12. Towards a framework for attention cueing in instructional animations: Guidelines for research and design

    NARCIS (Netherlands)

    B.B. de Koning (Björn); H.K. Tabbers (Huib); R.M.J.P. Rikers (Remy); G.W.C. Paas (Fred)

    2009-01-01

    textabstractThis paper examines the transferability of successful cueing approaches from text and static visualization research to animations. Theories of visual attention and learning as well as empirical evidence for the instructional effectiveness of attention cueing are reviewed and, based on

  13. Towards a framework for attention cueing in instructional animations: Guidelines for research and design

    NARCIS (Netherlands)

    B.B. de Koning (Björn); H.K. Tabbers (Huib); R.M.J.P. Rikers (Remy); G.W.C. Paas (Fred)

    2009-01-01

    textabstractThis paper examines the transferability of successful cueing approaches from text and static visualization research to animations. Theories of visual attention and learning as well as empirical evidence for the instructional effectiveness of attention cueing are reviewed and, based on Ma

  14. Developing Appropriate Designs for Instructional Computer Programs in the Social Studies.

    Science.gov (United States)

    Flouris, George

    1987-01-01

    Reviews the characteristics of existing social studies software. States that instructional software must address one or more of the established goals of social studies and follow valid principles of learning. Offers a model for the development of software based on Robert Gagne's learning theory. (RKM)

  15. The effect of implementing cognitive load theory-based design principles in virtual reality simulation training of surgical skills: a randomized controlled trial

    DEFF Research Database (Denmark)

    Andersen, Steven Arild Wuyts; Mikkelsen, Peter Trier; Konge, Lars

    2016-01-01

    Cognitive overload can inhibit learning, and cognitive load theory-based instructional design principles can be used to optimize learning situations. This study aims to investigate the effect of implementing cognitive load theory-based design principles in virtual reality simulation training...

  16. Robert M. Gagne and M. David Merrill: In Conversation. No. 3: An Overview of M. David Merrill's New Component Design Theory.

    Science.gov (United States)

    Twitchell, David, Ed.

    1990-01-01

    This third in a series of edited transcripts based on a conference at Utah State University describes Merrill's Component Design Theory (CDT) and compares it to his earlier Component Display Theory. Topics discussed include concept structures, knowledge acquisition, components of an instructional design system, and a new CDT matrix. (10…

  17. An Energy-Efficient Instruction Scheduler Design with Two-Level Shelving and Adaptive Banking

    Institute of Scientific and Technical Information of China (English)

    Yu-Lai Zhao; Xian-Feng Li; Dong Tong; Xu Cheng

    2007-01-01

    Mainstream processors implement the instruction scheduler using a monolithic CAM-based issue queue (IQ),which consumes increasingly high energy as its size scales.In particular, its instruction wakeup logic accounts for a major portion of the consumed energy.Our study shows that instructions with 2 non-ready operands (called 2OP instructions) are in small percentage, but tend to spend long latencies in the IQ.They can be effectively shelved in a small RAM-based waiting instruction buffer (WIB) and steered into the IQ at appropriate time.With this two-level shelving ability, half of the CAM tag comparators are eliminated in the IQ, which significantly reduces the energy of wakeup operation.In addition,we propose an adaptive banking scheme to downsize the IQ and reduce the bit-width of tag comparators.Experiments indicate that for an 8-wide issue superscalar or SMT processor, the energy consumption of the instruction scheduler can be reduced by 67%.Furthermore, the new design has potentially faster scheduler clock speed while maintaining close IPC to the monolithic scheduler design.Compared with the previous work on eliminating tags through prediction, our design is superior in terms of both energy reduction and SMT support.

  18. What Is This Thing Called "Design" in Design Research and Instructional Design

    Science.gov (United States)

    Cronje, Johannes

    2013-01-01

    This paper will consider the phenomenon of design research. It will then consider four research positions in social science research. The paper will show how the design perspectives map onto the research paradigms and how by rotating through these paradigms, a design research cycle is formed. Finally, the paper will discuss four research questions…

  19. What Is This Thing Called "Design" in Design Research and Instructional Design

    Science.gov (United States)

    Cronje, Johannes

    2013-01-01

    This paper will consider the phenomenon of design research. It will then consider four research positions in social science research. The paper will show how the design perspectives map onto the research paradigms and how by rotating through these paradigms, a design research cycle is formed. Finally, the paper will discuss four research questions…

  20. Developing Instructional Design to Improve Mathematical Higher Order Thinking Skills of Students

    Science.gov (United States)

    Apino, E.; Retnawati, H.

    2017-02-01

    This study aimed to describe the instructional design to improve the Higher Order Thinking Skills (HOTS) of students in learning mathematics. This research is design research involving teachers and students of class X MIPA 1 MAN Yigyakarta III, Special Region of Yogyakarta, Indonesia. Data collected through focus group discussions and tests. Data analyzed by quantitative descriptive. The results showed that the instructional design developed is effective to improving students’ HOTS in learning mathematics. Instructional design developed generally include three main components: (1) involve students in the activities non-routine problem solving; (2) facilitating students to develop the ability to analyze and evaluate (critical thinking) and the ability to create (creative thinking); and (3) encourage students to construct their own knowledge.

  1. Dynamics of Instructional and Perceptual Factors in Instructional Design Competence Development

    Science.gov (United States)

    Hardre, Patricia L.; Kollmann, Sherry

    2013-01-01

    The nine-month study reported in this paper used mixed methods data and a qualitative analysis to examine the skill and perceptual development of 17 graduate design students. Individual differences, perceptions and preferences that apparently promoted rapid and productive development included: design efficacy, mastery goals, preference for…

  2. Learning relationships from theory to design

    Directory of Open Access Journals (Sweden)

    C. J.H. Fowler

    1999-12-01

    Full Text Available Over the last five years we have seen a very significant increase in the use of Information Communication Technologies (ICT in schools, colleges and university. For example in 1998, there were over 195 accredited US universities offering a thousand or more distance learning courses (Philips and Yager, 1998. By no means were all of these new courses associated with educational innovation. The speed and ease of implementation of Webbased approaches, in particular, is resulting in design by imitation of current courses and methods, with a real lack of innovation or utilization of the power inherent in technologybased learning. Although matters are improving (see for example Brown, 1999, part of the reason for this failure to innovate is, we argue, because of the large gap between theory and practice.

  3. Analog Electronic Filters Theory, Design and Synthesis

    CERN Document Server

    Dimopoulos, Hercules G

    2012-01-01

    Filters are essential subsystems in a huge variety of electronic systems. Filter applications are innumerable; they are used for noise reduction, demodulation, signal detection, multiplexing, sampling, sound and speech processing, transmission line equalization and image processing, to name just a few. In practice, no electronic system can exist without filters. They can be found in everything from power supplies to mobile phones and hard disk drives and from loudspeakers and MP3 players to home cinema systems and broadband Internet connections. This textbook introduces basic concepts and methods and the associated mathematical and computational tools employed in electronic filter theory, synthesis and design.  This book can be used as an integral part of undergraduate courses on analog electronic filters. Includes numerous, solved examples, applied examples and exercises for each chapter. Includes detailed coverage of active and passive filters in an independent but correlated manner. Emphasizes real filter...

  4. Personal Leadership in Practice: A Critical Approach to Instructional Design Innovation Work

    Science.gov (United States)

    Ashbaugh, Marcia L.

    2013-01-01

    An argument is made in this article for a link between leadership and innovation, when innovation is an outcome of the work approaches and practices that underpin an educational technologist's academic course designs. The practice of instructional design (ID) is continually being challenged to rethink its conceptualization of academic course…

  5. The Brownies' Book (1920-1921): Exploring the Past to Elucidate the Future of Instructional Design

    Science.gov (United States)

    Young, Patricia A.

    2009-01-01

    This article investigates culture-based instructional design in its purest form through "The Brownies' Book", a children's periodical produced from 1920 to 1921. Methodologies of examination include historical analysis and critical discourse analysis grounded in a Foucaultian framework. The findings extrapolated from the design of "The Brownies'…

  6. Conceptual Design Model of Instructional Interfaces: Courseware for Inclusive Education System (IID4C) Distance Learning

    Science.gov (United States)

    Tosho, Abdulrauf; Mutalib, Ariffin Abdul; Abdul-Salam, Sobihatun Nur

    2016-01-01

    This paper describes an ongoing study related to a conceptual design model, which is specific to instructional interface design to enhance courseware usage. It was found that most of the existing courseware applications focus on the needs of certain target with most of the courseware offer too little to inclusive learners. In addition, the use of…

  7. Beauty and Precision: Weaving Complex Educational Technology Projects with Visual Instructional Design Languages

    Science.gov (United States)

    Derntl, Michael; Parrish, Patrick; Botturi, Luca

    2010-01-01

    Instructional design and technology products result from many options and constraints. On the one hand, solutions should be creative, effective and flexible; on the other hand, developers and instructors need precise guidance and details on what to do during development and implementation. Communication of and about designs is supported by design…

  8. Development and Implementation of an Instructional Design for Effective Teaching of Ecosystem, Biodiversity, and Environmental Issues

    Science.gov (United States)

    Yucel, Elif Ozata; Ozkan, Muhlis

    2015-01-01

    This study aims to develop an instructional design whereby ecosystem, biodiversity, and environmental issues are addressed with a holistic approach that provides more efficient teaching as well as to test the effectiveness of this design. A literature review was carried out and need-assessment was firstly made using the Readiness Test. This review…

  9. Instructional Design and E-Learning: Examining Learners' Perspective in Malaysian Institutions of Higher Learning

    Science.gov (United States)

    Hussin, Husnayati; Bunyarit, Fatimah; Hussein, Ramlah

    2009-01-01

    Purpose: This study aims to investigate the elements of effective instructional design in an e-learning environment in selected Malaysian higher learning institutions. In addition, the study also seeks to investigate the e-learning use behaviour among these e-learners. Design/methodology/approach: The study used the interview method of data…

  10. A Simulation-Based LED Design Project in Photonics Instruction Based on Industry-University Collaboration

    Science.gov (United States)

    Chang, S. -H.; Chen, M. -L.; Kuo, Y. -K.; Shen, Y. -C.

    2011-01-01

    In response to the growing industrial demand for light-emitting diode (LED) design professionals, based on industry-university collaboration in Taiwan, this paper develops a novel instructional approach: a simulation-based learning course with peer assessment to develop students' professional skills in LED design as required by industry as well as…

  11. Using Developmental Research To Study One's Teaching of an Instructional Design Course.

    Science.gov (United States)

    Shambaugh, Neal; Magliaro, Susan G.

    This 5-year study of 2 instructors teaching a master's level instructional design course used developmental research to systematically examine a reflective teaching approach. The reflexive teaching model is described. Eight data sources across six deliveries of the course were analyzed in terms of design decisions (the teaching model), model…

  12. Using Importance-Performance Analysis to Guide Instructional Design of Experiential Learning Activities

    Science.gov (United States)

    Anderson, Sheri; Hsu, Yu-Chang; Kinney, Judy

    2016-01-01

    Designing experiential learning activities requires an instructor to think about what they want the students to learn. Using importance-performance analysis can assist with the instructional design of the activities. This exploratory study used importance-performance analysis in an online introduction to criminology course. There is limited…

  13. Improving Medication Knowledge among Older Adults with Heart Failure: A Patient-Centered Approach to Instruction Design

    Science.gov (United States)

    Morrow, Daniel G.; Weiner, Michael; Young, James; Steinley, Douglas; Deer, Melissa; Murray, Michael D.

