Relevant bibliographies by topics / Curriculum and instructional design and development

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Curriculum and instructional design and development'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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Journal articles on the topic "Curriculum and instructional design and development"

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Harniss, Mark K., Keith L. Hollenbeck, Donald B. Crawford, and Douglas Carnine. "Content Organization and Instructional Design Issues in the Development of History Texts." Learning Disability Quarterly 17, no. 3 (August 1994): 235–48. http://dx.doi.org/10.2307/1511076.

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Designing effective content area texts requires attention to both organization of the content and the instructional strategies used to highlight important information. Content should be organized to show relationships among factual information, concepts, rules, and organizational structures at both the lesson and the curricular level. Instructional strategies should be organized to highlight, integrate, and apply critical concepts and to provide cumulative review of those concepts across the curriculum.
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Juang, Yih-Ruey, Tzu-Chien Liu, and Tak-Wai Chan. "Web-based performance support system for school-based curriculum development: SBCDSS." Computer Science and Information Systems 2, no. 2 (2005): 37–64. http://dx.doi.org/10.2298/csis0502037j.

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School-based curricula are seen as the important strategy to facilitate educational reforms and are spread in many countries, especially in Asia. However, the efficiency of developing and implementing school-based curricula in most schools are very low because the tasks those need to be dealt with are very complex and difficult. How to develop and apply the electronic performance support system (EPSS) to simplify the complexity and to improve the efficiency of school" based curriculum development and implementation becomes the important research and practical issue. In our prior work, a web-based computer-assisted instructional planning system IPASS, was designed to provide a set of tools for individual teachers efficiently designing instructional plans. However, the system was dedicated for the design phase of curriculum development and did not support for all participants in different levels of school-based curriculum development working on curriculum analysis, design, implementation and evaluation. This study designs and develops a novel web-based performance support system SBCDSS, to assist the whole process of school-based curriculum development and implementation. The proposed system has been adopted in an elementary school in Taiwan and has received useful feedback regarding the usability and performance support for SBCD. Evaluation results and possible future work are discussed herein.
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March, Judith K., and Karen H. Peters. "Curriculum Development and Instructional Design in the Effective Schools Process." Phi Delta Kappan 83, no. 5 (January 2002): 379–81. http://dx.doi.org/10.1177/003172170208300512.

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Thoma, Jennifer. "A Model of Professional Development on Phonics Instruction: A Case Study of One Midwestern District." Journal of Education 201, no. 1 (February 3, 2020): 3–9. http://dx.doi.org/10.1177/0022057420903266.

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This pilot study was an explanatory mixed-methods design to examine whether teachers changed instructional practices after adopting a new curriculum material to support the response to intervention (RTI) framework. In coordination with one rural school district which had implemented instructional intervention practices, the researcher observed classroom implementation of phonics intervention instruction in K–3 classrooms in four different elementary buildings. Teachers took a survey around professional development and instructional practices. Existing student data were used to answer the following research question: Do teachers’ instructional practices support the RTI framework after adopting new materials to support literacy interventions?
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MANURUNG, KONDER. "DESIGNING INSTRUCTIONAL MATERIALS TO IMPROVE EFL LEARNERS ACHIEVEMENT." SMART MOVES JOURNAL IJELLH 5, no. 2 (February 28, 2017): 16. http://dx.doi.org/10.24113/ijellh.v5i2.1870.

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The study aims at designing EFL instructional materials used in EFL class at English Department, Faculty of Teacher Training and Education at a university in Indonesia. The design is based on the results of evaluation and analysis on the instructional materials used in Curriculum and Material Development Class by applying Instructional Design (ID) element instruments evaluation. The study employed a developmental research (R&D) design involving a group of students programming the Curriculum and Material Development class in 2014/2015 academic year. The results of the evaluation and analysis on the instructional materials revealed that the instructional materials for the Curriculum and Material Development class were based on handbook adapted from textbooks which were commercially created. Based on the results of the evaluation and analysis, instructional materials were developed employing Dick and Carey ID elements. The results of the implementation of the designed instructional materials to a group of 35 EFL learners are reported and discussed.
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Douglas, Masako. "Pedagogical Theories and Approaches to Teach Young Learners of Japanese as a Heritage Language." Heritage Language Journal 3, no. 1 (September 30, 2005): 60–82. http://dx.doi.org/10.46538/hlj.3.1.3.

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This paper proposes a theoretical framework for the development of curricula for Japanese heritage language schools. Although these schools provide most of the Japanese heritage language (JHL) instruction available to elementary and secondary school pupils, they have received little attention or support from the academic community. Specifically, they are in need research-based knowledge as well as models for teaching methodology, developing curricula and instructional materials, and providing teacher training. This paper examines recent theories and approaches in the fields of heritage language education, bilingualism, and instruction that is developmentally appropriate to young learners. The paper then proposes a process of curriculum design that integrates and applies these theories and approaches. The curriculum proposed here could also be used in heritage language schools for other languages.
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Witherspoon, Eben B., and Christian D. Schunn. "Teachers’ goals predict computational thinking gains in robotics." Information and Learning Sciences 120, no. 5/6 (May 13, 2019): 308–26. http://dx.doi.org/10.1108/ils-05-2018-0035.