    2005-01-01

    Purpose: We investigated whether patient-centered instructions for chronic heart failure medications increase comprehension and memory for medication information in older adults diagnosed with chronic heart failure. Design and Methods: Patient-centered instructions for familiar and unfamiliar medications were compared with instructions for the…

  14. Yokoi's Theory of Lateral Innovation: Applications for Learning Game Design

    Science.gov (United States)

    Warren, Scott J.; Jones, Greg

    2008-01-01

    There are several major challenges for instructional designers seeking to design learning games. These include the lack of access, the cost of rapidly advancing/expensive technology tools that make developing games uneconomical, the institutional time constraints limiting game use, and the concerns that schools lack sufficiently robust computer…

  15. General Didactics and Instructional Design: eyes like twins A transatlantic dialogue about similarities and differences, about the past and the future of two sciences of learning and teaching.

    Science.gov (United States)

    Zierer, Klaus; Seel, Norbert M

    2012-01-01

    Although General Didactics (GD) and Instructional Design (ID) have not shown many points of contact in the past, there are some obvious parellels from the perspective of their historical development. This will be examined in detail in this article. More specifically, we speak about model building, which has characterized General Didactics and Instructional Design for some decades. However, the models of General Didactics and Instructional Design are not problem-free with regard to the continuity and advancement of both disciplines. First, we will describe the historical roots of both disciplines and examine which elements of theory are of central importance. Second, we will try to answer the question of which kind of model building could be considered as predominant and what problems result from this predominance. In order to do this, we will describe empirical studies on the use of instructional models and discuss these studies from the perspective of the philosophy of science. Third, we will draw inferences for future processes of model building in order to prevent the same problems that happened in the past from happening again. Finally, we will discuss the issue of what General Didactics can learn from Instructional Design and vice versa.

  16. The Development of an Instructional Model for a Basic Marketing Course, Using Jerome S. Bruner's Theory of Instruction as the Framework.

    Science.gov (United States)

    Unger, Melvin J.

    1980-01-01

    A project was conducted to develop an instructional model for a course in basic marketing. Topics for the course were identified, a literature review was performed, and a strategy was developed. It was concluded that such a model would improve methods of teaching and curricular design. (CT)

  17. Information processing theory in the early design stages

    DEFF Research Database (Denmark)

    Cash, Philip; Kreye, Melanie

    2014-01-01

    suggestions for improvements and support. One theory that may be particularly applicable to the early design stages is Information Processing Theory (IPT) as it is linked to the design process with regard to the key concepts considered. IPT states that designers search for information if they perceive......, the new knowledge is shared between the design team to reduce ambiguity with regards to its meaning and to build a shared understanding – reducing perceived uncertainty. Thus, we propose that Information-Processing Theory is suitable to describe designer activity in the early design stages......Developing appropriate theory is one of the main challenges facing engineering design (Cross, 2007). Theory helps to both explain design activity but also support greater research impact in the domain. It is useful for gaining a more comprehensive understanding of design activity and developing...

  18. A CONVERSATION ON INSTRUCTIONAL DESIGN WITH ROBERT GAGNÉ AND DAVID MERRILL NO:3

    OpenAIRE

    Necmi Esgi; Omer Arslan

    2017-01-01

    The purpose of the study is to bring in the third part of diachronic conversation on instructional design with Robert Gagné and David Merrill to trancripts. This conversation was hosted by Utah State University, in the United States of America, in July 10, 1989. Throughout the history of instructional design, these two scientists are considered as the pioneers of the field and in these sessions, they summarize and compare their studies. In the third session, Gagné and Merrill represent their ...

  19. User-Centered Design through Learner-Centered Instruction

    Science.gov (United States)

    Altay, Burçak

    2014-01-01

    This article initially demonstrates the parallels between the learner-centered approach in education and the user-centered approach in design disciplines. Afterward, a course on human factors that applies learner-centered methods to teach user-centered design is introduced. The focus is on three tasks to identify the application of theoretical and…

  20. LATCH: A Syllabus Design for EFL Instruction in CALL.

    Science.gov (United States)

    Greene, David

    1998-01-01

    Looks at an innovative organizational tool for syllabus design of English-as-a-Foreign-Language, computer-assisted language learning writing classes that is borrowed from the interdisciplinary field of information architecture. The tool around which this syllabus design is structured is the Location-Alphabet-Time-Category-Hierarchy (LATCH), to…

  1. Assessment Design and Cheating Risk in Online Instruction

    Science.gov (United States)

    Harmon, Oskar R.; Lambrinos, James; Buffolino, Judy

    2010-01-01

    Many consider online courses to be an inferior alternative to traditional face-to-face (f2f) courses because exam cheating is thought to occur more often in online courses. This study examines how the assessment design in online courses contributes to this perception. Following a literature review, the assessment design in a sample of online…

  2. Translating theory into practice: integrating the affective and cognitive learning dimensions for effective instruction in engineering education

    Science.gov (United States)

    Alias, Maizam; Lashari, Tahira Anwar; Abidin Akasah, Zainal; Jahaya Kesot, Mohd.

    2014-03-01

    Learning in the cognitive domain is highly emphasised and has been widely investigated in engineering education. Lesser emphasis is placed on the affective dimension although the role of affects has been supported by research. The lack of understanding on learning theories and how they may be translated into classroom application of teaching and learning is one factor that contributes to this situation. This paper proposes a working framework for integrating the affective dimension of learning into engineering education that is expected to promote better learning within the cognitive domain. Four major learning theories namely behaviourism, cognitivism, socio-culturalism, and constructivism were analysed and how affects are postulated to influence cognition are identified. The affective domain constructs identified to be important are self-efficacy, attitude and locus of control. Based on the results of the analysis, a framework that integrates methodologies for achieving learning in the cognitive domain with the support of the affective dimension of learning is proposed. It is expected that integrated approach can be used as a guideline to engineering educators in designing effective and sustainable instructional material that would result in the effective engineers for future development.

  3. Writing and Rewriting the Instructional Design Case: A View from Two Sides

    Directory of Open Access Journals (Sweden)

    Craig D. Howard, Rodney Myers

    2011-01-01

    Full Text Available This article analyzes five problem areas educators grapple with when writing designs cases about learning interventions. The article is written from the vantage point of IJDL’s assistant editor who edited, reviewed, and coordinated the reviews of design cases over a period of two years while also writing his own design case (Howard & Myers, 2010: International Journal of Designs for Learning. The knowledge building genre of the instructional design case is viewed from the perspective of commonalities between articles published in a Tech Trends feature, the Instructional Design Portfolio, and this venue. The areas of concern common among reviews for these publications shed light on how the design case is developing into a rigorous form of educational inquiry. The areas of concern brought up in reviews of cases are discussed in light of the author’s first hand experiences of satisfying reviewers’ concerns and, in turn, coaching other educators through the process of a finalized design case. Those common areas are: (1 situating the design, (2 describing the design, (3 depicting the experience of the design, (4 developing trustworthiness through transparency, analysis, and reflection (5 removing aspects of design cases which confound their purpose. Specific examples from design cases that have gone through peer review describe how author-educators may approach the dissemination of design precedent through the careful documentation of pedagogical designs.

  4. The impact of design-based modeling instruction on seventh graders' spatial abilities and model-based argumentation

    Science.gov (United States)

    McConnell, William J.

    models to better assist them in scientific argumentation over paper drawing models. In fact, when given a choice, students rarely used paper drawing to assist in argument. There was also a difference in model utility between the two different model types. Participants explicitly used 3D printed models to complete gestural modeling, while participants rarely looked at 2D models when involved in gestural modeling. This study's findings added to current theory dealing with the varied spatial challenges involved in different modes of expressed models. This study found that depth, symmetry and the manipulation of perspectives are typically spatial challenges students will attend to using CAD while they will typically ignore them when drawing using paper and pencil. This study also revealed a major difference in model-based argument in a design-based instruction context as opposed to model-based argument in a typical science classroom context. In the context of design-based instruction, data revealed that design process is an important part of model-based argument. Due to the importance of design process in model-based argumentation in this context, trusted methods of argument analysis, like the coding system of the IASCA, was found lacking in many respects. Limitations and recommendations for further research were also presented.

  5. Making Theory Come Alive through Practice-based Design Research

    DEFF Research Database (Denmark)

    Markussen, Thomas; Knutz, Eva; Rind Christensen, Poul

    2011-01-01

    The aim of this paper is to demonstrate how practice-based design research is able not only to challenge, but also to push toward further development of some of the basic assumpstions in emotion theories as used within design research. In so doing, we wish to increase knolwedge on a central...... epistemological question for design research, namely how practice-based design research can be a vehicle for the construction of new theory for design research....

  6. Towards a Design Theory for Collaborative Qualitative Data Analysis

    DEFF Research Database (Denmark)

    Nielsen, Peter Axel

    2016-01-01

    This position paper addresses how to develop a design theory to support the collaborative practice of qualitative data analysis. Qualitative researchers face several challenges in making sense of their empirical data and IS-support for this practice can be found in software applications such as N....... We use this as a stepping stone to discuss how to use a design theory to problematize existing applications and how to extend a design theory by abduction....

  7. Efficacy of the Technological/Engineering Design Approach: Imposed Cognitive Demands within Design-Based Biotechnology Instruction

    Science.gov (United States)

    Wells, John G.

    2016-01-01

    Though not empirically established as an efficacious pedagogy for promoting higher order thinking skills, technological/engineering design-based learning in K-12 STEM education is increasingly embraced as a core instructional method for integrative STEM learning that promotes the development of student critical thinking skills (Honey, Pearson,…

  8. Toward instructional design principles: Inducing Faraday’s law with contrasting cases

    Directory of Open Access Journals (Sweden)

    Eric Kuo

    2016-04-01

    Full Text Available Although physics education research (PER has improved instructional practices, there are not agreed upon principles for designing effective instructional materials. Here, we illustrate how close comparison of instructional materials could support the development of such principles. Specifically, in discussion sections of a large, introductory physics course, a pair of studies compare two instructional strategies for teaching a physics concept: having students (i explain a set of contrasting cases or (ii apply and build on previously learned concepts. We compare these strategies for the teaching of Faraday’s law, showing that explaining a set of related contrasting cases not only improves student performance on Faraday’s law questions over building on a previously learned concept (i.e., Lorentz force, but also prepares students to better learn subsequent topics, such as Lenz’s law. These differences persist to the final exam. We argue that early exposure to contrasting cases better focuses student attention on a key feature related to both concepts: change in magnetic flux. Importantly, the benefits of contrasting cases for both learning and enjoyment are enhanced for students who did not first attend a Faraday’s law lecture, consistent with previous research suggesting that being told a solution can circumvent the benefits of its discovery. These studies illustrate an experimental approach for understanding how the structure of activities affects learning and performance outcomes, a first step toward design principles for effective instructional materials.

  9. DesigningTheory of Machines and Mechanisms” course on Project Based Learning approach

    DEFF Research Database (Denmark)

    Shinde, Vikas

    2013-01-01

    by the industry and the learning outcomes specified by the National Board of Accreditation (NBA), India; this course is restructured on Project Based Learning approach. A mini project is designed to suit course objectives. An objective of this paper is to discuss the rationale of this course design......Theory of Machines and Mechanisms course is one of the essential courses of Mechanical Engineering undergraduate curriculum practiced at Indian Institute. Previously, this course was taught by traditional instruction based pedagogy. In order to achieve profession specific skills demanded...

  10. Practical Motivational Techniques for Preservice Teachers and Instructional Design Strategies.

    Science.gov (United States)

    Schnackenberg, Heidi L.