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Purpose Computational thinking (CT) is widely considered to be an important component of teaching generalizable computer science skills to all students in a range of learning environments, including robotics. However, despite advances in the design of robotics curricula that can teach CT, actual enactment in classrooms may often fail to reach this target. This study aims to understand whether the various instructional goals teachers’ hold when using these curricula may offer one potential explanation for disparities in outcomes. Design/methodology/approach In this study, the authors examine results from N = 206 middle-school students’ pre- and post-tests of CT, attitudinal surveys and surveys of their teacher’s instructional goals to determine if student attitudes and learning gains in CT are related to the instructional goals their teachers endorsed while implementing a shared robotics programming curriculum. Findings The findings provide evidence that despite using the same curriculum, students showed differential learning gains on the CT assessment when in classrooms with teachers who rated CT as a more important instructional goal; these effects were particularly strong for women. Students in classroom with teachers who rated CT more highly also showed greater maintenance of positive attitudes toward programming. Originality/value While there is a growing body of literature regarding curricular interventions that provide CT learning opportunities, this study provides a critical insight into the role that teachers may play as a potential support or barrier to the success of these curricula. Implications for the design of professional development and teacher educative materials that attend to teachers’ instructional goals are discussed.
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Levinson, Anthony J. "Where is evidence-based instructional design in medical education curriculum development?" Medical Education 44, no. 6 (April 28, 2010): 536–37. http://dx.doi.org/10.1111/j.1365-2923.2010.03715.x.

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Setyo Budi, Karno, and Supari Muslim. "THE DEVELOPMENT OF INDONESIAN NATIONAL QUALIFICATIONS FRAMEWORK (INQF) - BASED ELECTRICAL AND ELECTRONIC SUBJECT AT VOCATIONAL HIGH SCHOOL KAL-1 SURABAYA." Humanities & Social Sciences Reviews 7, no. 3 (April 28, 2019): 315–22. http://dx.doi.org/10.18510/hssr.2019.7347.

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Purpose of Study: Ineffective implementation of curriculum 2013 and low quality of vocational school graduates underlay the present study. The Presidential Regulation of the Republic of Indonesian number 8 year 2012 stipulates that the implementation of Indonesian National Curriculum Framework-based on curriculum 2013 will improve the quality of vocational high school graduates at level 2 and their learning outcomes, including cognitive, affective, and psychomotor domains. The development of the Indonesian National Curriculum framework-based curriculum 2013 was an activity in generating an educational curriculum at an institutional level which aligns the needs of business and industry. The design of this study was the 4-D models of Thiagarajan, namely 1) the definition; 2) design; 3) development; and 4) deployment, but this was only conducted up to the development stage. Methodology: Regarding the background, the research questions were formulated as follows: (1) how is the validity, practicality, and effectiveness of the instructional design of the Basic Electrical and Electronic subject?; (2) how is the students’ response to the instructional design of the Basic Electrical and Electronic Subject?; and (3) how are the results of students’ learning outcomes of Basic Electrical and Electronic Subject?. Results: This study aimed to find out: (1) the level of validity, practicality, and effectiveness of the instructional design of the Basic Electrical and Electronic Subject; (2) the students’ response of the instructional design of the Basic Electrical and Electronic Subject; and (3) the students’ learning outcomes of the Basic Electrical and Electronic Subject. Implications/Applications: The conclusion of this research is: 1) the average score on the validity of the instructional design was 3.722 (very high), the average score on its feasibility was 3.72 (very practical), while the average score of its effectiveness was 71.87 (effective); 2) the students’ responses to the instructional design were 92%, which was satisfactory; and 3) the average score of the students’ learning results was 85, over the minimum score determined, with the learning mastery of 100%.
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Uzunboylu, Huseyin, and Emine Kosucu. "An evaluation on instructional systems design." International Journal of Learning and Teaching 12, no. 1 (January 31, 2020): 30–41. http://dx.doi.org/10.18844/ijlt.v12i1.4552.

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Instructional design and instructional systems design concepts different from the direction of the field lead to confusion as it includes similar use cases from time to time. Instructional design models have different characteristics, and in different areas, in line with the needs of nature according to the purpose of alternating the use of different models, it affects the efficiency. Each model is developed that fixing the underlying spots is the best way to a need for designs designed which varies depending on the model. Some models of the objectives underlying the selection and use of different models have the highest level while improving strategies constitute a more important structure. With this assessment, the instructional design, instructional systems design, systems approach and instructional system design models, by examining the historical development of these models and their distinctive features, will be explained in connection with curriculum development. Thus, referring to the different points of each model and specific model, with respect to instructional systems design, the difference in instructional design, space and design process is studied. Keywords: Instructional systems design, instructional design, instructional design models.
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Dissertations / Theses on the topic "Curriculum and instructional design and development"

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Worman, Terri. "Developing a virtual world and self-paced course to prepare adult novices for immersive virtual experiences." Thesis, State University of New York Empire State College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10140409.

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In today’s global world, higher educational institutions and businesses are increasingly making use of virtual world learning environments to foster collaborative opportunities for adult students and employees across geographic boundaries, space, and time. Often, however, organizations place the responsibility for learning new skill sets on their adult learners. As a consequence, educators and employers alike argue this new, more complex virtual environment can create a steep learning curve for novice adult learners, causing frustration at the increased time it takes for novices to acquire necessary skills and confidence within the environment. This paper documents the ongoing creation and design of a new adult learner-focused, self-paced, structured skills-based curriculum and virtual world learning environment with situated, virtual world activities for novice adult learners. The primary focus of this project is to move the adult learner from novice to a more experienced user of virtual world environments.

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Corzine, Elizabeth. "Standards-based grading| Effects on classroom instruction." Thesis, McKendree University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10190457.

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The purpose of this study was to determine if the implementation of a standards-based grading system has an effect on classroom instruction. In particular, how does the implementation of a standards-based grading system impact the teaching methods, curriculum, differentiation, and formative assessments being used in classrooms? The researcher identified five schools in the Southern Illinois area that have adopted the standards-based grading system and chose eleven teachers to participate in this study through purposeful convenience sampling. This study used a phenomenological qualitative approach. There were two methods used in order to collect data including face to face interviews and document analysis. The findings of this study are significant to any district who is considering changing their grading system from a traditional grading system to a standards-based grading system. Through six major themes that emerged, this study shows that by switching to a standards-based grading system multiple parts of the classroom are impacted including the teaching methods, content, differentiation, and formative assessments. The six major themes included: teaching methods have been modified to better adjust to the standards-based grading system and include a larger variety of approaches, teaching methods are more of a response to student need than a pre-planned approach to teaching, the curriculum and content being taught in the classroom have better alignment to the standards, teachers have a greater awareness of both the curriculum and standards that are being taught at their grade level, as well as at other grade level, teachers have a better understanding of the individual needs of students and have used differentiation to meet these unique needs, and the use of formative assessments have increased in order to adjust for more fluid groupings being used in the classroom.

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Cannon, Carrie Anne. "Comparison of language arts scores between computerized and teacher differentiation of instruction." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10267616.

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Scholars have focused the majority of differentiated instruction research on the effect that differentiation has on student achievement, but have overlooked whether or not the delivery method makes a difference on student achievement. Research questions: Is there a significant difference in Language Arts fluency total mean scores between first grade students who received software computerized differentiated instruction and first grade students who received differentiated instruction provided by the teacher without software? Is there a significant difference in Language Arts in comprehension total mean scores between first grade students who received software computerized differentiated instruction and first grade students who received differentiated instruction provided by the teacher without software? Archival records (128) were examined from a (BOY) and (MOY) mClass Dibels Next and mClass Dibels TRC assessments. There was a statistically significant difference between the students who utilized the Lexia program when compared to their counterparts that received traditional instruction for growth focusing on fluency and it was determined through an independent samples t-test. There was not a statistically significant difference between the students who utilized the Lexia program when compared to their counterparts that receive traditional instruction for growth focusing on comprehension. The results of the inferential tests determined that the students that received their differentiation from the software program had significantly higher growth results than their counterparts that received the differentiation from their classroom teachers in the area of fluency. For the area of comprehension, there was not a significant difference between the two groups.

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Sahli, Robert. "An Examination of the Effectiveness of Project-Based Learning on Student Academic Achievement and Teacher Perceptions of Project-Based Learning." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748735.

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This study examined two questions related to the effectiveness of project-based learning (PBL) instruction. First, is PBL more effective than a textbook-based instructional model, and second what are teacher perceptions related to PBL methodology? Student growth scores in the Measures of Academic Progress (MAP) assessment for reading and math, as measured within one school year, fall to spring, for students in PBL and non-PBL classes were compared. A teacher survey was conducted to measure teacher perceptions of PBL and textbook-based instructional program strengths and weaknesses. Additional data on effective instructional strategies can provide further direction for educators to continue the full implementation of the Common Core State Standards (CCSS) that call for students to gain a deeper understanding and knowledge of grade level standards. The study was located in a large urban school district in Northern California. The overall findings of this study were that the MAP assessment data reflected higher annual growth scores for reading and math in six of the eight grade levels studied. Teacher survey participant responses reflected consistent support for a textbook-based instructional program over a PBL instructional program, due in large part to the additional time teachers spent in preparing for PBL lessons.

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Hicks, Robert Stewart. "Curriculum for website design in secondary schools." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2124.

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The purpose of this project is to develop a computer based curriculum to motivate and aid students on the secondary level in website development. This is accomplished by developing a website and classroom curriculum that will expand the knowledge of students. Brainstorming, organizing ideas and categorizing concepts are specific skills that are acquired course.
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Warren, Justin D. "Teachers' Perceptions of Positive Behavior Interventions and Supports." Thesis, McKendree University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=13424637.

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Teachers today are spending more time with problem behaviors and less time with instruction. Problem behaviors can affect students’ learning as well as teachers’ instructional time. In contrast to traditional disciplinary practices, this study explored teachers’ perspectives from all three educational levels regarding the efficacy of positive behavior interventions and supports. Many programs and approaches are available to improve student behavior in schools. Positive Behavioral Interventions and Supports (PBIS) is designed to help schools create and sustain effective behavioral supports for students. This study was focused on the perceptions of teachers after the implementation of a program of positive behavior support in districts within the state of Illinois. Forty-five school districts were randomly chosen from each region and educational level. The research that guided the study related to the perceptions of teachers on the efficacy of the Positive Behavior Interventions and Supports system. The research was inconclusive, as teachers reported that the behavior system was needed, but it did not change the behaviors of the students who displayed challenging behaviors. This study was significant as it added to the body of research of Positive Behavior Interventions and Supports.