    This paper describes educational units for preservice teachers that pertain to specific practical motivational techniques for the preservice teachers to use in their classrooms (grades K-12). The units are designed so that students will be able to name four motivational techniques, select the strategy that exemplifies a motivational technique, and…

  11. Teaching by Design: Tools and Techniques to Improve Instruction

    Science.gov (United States)

    Burke, Jim

    2015-01-01

    The Common Core State Standards (CCSS) and other state standards have challenged teachers to rethink how they plan units and design their assignments within constraints of time and increasingly diverse classrooms. This article describes the author's efforts to create a coherent, useable set of tools to make his teaching at the unit and daily…

  12. Teaching by Design: Tools and Techniques to Improve Instruction

    Science.gov (United States)

    Burke, Jim

    2015-01-01

    The Common Core State Standards (CCSS) and other state standards have challenged teachers to rethink how they plan units and design their assignments within constraints of time and increasingly diverse classrooms. This article describes the author's efforts to create a coherent, useable set of tools to make his teaching at the unit and daily…

  13. Information processing theory in the early design stages

    DEFF Research Database (Denmark)

    Cash, Philip; Kreye, Melanie

    2014-01-01

    Developing appropriate theory is one of the main challenges facing engineering design (Cross, 2007). Theory helps to both explain design activity but also support greater research impact in the domain. It is useful for gaining a more comprehensive understanding of design activity and developing...... suggestions for improvements and support. One theory that may be particularly applicable to the early design stages is Information Processing Theory (IPT) as it is linked to the design process with regard to the key concepts considered. IPT states that designers search for information if they perceive...... uncertainty with regard to the knowledge necessary to solve a design challenge. They then process this information and compare if the new knowledge they have gained covers the previous knowledge gap. In engineering design, uncertainty plays a key role, particularly in the early design stages which has been...

  14. Theory and design of nonlinear metamaterials

    Science.gov (United States)

    Rose, Alec Daniel

    If electronics are ever to be completely replaced by optics, a significant possibility in the wake of the fiber revolution, it is likely that nonlinear materials will play a central and enabling role. Indeed, nonlinear optics is the study of the mechanisms through which light can change the nature and properties of matter and, as a corollary, how one beam or color of light can manipulate another or even itself within such a material. However, of the many barriers preventing such a lofty goal, the narrow and limited range of properties supported by nonlinear materials, and natural materials in general, stands at the forefront. Many industries have turned instead to artificial and composite materials, with homogenizable metamaterials representing a recent extension of such composites into the electromagnetic domain. In particular, the inclusion of nonlinear elements has caused metamaterials research to spill over into the field of nonlinear optics. Through careful design of their constituent elements, nonlinear metamaterials are capable of supporting an unprecedented range of interactions, promising nonlinear devices of novel design and scale. In this context, I cast the basic properties of nonlinear metamaterials in the conventional formalism of nonlinear optics. Using alternately transfer matrices and coupled mode theory, I develop two complementary methods for characterizing and designing metamaterials with arbitrary nonlinear properties. Subsequently, I apply these methods in numerical studies of several canonical metamaterials, demonstrating enhanced electric and magnetic nonlinearities, as well as predicting the existence of nonlinear magnetoelectric and off-diagonal nonlinear tensors. I then introduce simultaneous design of the linear and nonlinear properties in the context of phase matching, outlining five different metamaterial phase matching methods, with special emphasis on the phase matching of counter propagating waves in mirrorless parametric amplifiers

  15. Exploring a Comprehensive Model for Early Childhood Vocabulary Instruction: A Design Experiment

    Science.gov (United States)

    Wang, X. Christine; Christ, Tanya; Chiu, Ming Ming

    2014-01-01

    Addressing a critical need for effective vocabulary practices in early childhood classrooms, we conducted a design experiment to achieve three goals: (1) developing a comprehensive model for early childhood vocabulary instruction, (2) examining the effectiveness of this model, and (3) discerning the contextual conditions that hinder or facilitate…

  16. Whither Instructional Design and Teacher Training? The Need for Experimental Research

    Science.gov (United States)

    Gropper, George L.

    2015-01-01

    This article takes a contrarian position: an "instructional design" or "teacher training" model, because of the sheer number of its interconnected parameters, is too complex to assess or to compare with other models. Models may not be the way to go just yet. This article recommends instead prior experimental research on limited…

  17. Universal Instructional Design and Critical (Communication) Pedagogy: Strategies for Voice, Inclusion, and Social Justice/Change

    Science.gov (United States)

    Johnson, Julia

    2004-01-01

    This essay is written in direct response to Barajas' and Higbee's (2003) call to treat Univer sal Instructional Design (UID) as part of a multicultural educational project. I contend that inclusivity and the use of UID should be combined with the political project of Critical Pedagogy (CP). In so doing, inclusivity will not reproduce the relations…

  18. Elementary Students' Learning of Materials Science Practices through Instruction Based on Engineering Design Tasks

    Science.gov (United States)

    Wendell, Kristen Bethke; Lee, Hee-Sun

    2010-01-01

    Materials science, which entails the practices of selecting, testing, and characterizing materials, is an important discipline within the study of matter. This paper examines how third grade students' materials science performance changes over the course of instruction based on an engineering design challenge. We conducted a case study of nine…

  19. Metacognition and transfer within a course or instructional design rules and metacognition

    NARCIS (Netherlands)

    Vos, Henk

    2006-01-01

    A metacognitive strategy for doing research, included transfer, was taught in a course of nine afternoons. The success of this course raised some questions. How do the students learn? How does metacognition play a role? The course was designed in accordance with several instructional principles. The

  20. Scaffolded Instruction Improves Student Understanding of the Scientific Method & Experimental Design

    Science.gov (United States)

    D'Costa, Allison R.; Schlueter, Mark A.

    2013-01-01

    Implementation of a guided-inquiry lab in introductory biology classes, along with scaffolded instruction, improved students' understanding of the scientific method, their ability to design an experiment, and their identification of experimental variables. Pre- and postassessments from experimental versus control sections over three semesters…

  1. Evaluating Educational Software Authoring Environments Using a Model Based on Software Engineering and Instructional Design Principles.

    Science.gov (United States)

    Collis, Betty A.; Gore, Marilyn

    1987-01-01

    This study suggests a new model for the evaluation of educational software authoring systems and applies this model to a particular authoring system, CSR Trainer 4000. The model used is based on an integrated set of software engineering and instructional design principles. (Author/LRW)

  2. Functional Requirements of an Advanced Instructional Design Advisor: Epitomizing Functions. Volume 1

    Science.gov (United States)

    1992-09-01

    practical lesson. 54 REFERENCES Breuer, K., & Kummer, R. (1990). cognitive effects from process learning with computer-based simulations. Computers in Human Behavior , 6...Higginbotham-Wheat, N. (1989). Implications for the design of computer-based instruction screens. Computers in Human Behavior , 5 , 167-174. Ross

  3. The Attitudes of Field Dependence Learners for Learner Interface Design (LID) in e-Learning Instruction

    Science.gov (United States)

    Sözcü, Ömer Faruk; Ipek, Ismail; Kinay, Hüseyin

    2016-01-01

    The purpose of the study is to explore relationships between learners' cognitive styles of field dependence and learner variables in the preference of learner Interface design, attitudes in e-Learning instruction and experience with e-Learning in distance education. Cognitive style has historically referred to a psychological dimension…

  4. Evaluating Online Dialogue on “Security” Using a Novel Instructional Design

    NARCIS (Netherlands)

    P.A. Arora (Payal)

    2008-01-01

    textabstractAbstract: This paper explores evaluation strategies to gauge the impact of a novel instructional design on international community participation online. This is done by conceptualizing and devising indicators for measuring “engagement” online amongst marginalized adult communities worldw

  5. Instructor Training and Instructional Design in Online Courses Using Group Work

    Science.gov (United States)

    Gibson, Patricia K.

    2013-01-01

    The purpose of this exploratory multi-case study was to examine the role of instructional design and instructor training on student learning outcomes and student satisfaction within the online class using group work, a form of collaborative learning. Group work has been strongly recommended for online classes. Data allowing insight into…

  6. Using the DSAP Framework to Guide Instructional Design and Technology Integration in BYOD Classrooms

    Science.gov (United States)

    Wasko, Christopher W.

    2016-01-01

    The purpose of this study was to determine the suitability of the DSAP Framework to guide instructional design and technology integration for teachers piloting a BYOD (Bring Your Own Device) initiative and to measure the impact the initiative had on the amount and type of technology used in pilot classrooms. Quantitative and qualitative data were…

  7. Teachers' Attitudes toward Technology: Considerations for Designing Preservice and Practicing Teacher Instruction

    Science.gov (United States)

    Banas, Jennifer R.

    2010-01-01

    To best design technological pedagogical content knowledge (TPCK) related instruction for preservice teachers or for practicing teachers, community college librarians must have an accurate assessment of their audience's attitudes towards technology. A summary, analysis, and excerpts from 225 student responses to a course reflection regarding…

  8. From Instructional Systems Design to Managing the Life Cycle of Knowledge in Organizations

    Science.gov (United States)

    Salisbury, Mark

    2008-01-01

    This article describes a framework for managing the life cycle of knowledge in organizations. The framework emerges from years of work with the laboratories and facilities that are under the direction of the U.S. Department of Energy (DOE). The article begins by describing the instructional systems design (ISD) process and how it is used to…

  9. Universal Design for Instruction in Postsecondary Education: A Systematic Review of Empirically Based Articles

    Science.gov (United States)

    Roberts, Kelly D.; Park, Hye Jin; Brown, Steven; Cook, Bryan

    2011-01-01

    Universal Design for Instruction (UDI) in postsecondary education is a relatively new concept/framework that has generated significant support. The purpose of this literature review was to examine existing empirical research, including qualitative, quantitative, and mixed methods, on the use of UDI (and related terms) in postsecondary education.…

  10. Instructional Design of Entrepreneurship Courses: Interview Research of Wyoming BRAVO! Entrepreneurs

    Science.gov (United States)

    Kolb, Belinda J.

    2010-01-01

    This qualitative study investigated the opportunity recognition process of Wyoming BRAVO! Entrepreneur (WBE) Award winners or nominees, in order to better inform the learner analysis and organizational strategy components of instructional design, specifically with respect to entrepreneurship courses. This study may be of significance to post…

  11. A Problem-Based Learning Model for Teaching the Instructional Design Business Acquisition Process.

    Science.gov (United States)

    Kapp, Karl M.; Phillips, Timothy L.; Wanner, Janice H.

    2002-01-01

    Outlines a conceptual framework for using a problem-based learning model for teaching the Instructional Design Business Acquisition Process. Discusses writing a response to a request for proposal, developing a working prototype, orally presenting the solution, and the impact of problem-based learning on students' perception of their confidence in…

  12. Aligning Instruction and Assessment with Game and Simulation Design. CRESST Report 780

    Science.gov (United States)

    Wainess, Richard; Koenig, Alan; Kerr, Deirdre

    2011-01-01

    Effective design of training-related games (games for training and/or assessment) requires synergy between the mechanisms for delivering instructional content and the mechanisms for learning game play and game functionality (Becker, 2006). The learning domain must be embedded as a core game mechanic: that is, the game cannot be advanced or won…

  13. Whither Instructional Design and Teacher Training? The Need for Experimental Research

    Science.gov (United States)

    Gropper, George L.