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Wood, Elizabeth D. "A Study of the Effect of Grouping Students and Results on the Ohio Achievement Assessment for Reading." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10618292.

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This quantitative descriptive comparative study compared test scores from the Ohio Achievement Assessment of students who were taught reading in ability grouped classrooms with those who were taught in non-ability grouped classrooms. The purpose of this quantitative descriptive comparative study was to determine if a statistically significant difference existed between reading scores on the Ohio Achievement Assessments Test (OAA) of third grade students who are ability grouped and third grade students who are not ability grouped with regards to gender and ethnicity. The theories examined for this quantitative descriptive comparative study were the constructivist theory and the theory of multiple intelligences. The primary research question was whether or not there was a significant statistical difference in student test scores for the Ohio Achievement Assessment (OAA) in reading in ability grouped and non-ability grouped classrooms, with regard to gender or ethnicity. This study was a quantitative descriptive comparative design using archived data from the Ohio Department of Education and a school district located in Ohio. The study consisted of 334 student test scores, ability grouped males, females, White, Hispanic, and Black students and then the same groups for non-ability grouped students with regard to their gender and ethnicity. Descriptive statistics (standard deviation and the mean) were used to analyze the variables that were under investigation and to answer the hypotheses. Data analysis was completed using independent samples t-test to determine statistical significant difference among ability or non-ability grouped students with regard to gender. A one-way analysis of variance (ANOVA) was used to determine if a statistical significant difference existed between ability grouped and non-ability grouped students with regard to ethnicity, this resulted in a post-hoc test. It was determined that a statistical significant difference did not exist between males and females, regardless of their grouping status for reading on the Ohio Achievement Assessment. When grouping students by ability, there was a statistically significant difference in Hispanic students increase in achievement, when being compared to Black and White students. When non-ability grouped students were compared, there was not a statistically significant difference in OAA scores with regard to ethnicity. Further research is needed to provide holistic recommendations for grouping strategies across curriculum, types of schools, and age of students.

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Wu, Penn Pinlung. "Development of a Career-Oriented Instructional Design Model for Game Programming." NSUWorks, 2012. http://nsuworks.nova.edu/gscis_etd/339.

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This dissertation proposal begins with a discussion about how the education of game programmers was not meeting the needs of the game industry. With this problem identified, this study proceeded to verify the existence of disparities of current game programming curricula. The findings from the literature review were able to: (a) justify the need to develop a career-oriented instructional design model for education of game programming; (b) identify the disparities that caused the mismatch of instructional content between academia and the game industry; (c) review research that contributed to the identification of three disparities: curriculum objectives and structure, instructional content, and curriculum orientation; (d) discuss theories and models of instructional design, student engagement, and related pedagogies; and (e) explore how these theories and models might be instrumental in improving education of game programming. The results obtained from the literature review were also used to formulate guidelines for investigating the status of currently available curricula in game programming. The research design and the research methods utilized by this study to examine the research questions are also described in detail. Four research questions were used to guide the study with the goal of identifying or forming a guiding principle for developing an instructional design model for a career-oriented education of game programming professionals. The results of this study indicated that all of the investigated game programming curricula had not yet produced graduates whom the game companies are interested in hiring as game programmers and that educational institutions had missed an opportunity to equip students with the proper programming skills for the game industry. Furthermore, this study identified that an accreditation standard as well as an industry-accepted instructional design model was not yet available to reflect the personnel hiring requirements of the game industry. The curriculum and coursework must be career-oriented and instructional content must center on game programming. Game programming pedagogy must lead to development of core competencies. In reviewing these findings, the guiding principles for developing an instructional design model became clear. The contribution of this study was to present an immediately applicable instructional design model that could be used as a basis by schools to create or fine tune their game programming curricula. The completed model is provided as an attachment to this dissertation. This proposed instructional design model is intended to provide an initial basis towards a solution to minimize the disparities between academia and the game industry in educational areas of curriculum orientation, curriculum objectives and structure, and instructional content. As with any problem solution, future study and analysis should be done in order to optimize and standardize a game programming curriculum that will be accepted by the game industry as well as accredited by a mutually accepted accreditation body.
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Cottle, Katherine. "Effective MUGs| A Grammar Curriculum for Basic Writers." Thesis, University of Delaware, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13427448.

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The purpose of this study was to design a grammar curriculum that could help college age students in basic writing classes to identify and correct grammatical errors in their own writing. After reviewing literature in best practices in grammar instruction as well as other kinds of instructional best practices, the grammar curriculum, Effective MUGs (MUGs stands for mechanics, usage, and grammar), takes advantage of these best practices including sentence combining, sentence revision, sentence creation, grammar in context, strategies instruction, and Bring Your Own Device (BYOD). The study was designed to measure how effective the grammar curriculum was (by examining student writing in essays as well as grammar exercises), how students used tools in the curriculum (by examining results from cognition labs), and how students and instructors perceived the curriculum (through interviews). The data on student grammatical error from this study must be viewed with reservations because of the lack of statistical significance. The most significant findings were qualitative and offered insight into the strengths of the Effective MUGs curriculum as well as which aspects that need revision. Both students and instructors thought that the gradual release of strategies instruction was one of the most effective tools and they both enjoyed using BYOD in conjunction with Google Docs. Students were most challenged by subject-verb identification and feeling confident about use of unfamiliar sentence elements; instructor interviews confirmed these student challenges. The data from the study will prompt revision to the curriculum as well as enhanced professional development.