    2015-01-01

    This article takes a contrarian position: an "instructional design" or "teacher training" model, because of the sheer number of its interconnected parameters, is too complex to assess or to compare with other models. Models may not be the way to go just yet. This article recommends instead prior experimental research on limited…

  14. Documentation and Universal Instructional Design: A Partnership Supporting Diverse Learners in Higher Education

    Science.gov (United States)

    Samuels-Peretz, Debbie; Powers, Jenne

    2014-01-01

    Universal Instructional Design (UID), an approach to curriculum and pedagogy that promotes multiple means of access and expression in the classroom, allows instructors to better prepare diverse learners with twenty-first-century skill sets through nontraditional assignments. However, these nontraditional approaches can be difficult to assess.…

  15. An Analysis of a Decade of Research in 10 Instructional Design and Technology Journals

    Science.gov (United States)

    West, Richard Edward; Borup, Jered

    2014-01-01

    In this paper, we review findings from an analysis of the past decade (2001-10) of research in 10 major journals in the field of instructional design and technology. Each research paper published in these journals during this decade was categorized according to its focus or methodology, topical keywords, authorship and citation trends; and the…

  16. Designing and Evaluating Research-Based Instructional Sequences for Introducing Magnetic Fields

    Science.gov (United States)

    Guisasola, Jenaro; Almudi, Jose Manuel; Ceberio, Mikel; Zubimendi, Jose Luis

    2009-01-01

    This study examines the didactic suitability of introducing a teaching sequence when teaching the concept of magnetic fields within introductory physics courses at the university level. This instructional sequence was designed taking into account students' common conceptions, an analysis of the course content, and the history of the development of…

  17. Using the DSAP Framework to Guide Instructional Design and Technology Integration in BYOD Classrooms

    Science.gov (United States)

    Wasko, Christopher W.

    2016-01-01

    The purpose of this study was to determine the suitability of the DSAP Framework to guide instructional design and technology integration for teachers piloting a BYOD (Bring Your Own Device) initiative and to measure the impact the initiative had on the amount and type of technology used in pilot classrooms. Quantitative and qualitative data were…

  18. A Phenomenological Study of Teacher Perceptions of the Applicability of Differentiated Reading Instruction Designs in Turkey

    Science.gov (United States)

    Pilten, Gülhiz

    2016-01-01

    The main purpose of the present study is determining the practicability of the "Differentiated Reading Instruction Approach" in primary school grades in Turkey, in accordance with the teachers' perceptions, by considering important roles in the practice of the approach. The work-group of the present research is in phenomenology design,…

  19. Evaluation of iTunes University Courses through Instructional Design Strategies and m-Learning Framework

    Science.gov (United States)

    Tseng, Hung Wei; Tang, Yingqi; Morris, Betty

    2016-01-01

    As mobile learning technology promotes learning accessibility and flexibility, students benefit from social interactivity and connective learning process which will also foster students' performance and satisfaction on learning content. The primary purpose of this research was to evaluate iTunes U courses based on instructional design strategies…

  20. Patterns in Teachers' Instructional Design When Integrating Apps in Middle School Content-Area Teaching

    Science.gov (United States)

    Karchmer-Klein, Rachel; Mouza, Chrystalla; Harlow Shinas, Valerie; Park, Sohee

    2017-01-01

    The purpose of this study was to examine patterns evident in the ways middle school teachers, who value technology integration, design instruction that leverages educational applications (app) affordances. Using the pedagogy of multiliteracies (Cope & Kalantzis, 2015) and app affordances of multimodality, collaboration, and interactivity as…

  1. A Framework for Aligning Instructional Design Strategies with Affordances of CAVE Immersive Virtual Reality Systems

    Science.gov (United States)

    Ritz, Leah T.; Buss, Alan R.

    2016-01-01

    Increasing availability of immersive virtual reality (IVR) systems, such as the Cave Automatic Virtual Environment (CAVE) and head-mounted displays, for use in education contexts is providing new opportunities and challenges for instructional designers. By highlighting the affordances of IVR specific to the CAVE, the authors emphasize the…

  2. Instructional Design of Entrepreneurship Courses: Interview Research of Wyoming BRAVO! Entrepreneurs

    Science.gov (United States)

    Kolb, Belinda J.

    2010-01-01

    This qualitative study investigated the opportunity recognition process of Wyoming BRAVO! Entrepreneur (WBE) Award winners or nominees, in order to better inform the learner analysis and organizational strategy components of instructional design, specifically with respect to entrepreneurship courses. This study may be of significance to post…

  3. An Analysis of a Decade of Research in 10 Instructional Design and Technology Journals

    Science.gov (United States)

    West, Richard Edward; Borup, Jered

    2014-01-01

    In this paper, we review findings from an analysis of the past decade (2001-10) of research in 10 major journals in the field of instructional design and technology. Each research paper published in these journals during this decade was categorized according to its focus or methodology, topical keywords, authorship and citation trends; and the…

  4. Design Principles for Computer-Assisted Instruction in Histology Education: An Exploratory Study

    Science.gov (United States)

    Deniz, Hasan; Cakir, Hasan

    2006-01-01

    The purpose of this paper is to describe the development process and the key components of a computer-assisted histology material. Computer-assisted histology material is designed to supplement traditional histology education in a large Midwestern university. Usability information of the computer-assisted instruction (CAI) material was obtained…

  5. Blended/Hybrid Courses: A Review of the Literature and Recommendations for Instructional Designers and Educators

    Science.gov (United States)

    Helms, Samuel A.

    2014-01-01

    This article explores some of the literature on blended/hybrid learning and identifies recommendations for instructional designers and faculty. Terminology and definitions are discussed first including the debate between the words "blended" and "hybrid." A working definition for the article is discussed but the article does not…

  6. Beyond Measurement-Driven Instruction: Achieving Deep Learning Based on Constructivist Learning Theory, Integrated Assessment, and a Flipped Classroom Approach

    Science.gov (United States)

    Bernauer, James A.; Fuller, Richard G.

    2017-01-01

    The authors focus on the critical role of assessment within a flipped classroom environment where instruction is based on constructivist learning theory and where desired student outcomes are at the higher levels of Bloom's Taxonomy. While assessment is typically thought of in terms of providing summative measures of performance or achievement, it…

  7. Designing Innovative Counseling Courses: Combining Technology, Theory, and Practice

    Science.gov (United States)

    Cicco, Gina

    2012-01-01

    This article will discuss the development of an innovative instructional design for teaching graduate courses in counselor education programs. The teaching strategies that will be highlighted evolved during a collaborative team-teaching project conducted by two counselor educators. These two faculty members worked together to redesign a course in…

  8. Supporting Common Core Instruction With Literacy Design Collaborative

    Directory of Open Access Journals (Sweden)

    Joan Herman

    2016-06-01

    Full Text Available The article examines the results of two quasi-experimental studies of the implementation and impact of the Literacy Design Collaborative (LDC, an intervention designed to support secondary teachers’ transition to Common Core State Standards in English language arts. The first study examines LDC implementation by eighth-grade social studies and science teachers in districts across Kentucky; the second study is set in sixth-grade advanced reading classes in a large urban district in Florida. Based on teacher surveys, logs, and analysis of classroom artifacts, the LDC was implemented with reasonable fidelity across both studies. Based on available assessment scores, results show statistically significant positive effects in Kentucky for reading but no corollary effect in Florida. There were no significant differences in writing scores in either site. The conclusion shares hypotheses that may explain the differences in results and reflects on implications for evidence-based practice.

  9. Design models as emergent features: An empirical study in communication and shared mental models in instructional

    Directory of Open Access Journals (Sweden)

    Lucca Botturi

    2006-06-01

    Full Text Available This paper reports the results of an empirical study that investigated the instructional design process of three teams involved in the development of an e-learning unit. The teams declared they were using the same fast-prototyping design and development model, and were composed of the same roles (although with a different number of SMEs. Results indicate that the design and development model actually informs the activities of the group, but that it is interpreted and adapted by the team for the specific project. Thus, the actual practice model of each team can be regarded as an emergent feature. This analysis delivers insights concerning issues about team communication, shared understanding, individual perspectives and the implementation of prescriptive instructional design models.

  10. The Mediating Effects of Germane Cognitive Load on the Relationship between Instructional Design and Students' Future Behavioral Intention

    Science.gov (United States)

    Costley, Jamie; Lange, Christopher

    2017-01-01

    Instructional design is an important aspect of the learning experience within formal online courses. One way in which online instructional design may benefit students is by increasing their future behavioral intention to use educational materials. This is important because research has revealed that students' use of educational resources is…

  11. Identifying Multimedia Production Competencies and Skills of Instructional Design and Technology Professionals: An Analysis of Recent Job Postings

    Science.gov (United States)

    Sugar, William; Hoard, Brent; Brown, Abbie; Daniels, Lee

    2012-01-01

    In an effort to document necessary multimedia production competencies of Instructional Design and Technology graduates, a recent analysis of over 7 months' worth of Instructional Design and Technology job advertisements (n = 615) were conducted. Specific job skills from these postings were categorized and analyzed. The data set includes three job…

  12. The Perception on Fundamentals of Online Courses: A Case on Prospective Instructional Designers

    Directory of Open Access Journals (Sweden)

    Zülfü Genç

    2016-03-01

    Full Text Available This study focuses on prospective instructional designers’ perception toward creating online courses including which elements are essential for developing such platforms. The study is significant for revealing what the prospective instructional designers focus on while they design certain learning opportunities. The participants of the study were the “Computer Education and Instructional Technology (CEIT” students from a university in Turkey (n=133 ranging from freshman to senior grades. Since the study aimed to obtain data to determine specific characteristics of a group, a non-experimental survey research design was employed. The participants were asked to assess the importance of fifteen online course elements (such as texts and videos. Afterwards, the participants were provided with seventeen sentences to reveal their thorough perceptions toward designing online courses. The study identified that the participants value feedback mechanism (M=4.69 at the most. The participants believed that the type of web browsers (M=4.50, the course login system (M=4.48, emailing tools (M=4.42, texts (M=4.32 and pictures (M=4.22 are fundamental elements of any online course. The study revealed that prospective instructional designers for online platforms were furnished themselves with the essence of offering online instructional activities. In this study as an example of gender related study, the significant differences on study items were found between males and females participants in terms of their perceptions on online courses. The results showed that voice mechanism was more important for female participants than male and female participants were logically-oriented and visual learners’ during the entire online session.

  13. Effective Principles In Designing E-Course In Light Of Learning Theories

    Directory of Open Access Journals (Sweden)

    Muhammad K. AFIFI

    2014-01-01

    Full Text Available The researchers conducted an exploratory study to determine the design quality of some E-courses delivered via the web to a number of colleagues at the university. Results revealed a number of shortcomings in the design of these courses, mostly due to the absence of effective principles in the design of these E-courses, especially principles of pedagogy in relation to learning theories. So, this study seeks to identify effective principles in the design of courses for internet-based learning in the light of current learning theories, by answering the following question: What are the most effective principles when designing E-learning courses in the light of current learning theories? After an extensive review and analysis of the literature and previous studies relating to quality standards for the instructional design of E-courses delivered via the web, in particular, and quality standards for E-learning, in general, the results of this study revealed a number of principles for course design in E-learning. These are: identifying learning and performance outcomes; identifying methods and strategies of learning; designing learning activities; providing feedback and motivating the learner and determining the context and impact of learning. In the light of the findings of this study, with reference to the literature, we present a set of recommendations and pedagogical implications for professionals working in course design in E-learning at University of Dammam.

  14. FPGA wavelet processor design using language for instruction-set architectures (LISA)

    Science.gov (United States)

    Meyer-Bäse, Uwe; Vera, Alonzo; Rao, Suhasini; Lenk, Karl; Pattichis, Marios

    2007-04-01

    The design of an microprocessor is a long, tedious, and error-prone task consisting of typically three design phases: architecture exploration, software design (assembler, linker, loader, profiler), architecture implementation (RTL generation for FPGA or cell-based ASIC) and verification. The Language for instruction-set architectures (LISA) allows to model a microprocessor not only from instruction-set but also from architecture description including pipelining behavior that allows a design and development tool consistency over all levels of the design. To explore the capability of the LISA processor design platform a.k.a. CoWare Processor Designer we present in this paper three microprocessor designs that implement a 8/8 wavelet transform processor that is typically used in today's FBI fingerprint compression scheme. We have designed a 3 stage pipelined 16 bit RISC processor (NanoBlaze). Although RISC μPs are usually considered "fast" processors due to design concept like constant instruction word size, deep pipelines and many general purpose registers, it turns out that DSP operations consume essential processing time in a RISC processor. In a second step we have used design principles from programmable digital signal processor (PDSP) to improve the throughput of the DWT processor. A multiply-accumulate operation along with indirect addressing operation were the key to achieve higher throughput. A further improvement is possible with today's FPGA technology. Today's FPGAs offer a large number of embedded array multipliers and it is now feasible to design a "true" vector processor (TVP). A multiplication of two vectors can be done in just one clock cycle with our TVP, a complete scalar product in two clock cycles. Code profiling and Xilinx FPGA ISE synthesis results are provided that demonstrate the essential improvement that a TVP has compared with traditional RISC or PDSP designs.