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Paile, Audrey Millicent. "Language and legitimation of the intended and lived curriculum in public service leadership development." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/65171.

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The Senior Management Service in the South African public service was established as a leadership tier made up by development-oriented individuals who are able to make government’s vision of a better life for all a reality. The purpose of this research study is to explore and interpret how public service leadership is understood, communicated and legitimated in design and in practice. The study aims to gain deeper and critical understanding of issues from individuals’ perspectives, and is premised on the view that language has not been given sufficient attention in public service curriculum design and leadership development programmes. Yet, language and discourse express and constitute the values and beliefs underpinning structures and practices of communication, learning, and work. Participant samples are drawn from curriculum designers who guide the development of public service education, training and development interventions; and managers who have participated in the Executive Development Programme (EDP) of the National School of Government. This qualitative study applies Norman Fairclough’s critical discourse analysis, with interest in the intended curriculum and the lived, and the local and distributed contexts of social practices of public service leadership. The study highlights some of the linguistic turns in the discipline of Public Administration, and the interdisciplinary intersections in the d/Discourses of public service. Taken-for-granted worldviews are noted in how leadership is construed and the context in which it is practised, with implications for curriculum and policy critique. The study makes recommendations about ways in which subordinate and dominant worldviews may be reappraised, while also building bridges across the multiple worlds of situational practitioner knowledge and language, and those of scientific theory and methodology. Moreover, the study brings a critical discourse perspective to the languages and texts through which leadership development endeavours may be recontextualised, legitimated or deligitimated to accomplish particular purposes in the public service. Key words: public service, public administration, leadership development, intended. curriculum, lived curriculum, critical discourse analysis
Thesis (PhD) University of Pretoria, 2017.
Humanities Education
PhD
Unrestricted
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Books on the topic "Curriculum and instructional design and development"

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L, Peck Kyle, ed. The design, development, and evaluation of instructional software. New York: Macmillan, 1988.

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1955-, Quinn James, ed. The ID casebook: Case studies in instructional design. 3rd ed. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall, 2007.

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1955-, Quinn James, ed. The ID casebook: Case studies in instructional design. Upper Saddle River, N.J: Merrill, 1999.

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Ertmer, Peggy A. The ID casebook: Case studies in instructional design. 2nd ed. Upper Saddle River, N.J: Merrill, 2003.

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Moodle: E-learning course development : a complete guide to successful learning using Moodle. Birmingham: Packt Publishing, 2006.

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Kemp, Jerrold E. The instructional design process. New York: Harper & Row, 1985.

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Curriculum development and design. 2nd ed. St. Leonards, NSW, Australia: Allen & Unwin, 1993.

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1919-, Briggs Leslie J., and Wager Walter W. 1944-, eds. Principles of instructional design. 3rd ed. New York: Holt, Rinehart and Winston, 1988.

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Tennyson, Robert D. Automating Instructional Design, Development, and Delivery. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994.

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Lockard, James. Instructional software: Practical design and development. Dubuque, Iowa: Wm. C. Brown Publishers, 1992.

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Book chapters on the topic "Curriculum and instructional design and development"

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VanTassel-Baska, Joyce, and Ariel Baska. "Selecting Instructional Strategies." In Curriculum Planning & Instructional Design for gifted learners, 141–61. 3rd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234050-11.

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"Introduction: Instructional Design and Curriculum Development." In Curriculum, Plans, and Processes in Instructional Design, 15–30. Routledge, 2004. http://dx.doi.org/10.4324/9781410610560-6.

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"The role and design of instructional materials." In Curriculum Development in Language Teaching, 251–85. Cambridge University Press, 2001. http://dx.doi.org/10.1017/cbo9780511667220.010.

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Taraban-Gordon, Svitlana, and Easton Page. "Integrating Intercultural Competencies Into the Professional Skills Curriculum." In Multicultural Instructional Design, 863–79. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch040.

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Intercultural competence is increasingly seen by employers as a desirable graduate capability needed in today's diverse and intercultural workplace. This chapter reports on a curriculum intervention - a 20-hour online intercultural skills course - aimed at introducing a large number of undergraduate students enrolled in a co-operative education program to fundamental intercultural concepts and ideas. The chapter seeks to contribute to the literature on intercultural skill development by discussing the course model and its implementation, student perceptions of their level of intercultural competence prior to and after the course, and the challenges involved in the delivery of the course. The main purpose of the chapter is to discuss how courses and programs that aim to develop professional skills may offer a promising vehicle for fostering students' intercultural competence, particularly when these courses utilize online learning tools to enable greater access to intercultural learning.
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"Presenting a Differentiated Approach to Curriculum Development." In Differentiated Instructional Design for Multicultural Environments, 55–81. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5106-5.ch003.

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In this chapter, there will be a presentation of information on the development process of differentiated curriculum. Differentiated curriculum can be beneficial for the traditional and online classroom. Since a differentiated curriculum is developed unique for the student population, this is particularly useful for a multicultural student population. A differentiated lesson approach can be used to motivate students because of a unique approach to the lesson. Also by using differentiated lessons and models lesson preparation is a unique process for each different learning style. When working with a multicultural group of students it is necessary to setup an individual plan for each student focusing on the students learning style and profile. Following are key areas that will be discussed in this chapter; A differentiated approach to curriculum development, theoretical models that support differentiated learning, determining the learning style for differentiation. (multicultural), aligning the topic of study with differentiated learning, developing a plan to address the learning style using a differentiated approach. (multicultural) and encouraging students to interact and provide feedback for students. (multicultural)
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Lehrer, H. H. "Instructional design and curriculum development in aviation." In Aviation Instruction and Training, 271–90. Routledge, 2018. http://dx.doi.org/10.4324/9780429463273-22.