  15. Activity theory as a challenge to systems design

    DEFF Research Database (Denmark)

    Bødker, Susanne

    1991-01-01

    This paper suggests an improvement of the theoretical foundation of information systems research of the 1990s. This foundation is found in human activity theory. The paper deals with how human activity theory can help systems design change, theoretically and practically. Applying activity theory...

  16. Special Session OER: Integrating OER and Instructional Design – Towards a more holistic view

    OpenAIRE

    Deimann, Markus; Bastiaens, Theo

    2007-01-01

    Instructional Design (ID) has been introduced as a fundamental approach to design learning environments with a strong focus on media usage. In this regard, recent transformations in the realm of ICT have gained an increasing influence on learning and teaching practices, thus challenging conventional methods. Advocators of sophisticated web-based tools such as Weblogs, Wikis, or e-portfolios which are at the heart of the “Open Educational Resources (OER”) movement proclaim a new dimension of l...

  17. Instructional design and delivery of a virtual short course of pharmaceutical care and evaluating participants’ satisfaction

    OpenAIRE

    2015-01-01

    Abstract Introduction: There is more need for pharmacy managers’ development regarding pharmaceutical care after Heath Reform Project. In this study, we designed, delivered and evaluated a virtual one-year short course of pharmaceutical care for pharmacy managers. Methods: We interviewed with five hospital pharmacy managers for educational need assessment. Then we developed the curriculum and performed a systematic instructional design for its blended delivery. Faculty members participa...

  18. Plagiarism Awareness among Students: Assessing Integration of Ethics Theory into Library Instruction

    Science.gov (United States)

    Strittmatter, Connie; Bratton, Virginia K.

    2014-01-01

    The library literature on plagiarism instruction focuses on students' understanding of what plagiarism is and is not. This study evaluates the effect of library instruction from a broader perspective by examining the pre- and posttest (instruction) levels of students' perceptions toward plagiarism ethics. Eighty-six students completed a pre- and…

  19. Plagiarism Awareness among Students: Assessing Integration of Ethics Theory into Library Instruction

    Science.gov (United States)

    Strittmatter, Connie; Bratton, Virginia K.

    2014-01-01

    The library literature on plagiarism instruction focuses on students' understanding of what plagiarism is and is not. This study evaluates the effect of library instruction from a broader perspective by examining the pre- and posttest (instruction) levels of students' perceptions toward plagiarism ethics. Eighty-six students completed a pre- and…

  20. Toward a Theory for the Design of Human Technologies

    DEFF Research Database (Denmark)

    Simonsen, Jesper; Hertzum, Morten; Nielsen, Jørgen Lerche;

    2014-01-01

    Design is increasingly becoming a part of the university curriculum and research agenda. A theory about the pro-cess and practice of design might be important to estab-lish design as a main subject at universities. We believe it is in the interest of many design communities – not least...... the Participatory Design (PD) community – to engage in theorizing design, on the basis of our understanding of design and design practices. This theory could be posi-tioned as an alternative to other attempts to theorize design, for example the influential efforts of the Information Systems (IS) community. We urge...... the PD community to engage in collective theory building, and we present a framework intended to support our shared reflections on the design of human technologies....

  1. Towards a design theory for reducing aggression in psychiatric facilities

    DEFF Research Database (Denmark)

    Ulrich, Roger S; Bogren, Lennart; Lundin, Stefan

    2012-01-01

    The paper proposes a tentative theory for designing psychiatric environments to foster reduced aggression and violence. A basic premise underlying the design theory is that environmental and psycho-social stressors mediate and trigger aggression. The theory posits that aggression will be reduced...... to the old hospital it replaced. By contrast, restraint use increased in the control hospital that cared for comparable psychiatric patients according to similar treatment protocols during the same period. The design theory and preliminary findings suggest the possibility that providing better psychiatric...

  2. Using Gestalt Theory to Teach Document Design and Graphics.

    Science.gov (United States)

    Moore, Patrick; Fitz, Chad

    1993-01-01

    Presents a brief overview of Gestalt theory. Discusses and illustrates six key principles of Gestalt psychology as they apply to document design and graphics. Presents exercise that students may use to improve their understanding of the principles and develop their document design skills. Distinguishes between Gestalt theory and rhetoric. (RS)

  3. ARTEMIS: Reinvigorating History and Theory in Art and Design Education

    Science.gov (United States)

    Janet, Jeff; Miles, Melissa

    2009-01-01

    ARTEMIS (Art Educational Multiplayer Interactive Space) is an online multi-user virtual environment that is designed around the objects, artefacts, philosophies, personalities and critical discourses of the histories and theories of art and design. Conceived as a means of reinvigorating art history and theory education in the digital age, ARTEMIS…

  4. Artifacts as Theories: Convergence through User-Centered Design.

    Science.gov (United States)

    Dillon, Andrew

    1995-01-01

    Discussion of information system design proposes the artifact as theory perspective and suggests that information system design is best tackled by user-centered theories and methods. Topics include the software development process, human-computer interaction, and implications for information science. (LRW)

  5. Using Gestalt Theory to Teach Document Design and Graphics.

    Science.gov (United States)

    Moore, Patrick; Fitz, Chad

    1993-01-01

    Presents a brief overview of Gestalt theory. Discusses and illustrates six key principles of Gestalt psychology as they apply to document design and graphics. Presents exercise that students may use to improve their understanding of the principles and develop their document design skills. Distinguishes between Gestalt theory and rhetoric. (RS)

  6. Control System Design Using Finite Laplace Transform Theory

    OpenAIRE

    Das, Subhendu

    2011-01-01

    The Laplace transform theory violates a very fundamental requirement of all engineering systems. We show that this theory assumes that all signals must exist over infinite time interval. Since in engineering this infinite time assumption is not meaningful and feasible, this paper presents a design for linear control systems using the well known theory of Finite Laplace transform (FLT). The major contributions of this paper can be listed as: (a) A design principle for linear control systems us...

  7. An Emerging Theory for Evidence Based Information Literacy Instruction in School Libraries, Part 2: Building a Culture of Inquiry

    Directory of Open Access Journals (Sweden)

    Carol A. Gordon

    2009-09-01

    Full Text Available Objective – The purpose of this paper is to articulate a theory for the use of action research as a tool of evidence based practice for information literacy instruction in school libraries. The emerging theory is intended to capture the complex phenomenon of information skills teaching as it is embedded in school curricula. Such a theory is needed to support research on the integrated approach to teaching information skills and knowledge construction within the framework of inquiry learning. Part 1 of this paper, in the previous issue, built a foundation for emerging theory, which established user‐centric information behavior and constructivist learning theory as the substantive theory behind evidence based library instruction in schools. Part 2 continues to build on the Information Search Process and Guided Inquiry as foundational to studying the information‐to‐knowledge connection and the concepts of help and intervention characteristic of 21st century school library instruction.Methods – This paper examines the purpose and methodology of action research as a tool of evidence based instruction. This is accomplished through the explication of three components of theory‐building: paradigm, substantive research, and metatheory. Evidence based practice is identified as the paradigm that contributes values and assumptions about school library instruction. It establishes the role of evidence in teaching and learning, linking theory and practice. Action research, as a tool of evidence based practice is defined as the synthesis of authentic learning, or performance‐based assessment practices that continuously generate evidence throughout the inquiry unit of instruction and traditional data collection methods typically used in formal research. This paper adds social psychology theory from Lewin’s work, which contributes methodology from Gestalt psychology, field theory, group dynamics, and change theory. For Lewin the purpose of action

  8. Catalysts by Design: The Power of Theory

    Energy Technology Data Exchange (ETDEWEB)

    Hammes-Schiffer, Sharon

    2017-03-21

    Theoretical design of effective catalysts, in conjunction with the identification of guiding design principles and strategies, is a Holy Grail in Chemistry. Although further progress will benefit from additional computational advances, theoretical studies have already enhanced the design of molecular electrocatalysts, photocatalysts, and enzymes.

  9. Design theory of digital circuits at switch level

    Institute of Scientific and Technical Information of China (English)

    吴训威; F.Prosser

    1996-01-01

    By analysing problems in the traditional design theory of digital circuits it is proposed that both switching variable and signal variable should be adopted for describing the switching state of internal elements and signal in digital circuits respectively.Based on the above viewpoint the switch-signal theory is established.According to the working principle in CMOS circuits,the related design technique at switch level is developed.By using the practical design examples it is shown that the circuits designed at switch level have simpler structures than their counterparts designed at the traditional gate level since the switch transistors are used as construction units in designs.

  10. Design patterns for instructional materials that foster proficiency at analyzing and interpreting complex geoscience data

    Science.gov (United States)

    Kastens, K. A.; Krumhansl, R.

    2016-12-01

    The Next Generation Science Standards incorporate a stronger emphasis on having students work with data than did prior standards. This emphasis is most obvious in Practice 4: Analyzing and Interpreting Data, but also permeates performance expectations built on Practice 2 when students test models, Practice 6 when students construct explanations, and Practice 7 when student test claims with evidence. To support curriculum developers who wish to guide high school students towards more sophisticated engagement with complex data, we analyzed a well-regarded body of instructional materials designed for use in introductory college courses (http://serc.carleton.edu/integrate/teaching_materials/). Our analysis sought design patterns that can be reused for a variety of topics at the high school or college level. We found five such patterns, each of which was used in at least half of the modules analyzed. We describe each pattern, provide an example, and hypothesize a theory of action that could explain how the sequence of activities leverages known perceptual, cognitive and/or social processes to foster learning from and about data. In order from most to least frequent, the observed design patterns are as follows: In Data Puzzles, students respond to guiding questions about high-value snippets of data pre-selected and sequenced by the curriculum developer to lead to an Aha! inference. In Pooling Data to See the Big Picture, small groups analyze different instances of analogous phenomenon (e.g. different hurricanes, or different divergent plate boundaries) and pool their insights to extract the commonalities that constitute the essence of that phenomenon. In Make a Decision or Recommendation, students combine geoscience data with other factors (such as economic or environmental justice concerns) to make a decision or recommendation about a human or societal action. In Predict-Observe-Explain, students make a prediction about what the Earth will look like under conditions

  11. Cognitive and learning sciences in biomedical and health instructional design: A review with lessons for biomedical informatics education.

    Science.gov (United States)

    Patel, Vimla L; Yoskowitz, Nicole A; Arocha, Jose F; Shortliffe, Edward H

    2009-02-01

    Theoretical and methodological advances in the cognitive and learning sciences can greatly inform curriculum and instruction in biomedicine and also educational programs in biomedical informatics. It does so by addressing issues such as the processes related to comprehension of medical information, clinical problem-solving and decision-making, and the role of technology. This paper reviews these theories and methods from the cognitive and learning sciences and their role in addressing current and future needs in designing curricula, largely using illustrative examples drawn from medical education. The lessons of this past work are also applicable, however, to biomedical and health professional curricula in general, and to biomedical informatics training, in particular. We summarize empirical studies conducted over two decades on the role of memory, knowledge organization and reasoning as well as studies of problem-solving and decision-making in medical areas that inform curricular design. The results of this research contribute to the design of more informed curricula based on empirical findings about how people learn and think, and more specifically, how expertise is developed. Similarly, the study of practice can also help to shape theories of human performance, technology-based learning, and scientific and professional collaboration that extend beyond the domain of medicine. Just as biomedical science has revolutionized health care practice, research in the cognitive and learning sciences provides a scientific foundation for education in biomedicine, the health professions, and biomedical informatics.