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Boboc, Marius. "Connecting Communication to Curriculum and Pedagogy in Online Environments." In Web Design and Development, 315–38. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8619-9.ch016.

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This chapter relies on the analysis of communicative patterns, discursive sequences, and instructional strategies featured in an entirely online graduate level course featuring a combination of compulsory and optional chat sessions. Findings emphasize the use of communication dynamics to promote social presence and socially-mediated learning in online learning communities, which, for the purpose of this research project, are represented by the required synchronous discussions used in class. Recommendations focus on employing a flexible pedagogy that takes into account student characteristics, appropriate instructional and technological tools and strategies, course cadence or pace, creating and maintaining an online learning community, as well as clear and engaging communication. Further considerations relate to ensuring the identification of specific purposes for online chat sessions, their integration into the entire set of instructional strategies and resources, clear procedures for online discussion topic selection, and the associated grading policy.
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"Curriculum Development as Modeling of Complex Reality." In Curriculum, Plans, and Processes in Instructional Design, 207–24. Routledge, 2004. http://dx.doi.org/10.4324/9781410610560-16.

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Dimitrov, Nanda, and Aisha Haque. "Intercultural Teaching Competence in the Disciplines." In Multicultural Instructional Design, 332–55. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch015.

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As universities continue to internationalize their curricula and recruit a growing number of international students, instructors facilitate learning in increasingly diverse classrooms. This chapter explores the application of Intercultural Teaching Competence (ITC) by faculty members across the disciplines at a large Canadian research university. Based on focus group interviews with instructors in eighteen disciplines, it provides varied and concrete examples of how instructors mobilize intercultural teaching competence to navigate diverse classrooms, promote perspective-taking and global learning goals among students, practice culturally relevant teaching, and validate different ways of knowing and communicating among students through assessment practices. Placing disciplines at the centre of the discussion in this way elucidates the extent to which ITC may be adapted to fit the contours of the academic field and allows readers to explore best practices for facilitating the development of intercultural competence among students in their disciplines. Finally, the implications of disciplinary differences in ITC are discussed for faculty development and curriculum support.
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Ragoonaden, Karen. "The Common European Framework of Reference for Languages, the Intercultural Development Index, and Intercultural Communication Competence." In Multicultural Instructional Design, 605–25. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch028.

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Given the inherent pluralism of Canadian society, the emphasis on intercultural communication competence (ICC) is a logical extension of second language education in the 21st century. This chapter explores the import of implementing the Common European Framework of Reference for Languages (CEFR) in Teacher Education. To support the development of ICC, the Intercultural Development Inventory (IDI), a validated tool, was used to assess the intercultural communication competence of second language preservice teachers in Canada. The purpose of this discussion is to examine if teaching and learning about the CEFR in a Curriculum and Instruction course in the area of French as a second language can provide the necessary parameters to promote intercultural communication competence (ICC) of preservice language teachers. In order to assess ICC of preservice teachers, the Intercultural Development Index was administered during the Fall semester of a one year, Post-Baccalaureate Teacher Education Certification Program.
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Conference papers on the topic "Curriculum and instructional design and development"

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Siddique, Zahed, Amy Bradshaw, Patricia Hardre´, and Farrokh Mistree. "Experiential Learning Based Engineering Curriculum to Develop Meta-Competencies." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48258.

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The competitiveness of the U.S., which is linked to our standard of living, is dependent on our ability to produce a large number of sufficiently innovative engineers prepared to address issues related to complex systems. Hence, our focus is on research and the associated development of curriculum and instructional activities that address the engineering competencies related to innovation. In this paper, we present a hierarchical curriculum design model, grounded in experiential learning. The model addresses curriculum design from multiple levels: design of experiential activities to provide targeted scaffolding and support for engineering students to develop competencies, then mapping the competencies at course, course sequence, and curriculum levels, for systemic development of competencies at higher order cognition. We illustrate the hierarchical approach for the design of a three-course sequence around the Formula Society of Automotive Engineers (FSAE) Racing team at University of Oklahoma, Norman, to foster meaningful learning, innovation, systems-level thinking, and the attainment of career-sustaining skills through authentic experiences. With a view to stimulating discussion, in this paper we highlight some of the salient features of our plan and some issues that warrant further investigation.
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Mason, Neal, James Harrigan, and Ryan Yonk. "Collaborative Contagion: A Case Study in Curriculum Development, Distribution, and Adoption." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2681.

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The collaborative contagion model is a byproduct of a three-year endeavor to identify and address curricular deficiencies in business ethics and entrepreneurship (BE&E) courses. Designed to increase curriculum adoption using professional educators’ established networks, the model combines a series of four-day disruptive innovation workshops with an online forum to promote collaboration in the design of BE&E materials, and to provide ongoing support for educators with unique contextual constraints. Our primary goal in developing the collaborative contagion model was to create a framework through which teachers could prototype, refine, and distribute BE&E course materials at no monetary cost. Given the variety of participants invited to the disruptive innovation workshops, we expected to produce curricular materials that incorporated a wide array of perspectives and experiences relating to BE&E instruction. After our first year of workshops, 20 K-12 and 20 higher education participants helped formulate 10 modules and 60 grade-specific K-12 lesson plans. Through the process, we have established pilot programs at 13 separate institutions, and built partnerships with seven organizations. In addition to providing educators with professional development opportunities and an enhanced academic network, we conclude that the collaborative contagion model promotes improved curriculum quality, and increases the likelihood of curriculum implementation.
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Duan, Shanzhong (Shawn), and Kurt Bassett. "Development of a New Hydraulic Power Control Course in the Mechanical Engineering Program at SDSU." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-65312.

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The national Fundamentals of Engineering (FE) Exam is a critical assessment measure used by some ABET-accredited Mechanical Engineering programs to evaluate quality of their programs and report to ABET. Fluid power transmission and control is one key subject area covered in the FE exam. Before 2012, there was no course in the Mechanical Engineering (ME) curriculum to address this at South Dakota State University (SDSU). This had a direct impact on the metrics used for program evaluation. An instructional project was carried out to meet this need. This paper presents design and implementation of the instructional project. The project includes development of a new hydraulic power control course and establishment of new hydraulic power control lab. The authors intend to share experiences, myths, and lessons learned during this project. The paper also presents the steps taken by the authors to accomplish this instructional project from start to the final course delivery. It includes students’ learning experiences, pedagogical concepts, development of lab assignments, difficulties faced and how they were handled, software used, and existing issues for future work.
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Siddique, Zahed, Patricia Hardre´, Amy Bradshaw, Mrinal Saha, and Farrokh Mistree. "Fostering Innovation Through Experiential Learning." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28892.

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Globalization has put engineering education and the profession at a challenging crossroad. The impact of rapid technological innovations on modern societies has been amplified by the globalization of the economy. The competitiveness of the U.S., which is linked to our standard of living, is dependent on our ability to produce a large number of sufficiently innovative engineers prepared to address issues related to complex systems. Hence, our focus is on the research and development of instructional activities that address the engineering competencies related to innovation. Engineering educators and practitioners have suggested that collaborative-competitive team design events promote innovation. These competitions are popular, and they attract sponsors and participants. Beyond being popular, they are believed to provide rich learning opportunities for students. The University of Oklahoma’s Formula SAE (Society of Automotive Engineers) Racing team is highly ranked in the U.S. and world. We are in the early stages of designing, implementing, and testing a four course curriculum, around the FSAE race car, that fosters meaningful learning, innovation, systems level thinking, and the attainment of career-sustaining skills as a result of authentic experiences. We plan to identify the activity features that match with the theoretical frameworks of innovation, match them to the professional competencies, translate the events from extracurricular to curricular activities, and assess their effects on student learning and development in four technical courses our curriculum. With a view to stimulating discussion, in this paper, we highlight some of the salient features of our plan and some issues that warrant further investigation.
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Vudumu, Shravan K., and Umit O. Koylu. "Development and Integration of Engine Simulation Projects Into the Mechanical Engineering Curriculum at Missouri S&T." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-10540.

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The main objective of this paper was to report the development of instructional engineering projects and necessary tutorials that utilize the GT-POWER software for engine simulations in combustion-related courses at Missouri S&T as part of the Partners for the Advancement of Collaborative Engineering Education (PACE) program. Students teamed up to perform modeling of engine performance and emission characteristics so that they could learn state-of-the art engine technology and explore innovative design procedures routinely employed by the leading automotive companies. The projects included understanding and comparison of simple hand calculations using typical textbook assumptions with detailed and complicated software calculations. Such projects would help to bridge the gap between the theoretical and simple concepts learned by students in the classroom and the practical and advanced skills desired by industry. Various tools available for studying engine combustion fueled by alternative fuels were also introduced.
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Fidan, Ismail, and Ken Patton. "Enhancement of Design and Manufacturing Curriculum Through Rapid Prototyping Practices." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-61014.

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Advances in computer technology opened new horizons in teaching Computer Aided Design (CAD) and Computer Aided Manufacturing (CAM) technologies. This paper will report the outcomes of two current NSF grants, 0311586 and 0302314, funded on Rapid Prototyping (RP) curriculum development. The objective of these RP projects is to provide advanced instruction and laboratory practices in the areas of CAD/CAM/CAE through challenging laboratory assignments and industrial projects that are integrated into any engineering curriculum. These projects create web-based materials, and also adapt and implement RP experiences and educational practices following successful similar models at various engineering schools to enhance pedagogy in design and manufacturing curriculum. Enhanced RP capabilities enable the students to build physical models directly from CAD data, where the prototype communicates important information about parts, including engineering data such as fit and limited functional testing, labeling, highlighting, and appearance simulation. Developed RP labs are used in junior and senior level design and manufacturing courses, including the senior capstone courses.
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Panthalookaran, Varghese. "A Model Curriculum for Creativity Instruction Integrated Into the Bachelor Program of Engineering Professional Development." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-62238.