  12. Toward a Theory for the Design of Human Technologies

    DEFF Research Database (Denmark)

    Simonsen, Jesper; Hertzum, Morten; Nielsen, Jørgen Lerche;

    2014-01-01

    Design is increasingly becoming a part of the university curriculum and research agenda. A theory about the pro-cess and practice of design might be important to estab-lish design as a main subject at universities. We believe it is in the interest of many design communities – not least the Partic......Design is increasingly becoming a part of the university curriculum and research agenda. A theory about the pro-cess and practice of design might be important to estab-lish design as a main subject at universities. We believe it is in the interest of many design communities – not least...... the Participatory Design (PD) community – to engage in theorizing design, on the basis of our understanding of design and design practices. This theory could be posi-tioned as an alternative to other attempts to theorize design, for example the influential efforts of the Information Systems (IS) community. We urge...... the PD community to engage in collective theory building, and we present a framework intended to support our shared reflections on the design of human technologies....

  13. Designing evidence-based medicine training to optimize the transfer of skills from the classroom to clinical practice: applying the four component instructional design model.

    Science.gov (United States)

    Maggio, Lauren A; Cate, Olle Ten; Irby, David M; O'Brien, Bridget C

    2015-11-01

    Evidence-based medicine (EBM) skills, although taught in medical schools around the world, are not optimally practiced in clinical environments because of multiple barriers, including learners' difficulty transferring EBM skills learned in the classroom to clinical practice. This lack of skill transfer may be partially due to the design of EBM training. To facilitate the transfer of EBM skills from the classroom to clinical practice, the authors explore one instructional approach, called the Four Component Instructional Design (4C/ID) model, to guide the design of EBM training. On the basis of current cognitive psychology, including cognitive load theory, the premise of the 4C/ID model is that complex skills training, such as EBM training, should include four components: learning tasks, supportive information, procedural information, and part-task practice. The combination of these four components can inform the creation of complex skills training that is designed to avoid overloading learners' cognitive abilities; to facilitate the integration of the knowledge, skills, and attitudes needed to execute a complex task; and to increase the transfer of knowledge to new situations. The authors begin by introducing the 4C/ID model and describing the benefits of its four components to guide the design of EBM training. They include illustrative examples of educational practices that are consistent with each component and that can be applied to teaching EBM. They conclude by suggesting that medical educators consider adopting the 4C/ID model to design, modify, and/or implement EBM training in classroom and clinical settings.

  14. The Backyard Human Performance Technologist: Applying the Development Research Methodology to Develop and Validate a New Instructional Design Framework

    Science.gov (United States)

    Brock, Timothy R.

    2009-01-01

    Development research methodology (DRM) has been recommended as a viable research approach to expand the practice-to-theory/theory-to-practice literature that human performance technology (HPT) practitioners can integrate into the day-to-day work flow they already use to develop instructional products. However, little has been written about how it…

  15. Rectangular dielectric resonator antennas theory and design

    CERN Document Server

    Yaduvanshi, Rajveer S

    2016-01-01

    This book covers resonating modes inside device and gives insights into antenna design, impedance and radiation patterns. It discusses how higher-order modes generation and control impact bandwidth and antenna gain. The text covers new approaches in antenna design by investigation hybrid modes, H_Z and E_Z fields available simultaneously, and analysis and modelling on modes with practical applications in antenna design. The book will be prove useful to students, researchers and professionals alike.

  16. Aligning Theory and Design: The Development of an Online Learning Intervention to Teach Evidence-based Practice for Maximal Reach.

    Science.gov (United States)

    Delagran, Louise; Vihstadt, Corrie; Evans, Roni

    2015-09-01

    Online educational interventions to teach evidence-based practice (EBP) are a promising mechanism for overcoming some of the barriers to incorporating research into practice. However, attention must be paid to aligning strategies with adult learning theories to achieve optimal outcomes. We describe the development of a series of short self-study modules, each covering a small set of learning objectives. Our approach, informed by design-based research (DBR), involved 6 phases: analysis, design, design evaluation, redesign, development/implementation, and evaluation. Participants were faculty and students in 3 health programs at a complementary and integrative educational institution. We chose a reusable learning object approach that allowed us to apply 4 main learning theories: events of instruction, cognitive load, dual processing, and ARCS (attention, relevance, confidence, satisfaction). A formative design evaluation suggested that the identified theories and instructional approaches were likely to facilitate learning and motivation. Summative evaluation was based on a student survey (N=116) that addressed how these theories supported learning. Results suggest that, overall, the selected theories helped students learn. The DBR approach allowed us to evaluate the specific intervention and theories for general applicability. This process also helped us define and document the intervention at a level of detail that covers almost all the proposed Guideline for Reporting Evidence-based practice Educational intervention and Teaching (GREET) items. This thorough description will facilitate the interpretation of future research and implementation of the intervention. Our approach can also serve as a model for others considering online EBP intervention development.

  17. Level design concept, theory, and practice

    CERN Document Server

    Kremers, Rudolf

    2009-01-01

    Good or bad level design can make or break any game, so it is surprising how little reference material exists for level designers. Beginning level designers have a limited understanding of the tools and techniques they can use to achieve their goals, or even define them. This book is the first to use a conceptual and theoretical foundation to build such a set of practical tools and techniques. It is tied to no particular technology or genre, so it will be a useful reference for many years to come. Kremers covers many concepts universal to level design, such as interactivity, world building, im

  18. Software engineering design theory and practice

    CERN Document Server

    Otero, Carlos

    2012-01-01

    … intended for use as a textbook for an advanced course in software design. Each chapter ends with review questions and references. … provides an overview of the software development process, something that would not be out of line in a course on software engineering including such topics as software process, software management, balancing conflicting values of stakeholders, testing, quality, and ethics. The author has principally focused on software design though, extracting the design phase from the surrounding software development lifecycle. … Software design strategies are addressed

  19. Cognitive Tutoring based on Intelligent Decision Support in the PENTHA Instructional Design Model

    Science.gov (United States)

    dall'Acqua, Luisa

    2010-06-01

    The research finality of this paper is how to support Authors to develop rule driven—subject oriented, adaptable course content, meta-rules—representing the disciplinary epistemology, model of teaching, Learning Path structure, and assessment parameters—for intelligent Tutoring actions in a personalized, adaptive e-Learning environment. The focus is to instruct the student to be a decision manager for himself, able to recognize the elements of a problem, select the necessary information with the perspective of factual choices. In particular, our research intends to provide some fundamental guidelines for the definition of didactical rules and logical relations, that Authors should provide to a cognitive Tutoring system through the use of an Instructional Design method (PENTHA Model) which proposes an educational environment, able to: increase productivity and operability, create conditions for a cooperative dialogue, developing participatory research activities of knowledge, observations and discoveries, customizing the learning design in a complex and holistic vision of the learning / teaching processes.

  20. An Instructional Design Framework to Improve Student Learning in a First-Year Engineering Class

    Directory of Open Access Journals (Sweden)

    Kumar Yelamarthi

    2016-12-01

    Full Text Available Increasingly, numerous universities have identified benefits of flipped learning environments and have been encouraging instructors to adapt such methodologies in their respective classrooms, at a time when departments are facing significant budget constraints. This article proposes an instructional design framework utilized to strategically enhance traditional flipped methodologies in a first-year engineering course, by using low-cost technology aids and proven pedagogical techniques to enhance student learning. Implemented in a first-year engineering course, this modified flipped model demonstrated an improved student awareness of essential engineering concepts and improved academic performance through collaborative and active learning activities, including flipped learning methodologies, without the need for expensive, formal active learning spaces. These findings have been validated through two studies and have shown similar results confirming that student learning is improved by the implementation of multi-pedagogical strategies in-formed by the use of an instructional design in a traditional classroom setting.

  1. Gaming the System: Video Games as a Theoretical Framework for Instructional Design

    OpenAIRE

    Beatty, Ian D.

    2014-01-01

    In order to facilitate analyzing video games as learning systems and instructional designs as games, we present a theoretical framework that integrates ideas from a broad range of literature. The framework describes games in terms of four layers, all sharing similar structural elements and dynamics: a micro-level game focused on immediate problem-solving and skill development, a macro-level game focused on the experience of the game world and story and identity development, and two meta-level...

  2. Application of Instructional Design Principles in Developing an Online Information Literacy Curriculum.

    Science.gov (United States)

    Mi, Misa

    2016-01-01

    An online information literacy curriculum was developed as an intervention to engage students in independent study and self-assessment of their learning needs and learning outcomes, develop proficiency in information skills, and foster lifelong learning. This column demonstrates how instructional design principles were applied to create the learning experiences integrated into various courses of the medical curriculum to promote active learning of information skills and maximize self-directed learning outcomes for lifelong learning.

  3. Inclusive design: Bridging theory and practice

    NARCIS (Netherlands)

    Cremers, A.H.M.; Neerincx, M.A.; Jong, J.G.M. de

    2013-01-01

    Large groups in society lack the necessary skills to be sufficiently self-reliant and are in need of personal assistance. These groups could be supported by information and information technology (ICT), but only if this technology is designed to fit their (cognitive) abilities. Inclusive design theo

  4. The Voice of Special Education Math Students and Their Teachers: A Collaborative Approach to Specially Designed Instruction

    Science.gov (United States)

    Neese-Blackman, Chris J.

    2012-01-01

    The perception of high school special education math students and their teachers regarding the collaboration and provision of specially designed instruction was explored in this qualitative study. The theoretical framework proposed that a balance between constructivism and direct instruction within a student-centered classroom would encourage…

  5. Robert M. Gagne and M. David Merrill: In Conversation. No.6: The Cognitive Psychological Basis for Instructional Design.

    Science.gov (United States)

    Twitchell, David, Ed.

    1990-01-01

    This sixth in a series of edited transcripts based on a conference at Utah State University discusses ideas from cognitive psychology that have implications for instructional design. Highlights include information processing phases; pattern recognition; short-term and long-term memory; purposes of instruction; cognitive structures; and cognitive…

  6. Axiomatic design theory for the analysis, comparison, and redesign of curriculum for special education.

    Science.gov (United States)

    Wettasinghe, C M; Koh, T H

    2008-11-01

    This paper explores a novel approach to instructional planning using the axiomatic design theory to create an optimized curriculum. First, an existing piece of curriculum is analyzed by axiomatic design approach and design matrices are made to check whether the independence axiom is satisfied or not. Second, functional requirements (FRs) are derived from the FRs of the existing curriculums developed through conventional methods. Constraints (Cs) are defined considering the time and subject. Design parameters (DPs) are conceived in physical domain to satisfy these specified FRs and Cs, and two alternative DPs for one FR are proposed. One of these alternatives having the least information content is selected by defining FRs as the minimization of the irrelevant subjects/topics and time. Also feasibility is estimated by comparing the information content of the redesigned curriculum with that of other curriculums in consideration of costs-involved, time, and subjects-relevance.