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The creativity and innovation are of great importance for the new generation engineers who practice their profession in a globalized work place, gravely challenged by questions on sustainability of engineering products and services. Correspondingly, the students of engineering need to develop skills of creative problem solving and innovation. The paper presents a sample curriculum for creativity instruction to the students of engineering. It is aimed at familiarizing students with the creative thinking patterns of great engineers and inventors and to allow them to engage with key principles of creativity and innovation. The theoretical session of the course is planned for the Freshman Level. It consists of five modules namely, 1) Creativity and Innovation in Engineering, 2) Theories of Creativity, 3) Methods of Creative Problem Solving, 4) Team Creativity, and 5) From Creativity to Innovation. The practical sessions of the course is organized distributed in time over the entire Bachelor program spanning over four years in the form of “Hour of Creativity”. Through the practical sessions students are equipped to develop and implement creative concepts for their Senior Level Capstone Design Project (Final Project). Thus the creativity instruction is well-integrated to the Bachelor program of engineering professional development. The general effectiveness of the curriculum for creativity instruction is also discussed.
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McKenna, Ann F., Xaver Neumeyer, and Wei Chen. "Using Product Archaeology to Embed Context in Engineering Design." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48242.

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Many engineering departments often struggle with meeting “the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context” (outcome h) that is required by ABET. The already packed curricula provide few opportunities to offer meaningful experiences to address this outcome, and most departments relegate this requirement to an early cornerstone or later capstone design experience as a result, making these courses an ineffective “catch all” for many ABET requirements. We address this issue by using the paradigm of product archaeology, defined as the process of reconstructing the lifecycle of a product — the customer requirements, design specifications, and manufacturing processes used to produce it — to understand the decisions that led to its development. By considering products as designed artifacts with a history rooted in their development, we embed context as a central component in developing design solutions. Specifically, in our work we have implemented several approaches to integrate contextual thinking into a senior level engineering design course. Following Kolb’s model of experiential learning and an instructional framework adapted for product archaeology (inclusive of evaluate-explain-prepare-excavate activities) we have restructured the course to embed specific and targeted reflection, dissection, and analysis activities so that students teams effectively address the global, economic, environmental, and societal factors in their design solutions. This paper provides the theoretical framework of our instructional approach, describes the specific instructional activities we implemented, and results from our pre and post survey assessments that describe the impact on students’ understanding of contextual as well engineering design topics.
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Ahlgren, David J., and Igor M. Verner. "Robot Competitions: Curricula, Projects, and Educational Research." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59220.

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This paper discusses the role and significance of robot competitions in engineering education with focus on experiences with the Trinity College Fire-Fighting Home Robot Contest, a mature international event that has attracted teams from more than 115 universities around the world. We consider development of effective learning environments for robot design projects, including first-year undergraduate engineering design courses and upper-level robot research and development teams. With regard to the latter, we describe our instructional strategies of choosing team projects, imparting competences and teamwork skills, reporting results, and assessing progress. We also consider achievement of ABET outcomes through competition-based design projects, and means to maximize student self-efficacy beliefs through mastery experiences in robotics. Finally we present methods for effective assessment and evaluation.
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Springer, Scott L., Jerome Johnson, and Glenn Bushendorf. "Implementation of Additive Manufacturing Into Engineering and Engineering Technology Curriculum." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-70350.

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Public universities have a responsibility to continuously improve instruction and maintain currency with new technological advances. Simultaneously many public universities are under budget constraints seeking to maintain or reduce costs. One recent technological advance is the adoption of additive manufacturing by an increasing number of manufacturing industries. While machine costs of additive manufacturing have dropped in recent years, machine and consumable material costs remain significant. Hence, there is a need in the manufacturing, engineering and technology education community for methods to introduce additive manufacturing concepts into the curriculum while doing so with a minimum required investment. In this paper we discuss the methods used to implement additive manufacturing theory and applications into the Engineering and Engineering Technology curriculum at the University of Wisconsin-Stout. Applications of the additive manufacturing technologies have been successfully included in traditional courses covering sophomore level research and development, upper level computer-aided design, upper-level research and development, capstone courses, and the introduction of a new course focused on additive manufacturing. The implementation of commercial, low cost open-source hobbyist kits and new hybrid student designs of AM machinery is discussed, along with the process used to develop additive manufacturing equipment in the Advanced Manufacturing Lab.
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Reports on the topic "Curriculum and instructional design and development"

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Tinjum, James. A Continuing Education Short Course and Engineering Curriculum to Accelerate Workforce Development in Wind Power Plant Design, Construction, and Operations. Office of Scientific and Technical Information (OSTI), November 2012. http://dx.doi.org/10.2172/1345827.

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Baytar, Fatma, and Allison Meyer. Equipping apparel design students with the knowledge of 3D/ 2D simulation technologies: A case study and its implications for curriculum development. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-781.

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DeJaeghere, Joan, Vu Dao, Bich-Hang Duong, and Phuong Luong. Inequalities in Learning in Vietnam: Teachers’ Beliefs About and Classroom Practices for Ethnic Minorities. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/061.

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Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequality in learning. But national data and international test outcomes may mask the hidden inequalities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers across 10 provinces, we examine the role of teachers’ beliefs, curricular design and actions in the classroom (Gale et al., 2017). We show that teachers hold different beliefs and engage in curricular design – or the use of hegemonic curriculum and instructional practices that produce different learning outcomes for minoritized students compared to Kinh students. It suggests that policies need to focus on the social-cultural aspects of teaching in addition to the material and technical aspects.
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DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, December 2006. http://dx.doi.org/10.51420/report.2006.1.

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This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.
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