  7. Implications of Two Well-Known Models for Instructional Designers in Distance Education: Dick-Carey versus Morrison-Ross-Kemp

    Science.gov (United States)

    Akbulut, Yavuz

    2007-01-01

    This paper first summarizes, and then compares and contrasts two well-known instructional design models: Dick and Carey Model (DC) and Morrison, Ross and Kemp model (MRK). The target audiences of both models are basically instructional designers. Both models have applications for different instructional design settings. They both see the…

  8. Design Experiments and the Generation of Theory

    DEFF Research Database (Denmark)

    Nortvig, Anne-Mette

    2014-01-01

    When blended learning is introduced in professional education with strong traditions of physical activities and face-to-face interactions in the classroom, creation of new learning designs is needed both in the classroom and online. While some educators see the implementation of e......-learning and blended learning as an opportunity to innovate and implement design experiments, others try to defend their teaching against changes and the intrusion of technology in the classroom (Hanson, 2009; Könings, Brand-Gruwel, & van Merriënboer, 2007).In this PhD project, an overall Design-based Research...

  9. 整体化有序设计单元教学探讨%Discussion on Systemic and Systematic Design of Unit Instruction

    Institute of Scientific and Technical Information of China (English)

    马兰

    2012-01-01

    整体化有序设计单元教学致力于以单元为模块,在设计教学时既做到目标为本、统揽全局,又实现有序操作、步步落实。它旨在改变“说做相悖”的经验式备课方式、“重细节轻整体”的教学思维、“做中学”与“用心想”双峰对峙的教师培养和学习模式,其五个操作步骤为:钻研课程标准,分析教材;整合单元内容,编制目标;分析学习起点,洞察学情;预设评估要求,拟订量规;选择教学策略,形成方案。%Systemic and systematic design of unit instruction uses unit as module , which not only iocuses on teaching objectives, governing the overall situation but also realize the oderly operation and gradual implementation when desiging teaching. It aims at changing the way of experience-based lesson preparation which results in the contrary between theory and practice, altering the formula thinking of instruction which regards details and ignores entirety, and improving the confrontation between "hands on" and "minds on" in the mode of teacher cultivation and learning. Its five operation steps are investigating curriculum standards and analyzing text; integrating instructional content of unit and writing instructional objectives; analyzing learning entry levels and see clearly the students' conditions;presetting evaluation requirements and studying out instructional rubrics; selecting instructional strategies and completing instructional program.

  10. Optimal covariate designs theory and applications

    CERN Document Server

    Das, Premadhis; Mandal, Nripes Kumar; Sinha, Bikas Kumar

    2015-01-01

    This book primarily addresses the optimality aspects of covariate designs. A covariate model is a combination of ANOVA and regression models. Optimal estimation of the parameters of the model using a suitable choice of designs is of great importance; as such choices allow experimenters to extract maximum information for the unknown model parameters. The main emphasis of this monograph is to start with an assumed covariate model in combination with some standard ANOVA set-ups such as CRD, RBD, BIBD, GDD, BTIBD, BPEBD, cross-over, multi-factor, split-plot and strip-plot designs, treatment control designs, etc. and discuss the nature and availability of optimal covariate designs. In some situations, optimal estimations of both ANOVA and the regression parameters are provided. Global optimality and D-optimality criteria are mainly used in selecting the design. The standard optimality results of both discrete and continuous set-ups have been adapted, and several novel combinatorial techniques have been applied for...

  11. Developing a Local Instruction Theory for Learning the Concept of Angle through Visual Field Activities and Spatial Representations

    Science.gov (United States)

    Bustang, B.; Zulkardi, Z.; Darmawijoyo, H.; Dolk, Maarten; van Eerde, Dolly

    2013-01-01

    This paper reports a study on designing and testing an instructional sequence for the teaching and learning of the concept of angle in Indonesian primary schools. The study's context is employing the current reform movement adopting "Pendidikan Matematika Realistik Indonesia" (an Indonesian version of Realistic Mathematics Education).…

  12. Developing a Local Instruction Theory for Learning the Concept of Angle through Visual Field Activities and Spatial Representations

    NARCIS (Netherlands)

    Bustang, B.; Zulkardi, Z.; Darmawijoyo, D.; Dolk, M.L.A.M.; van Eerde, H.A.A.

    2013-01-01

    This paper reports a study on designing and testing an instructional sequence for the teaching and learning of the concept of angle in Indonesian primary schools. The study’s context is employing the current reform movement adopting Pendidikan Matematika Realistik Indonesia (an Indonesian version of

  13. Developing a Local Instruction Theory for Learning the Concept of Angle through Visual Field Activities and Spatial Representations

    NARCIS (Netherlands)

    Bustang, B.; Zulkardi, Z.; Darmawijoyo, D.; Dolk, M.L.A.M.|info:eu-repo/dai/nl/10094762X; van Eerde, H.A.A.|info:eu-repo/dai/nl/071855343

    2013-01-01

    This paper reports a study on designing and testing an instructional sequence for the teaching and learning of the concept of angle in Indonesian primary schools. The study’s context is employing the current reform movement adopting Pendidikan Matematika Realistik Indonesia (an Indonesian version of

  14. Metacognitive Instruction for Second Language Listening Development: Theory, Practice and Research Implications

    Science.gov (United States)

    Goh, Christine

    2008-01-01

    There has been a growing interest in and concern for the teaching of listening in the last 40 years. Looking back over the years, we can see how the emphases on teaching listening and the focus of listening instruction have changed. Although instructional practices were initially heavily influenced by models of the written language and a…

  15. Examining English Language Arts Common Core State Standards Instruction through Cultural Historical Activity Theory

    Science.gov (United States)

    Barrett-Tatum, Jennifer

    2015-01-01

    The English Language Arts Common Core State Standards and corresponding assessments brought about many changes for educators, their literacy instruction, and the literacy learning of their students. This study examined the day-to-day literacy instruction of two primary grade teachers during their first year of full CCSS implementation. Engestr?m's…

  16. Boundaries to Instructional Use of Facebook in Higher Education: A Grounded Theory Collective Case Study

    Science.gov (United States)

    Whitehurst, Jodi Nicole

    2015-01-01

    The pervasive use of Facebook by college students has prompted educators in higher education to explore ways in which this social media platform could be used for instructional purposes. However, findings concerning Facebook in higher education instruction have been mixed. Furthermore, some studies have indicated significant boundaries to the…

  17. Boundaries to Instructional Use of Facebook in Higher Education: A Grounded Theory Collective Case Study

    Science.gov (United States)

    Whitehurst, Jodi Nicole

    2015-01-01

    The pervasive use of Facebook by college students has prompted educators in higher education to explore ways in which this social media platform could be used for instructional purposes. However, findings concerning Facebook in higher education instruction have been mixed. Furthermore, some studies have indicated significant boundaries to the…

  18. Towards a Design Theory for Collaborative Qualitative Data Analysis

    DEFF Research Database (Denmark)

    Nielsen, Peter Axel

    2016-01-01

    This position paper addresses how to develop a design theory to support the collaborative practice of qualitative data analysis. Qualitative researchers face several challenges in making sense of their empirical data and IS-support for this practice can be found in software applications...... such as NVivo, Atlas.ti, and DeDoose. While these software tools have utility and are valuable, they are also limiting – and they are particularly limiting researchers in their collaborative efforts with their co-researchers. In this paper, we investigate a design theory to extend it to support collaboration....... We use this as a stepping stone to discuss how to use a design theory to problematize existing applications and how to extend a design theory by abduction....

  19. Robotics Technologies for K-8 Educators:A Semiotic Approach for Instructional Design

    Directory of Open Access Journals (Sweden)

    Antoinette P. Bruciati

    2004-02-01

    Full Text Available Play in the K-8 curriculum? What robotic technologies are currently available for educators having no prior computer programming experience? and How should instruction in robotics technologies for K-8 educators be designed? Robotics engineering courses have provided undergraduate computer science students with opportunities for designing and programming simulations of robotic tasks. In contrast, many teacher education programs have lacked courses in this area. Educators who have not gained a conceptual understanding of computer programming could lack the skills that would have enabled them to successfully integrate robotics technologies into their K-8 curriculum.

  20. Theory and design methods of special space orbits

    CERN Document Server

    Zhang, Yasheng; Zhou, Haijun

    2017-01-01

    This book focuses on the theory and design of special space orbits. Offering a systematic and detailed introduction to the hovering orbit, spiral cruising orbit, multi-target rendezvous orbit, initiative approaching orbit, responsive orbit and earth pole-sitter orbit, it also discusses the concept, theory, design methods and application of special space orbits, particularly the design and control method based on kinematics and astrodynamics. In addition the book presents the latest research and its application in space missions. It is intended for researchers, engineers and postgraduates, especially those working in the fields of orbit design and control, as well as space-mission planning and research.

  1. An instructional design process based on expert knowledge for teaching students how mechanisms are explained.

    Science.gov (United States)

    Trujillo, Caleb M; Anderson, Trevor R; Pelaez, Nancy J

    2016-06-01

    In biology and physiology courses, students face many difficulties when learning to explain mechanisms, a topic that is demanding due to the immense complexity and abstract nature of molecular and cellular mechanisms. To overcome these difficulties, we asked the following question: how does an instructor transform their understanding of biological mechanisms and other difficult-to-learn topics so that students can comprehend them? To address this question, we first reviewed a model of the components used by biologists to explain molecular and cellular mechanisms: the MACH model, with the components of methods (M), analogies (A), context (C), and how (H). Next, instructional materials were developed and the teaching activities were piloted with a physical MACH model. Students who used the MACH model to guide their explanations of mechanisms exhibited both improvements and some new difficulties. Third, a series of design-based research cycles was applied to bring the activities with an improved physical MACH model into biology and biochemistry courses. Finally, a useful rubric was developed to address prevalent student difficulties. Here, we present, for physiology and biology instructors, the knowledge and resources for explaining molecular and cellular mechanisms in undergraduate courses with an instructional design process aimed at realizing pedagogical content knowledge for teaching. Our four-stage process could be adapted to advance instruction with a range of models in the life sciences.

  2. The effect of implementing cognitive load theory-based design principles in virtual reality simulation training of surgical skills: a randomized controlled trial

    DEFF Research Database (Denmark)

    Andersen, Steven Arild Wuyts; Mikkelsen, Peter Trier; Konge, Lars

    2016-01-01

    Background Cognitive overload can inhibit learning, and cognitive load theory-based instructional design principles can be used to optimize learning situations. This study aims to investigate the effect of implementing cognitive load theory-based design principles in virtual reality simulation...... training of mastoidectomy. Methods Eighteen novice medical students received 1 h of self-directed virtual reality simulation training of the mastoidectomy procedure randomized for standard instructions (control) or cognitive load theory-based instructions with a worked example followed by a problem...... completion exercise (intervention). Participants then completed two post-training virtual procedures for assessment and comparison. Cognitive load during the post-training procedures was estimated by reaction time testing on an integrated secondary task. Final-product analysis by two blinded expert raters...

  3. Toward an Integrated Theory of Task Design.

    Science.gov (United States)

    1986-04-01

    attributes which, in turn, influence employee motivation . In order for a job to be motivating, they suggest that it must: (1) allow workers to feel...design and employee motivation . Glenview, Ill.: Scott, Foresman, 1979. Algera, J.A. *Objective’ and perceived task characteristics as a determinant of

  4. Field dependence–independence and instructional-design effects on learners’ performance with a computer-modeling tool

    NARCIS (Netherlands)

    Angeli, Charoula; Valanides, Nicos; Kirschner, Paul A.

    2010-01-01

    Angeli, C., Valanides, N., & Kirschner, P. A. (2009). Field dependence–independence and instructional-design effects on learners’ performance with a computer-modeling tool. Computers in Human Behavior, 25, 1355–1366.

  5. Beginning secondary science teachers' classroom roles and instructional methods: An exploratory study of conflicts within practical theories

    Science.gov (United States)

    Rearden, Kristin Theresa

    There are a myriad of factors which influence a teacher' s classroom behaviors. Taken together, these factors are referred to as a teacher's practical theory. Some of the elements of practical theories are perceptions regarding classroom role, impressions of student abilities, reflection on experiences, and content knowledge. First-year teachers, or beginning teachers, are faced with many new challenges as they embark on their endeavor to facilitate the learning of their students. The congruence of the elements within their practical theories of teaching can provide the foundation for consistency within their classroom practices. The researcher investigated two aspects of the practical theories of beginning secondary science teachers. The first aspect was teachers' perceptions of their roles in the classroom The second aspect was teachers' intended instructional methods. Interview data from 27 beginning secondary science teachers who earned their teacher certification from one of three institutions were used for the study. The interviews were analyzed for information regarding the aforementioned aspects. An interview theme analysis (Hewson, Kerby, & Cook, 1995) was completed for each teacher. The characterization of each teacher's role was based on three categories outlined by Fenstermacher and Soltis (1986): Executive, Therapist, and Liberationist. In describing their classroom role, most of the teachers alluded to an Executive-type approach to teaching, in which their concerns regarding conveyance of content, processes or skills were paramount. In many cases, they mentioned the use of more than one instructional method; topics and variability in student learning styles accounted for the implementation of multiple methods. Methods usually included activities or hands-on experiences. Some teachers mentioned a certain "feel" of the classroom that was necessary for student learning. More than two-thirds of the teachers either expressed conflicts in their interview or

  6. Coriolis vibratory gyroscopes theory and design

    CERN Document Server

    Apostolyuk, Vladislav

    2016-01-01

    This book provides the latest theoretical analysis and design methodologies of different types of Coriolis vibratory gyroscopes (CVG). Together, the chapters analyze different types of sensitive element designs and their kinematics, derivation of motion equations, analysis of sensitive elements dynamics in modulated and demodulated signals, calculation and optimization of main performance characteristics, and signal processing and control. Essential aspects of numerical simulation of CVG using Simulink® are also covered. This is an ideal book for graduate students, researchers, and engineers working in fields that require gyroscope application, including but not limited to: inertial sensors and systems, automotive and consumer electronics, small unmanned aircraft control systems, personal mobile navigation systems and related software development, and augmented and virtual reality systems.

  7. A Workshop on Algebraic Design Theory and Hadamard Matrices

    CERN Document Server

    2015-01-01

    This volume develops the depth and breadth of the mathematics underlying the construction and analysis of Hadamard matrices and their use in the construction of combinatorial designs. At the same time, it pursues current research in their numerous applications in security and cryptography, quantum information, and communications. Bridges among diverse mathematical threads and extensive applications make this an invaluable source for understanding both the current state of the art and future directions. The existence of Hadamard matrices remains one of the most challenging open questions in combinatorics. Substantial progress on their existence has resulted from advances in algebraic design theory using deep connections with linear algebra, abstract algebra, finite geometry, number theory, and combinatorics. Hadamard matrices arise in a very diverse set of applications. Starting with applications in experimental design theory and the theory of error-correcting codes, they have found unexpected and important ap...

  8. RF MEMS theory, design, and technology

    CERN Document Server

    Rebeiz, Gabriel M

    2003-01-01

    Ultrasmall Radio Frequency and Micro-wave Microelectromechanical systems (RF MEMs), such as switches, varactors, and phase shifters, exhibit nearly zero power consumption or loss. For this reason, they are being developed intensively by corporations worldwide for use in telecommunications equipment. This book acquaints readers with the basics of RF MEMs and describes how to design practical circuits and devices with them. The author, an acknowledged expert in the field, presents a range of real-world applications and shares many valuable tricks of the trade.

  9. The Creativity Dimension of Instructional Materials Designed by Prospective Teachers: The Comparison across Domains

    Directory of Open Access Journals (Sweden)

    Ersoy Esen

    2017-01-01

    Full Text Available This study aims at revealing the creativity dimension of the materials designed and developed by the second year students studying at the department of Computer Education and Instructional Technology. A part of the participants has completed the process by designing materials in their own field, information technologies; while some of them have done so by designing materials in the field of mathematics. The data have been retrieved from an experimental study of 13 weeks. “Teaching Material Creativity Rubric” developed by the researchers, has been used as the data collection tool. The rubric has been developed in order to evaluate the creativity dimensions of products. While developing the rubric, the creative product evaluation dimensions of [14] have been a source of inspiration. The products developed by the students have been evaluated through the retrieved data, in terms of their creativity. The rubric developed includes Originality, Practicality & Sensibility, Productivity & Flexibility, Feasibility, Inclusiveness, and Insightfulness dimensions. In this research, the data of the aforementioned dimensions and sub-dimensions have been evaluated. The results present that the creativity level of the products on teaching information technologies, which have been developed by Computer Education and Instructional Technology (CEIT students, is high. It has been argued that the creativity of domain-specifically developed materials is higher, through literature. Keywords: Material Design in Computers, Mathematics Teaching, Originality, Applicability, Creativity, Creativity and Domainswords.

  10. The artificial disc: theory, design and materials.

    Science.gov (United States)

    Bao, Q B; McCullen, G M; Higham, P A; Dumbleton, J H; Yuan, H A

    1996-06-01

    Low back pain is one of the most common medical conditions in the Western world. Disc degeneration, an inevitable process of aging, of variable rate and degree, is one of the major causes of low back pain. Currently, there are two major surgical interventions for treating conditions related to the degenerative disc: discectomy and fusion. Although discectomy and fusion produce a relatively good short-term clinical result in relieving pain, both these surgical treatments alter the biomechanics of the spine, possibly leading to further degeneration of the surrounding tissues and the discs at adjacent levels. Over the past 35 years, a tremendous effort has been made to develop an artificial disc to replace the degenerated disc. The goal is the restoration of the natural biomechanics of the segment after disc excision, thus relieving pain and preventing further degeneration at adjacent segments. However, the artificial disc faces a complex biomechanical environment which makes replication of the biomechanics difficult and long-term survival challenging to designs and materials. The purpose of this article is to examine the factors of importance in designing a disc replacement. Topics covered include the structure and function of the natural disc, the changes that occur with disc degeneration and existing methods of treatment for the degenerative spine. The progress in achieving a functional, long-lasting disc replacement is outlined.

  11. Gestalt-A Learning Theory for Graphic Design Education

    Science.gov (United States)

    Jackson, Ian

    2008-01-01

    This article will begin by seeking to define the notion of learning "by, through" and "from" experience. A linkage will then be established between these notions of experiences and gestalt theory. This will be explored within a subject specific context of graphic design. Links will be highlighted between the inherent nature of graphic design and…

  12. Working Theory into and out of Design Experiments

    Science.gov (United States)

    Palincsar, Annemarie Sullivan

    2005-01-01

    In this response, I advocate for the value of considering theory in the design-based research that Gersten describes in Behind the Scenes of an Intervention Research Study. I argue that such an emphasis: is consistent with the literature on design experiments, is integral to advancing knowledge building within domains, serves to advance the work…

  13. Introduction to TIPS: a theory for creative design

    NARCIS (Netherlands)

    Sushkov, V.V.; Mars, N.J.I.; Wognum, P.M.

    1995-01-01

    A highly intriguing problem in combining artificial intelligence and engineering design is automation of the creative and innovative phases of the design process. This paper gives a brief introduction to the theory of inventive problem solving (TIPS) selected as a theoretical basis of the authors' r

  14. Introduction to TIPS: a theory for creative design

    NARCIS (Netherlands)

    Sushkov, V.V.; Mars, Nicolaas; Wognum, P.M.

    1995-01-01

    A highly intriguing problem in combining artificial intelligence and engineering design is automation of the creative and innovative phases of the design process. This paper gives a brief introduction to the theory of inventive problem solving (TIPS) selected as a theoretical basis of the authors'

  15. Cybernetically sound organizational structures I: de Sitter's design theory

    NARCIS (Netherlands)

    Vriens, D.J.; Achterbergh, J.M.I.M.

    2011-01-01

    - Purpose – The purpose of this paper is to use de Sitter's design theory to show how organizational structures can be designed so as to attenuate organizational disturbances and amplify regulatory potential. It is argued that organizational structures with low values on so‐called design‐parameters

  16. Gestalt-A Learning Theory for Graphic Design Education

    Science.gov (United States)

    Jackson, Ian

    2008-01-01

    This article will begin by seeking to define the notion of learning "by, through" and "from" experience. A linkage will then be established between these notions of experiences and gestalt theory. This will be explored within a subject specific context of graphic design. Links will be highlighted between the inherent nature of graphic design and…

  17. PRACTICE OF GESTALT THEORY IN INDUSTRIAL PRODUCT DESIGN

    Directory of Open Access Journals (Sweden)

    Erkut ERYAYAR

    2011-08-01

    Full Text Available It is common knowledge that Gestalt Theory argues that an organized whole represents more than the sum of its parts. According to this theory, which emerged in studies on visual perception, a whole is made up of many parts each of which cannot reflect the whole on its own. Likewise, an industrial design comprises various parts which create a meaningful and functional whole. The success of a design can be measured against its ability to be perceived the same way as it is designed. In this respect, the inclusion of Gestalt theory principles in the process of design will enable the end product to differ from others and its user to perceive it in the right direction.

  18. Constructal Theory and Aeroelastic Design of Flexible Flying Wing Aircraft

    Directory of Open Access Journals (Sweden)

    Pezhman Mardanpour

    2017-07-01

    Full Text Available The aeroelastic behavior of high-aspect-ratio very flexible flying wing is highly affected by the geometric nonlinearities of the aircraft structure. This paper reviews the findings on how these nonlinearities influence the structural and flight dynamics, and it shows that the aeroelastic flight envelope could significantly be extended with proper choices of design parameters such as engine placement. Moreover, in order to investigate the physics behind the effects of design parameters, constructal theory of design is reviewed. The constructal theory advances the philosophy of design as science, it states that the better structural design emerges when stress flow strangulation is avoided. Furthermore, it shows that airplanes, through their evolution, have obeyed theoretical allometric rules that unite their designs.

  19. Improvement of Organizational Performance and Instructional Design: An Analogy Based on General Principles of Natural Information Processing Systems

    Science.gov (United States)

    Darabi, Aubteen; Kalyuga, Slava

    2012-01-01

    The process of improving organizational performance through designing systemic interventions has remarkable similarities to designing instruction for improving learners' performance. Both processes deal with subjects (learners and organizations correspondingly) with certain capabilities that are exposed to novel information designed for producing…

  20. GPS pseudolites: Theory, design, and applications

    Science.gov (United States)

    Cobb, H. Stewart

    Pseudolites (ground-based pseudo-satellite transmitters) can initialize carrier-phase differential GPS (CDGPS) navigation systems in seconds to perform real-time dynamic positioning with one-sigma errors as low as 1 cm. Previous CDGPS systems were rarely used due to cumbersome initialization procedures requiring up to 30 minutes; initialization of the carrier-phase integer ambiguities via pseudolite removes these constraints. This work describes pseudolites optimized for this application which cost two orders of magnitude less than previous pseudolites. Synchrolites (synchronized pseudolites) which derive their timing from individual Global Positioning System (GPS) satellites are also described. Synchrolites can replace the CDGPS reference station and datalink, while simultaneously serving to initialize CDGPS navigation. A cluster of well-placed synchrolites could enable CDGPS navigation even if only one GPS satellite signal is available. A prototype CDGPS system initialized by pseudolites and synchrolites was designed and tested. The goal of this system, known as the Integrity Beacon Landing System (IBLS), was to provide navigation accurate and reliable enough to land aircraft in bad weather. Flight test results for prototype pseudolite and synchrolite systems, including results from 110 fully automatic landings of a Boeing 737 airliner controlled by IBLS, are presented. Existing pseudolite applications are described, including simulation of the GPS constellation for indoor navigation experiments. Synchrolite navigation algorithms are developed and analyzed. New applications for pseudolites and synchrolites are proposed. Theoretical and practical work on the near/far problem is presented.