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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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M. Zapalska, Alina, Miсhael D. McCarty, Kim Young-McLear, and Jack White. "Design of assignments using the 21st century bloom’s revised taxonomy model for development of critical thinking skills." Problems and Perspectives in Management 16, no. 2 (June 8, 2018): 291–305. http://dx.doi.org/10.21511/ppm.16(2).2018.27.
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Studies on the development of critical thinking skills with specific curriculum materials and instructional methods are few and have been highly theoretical and far removed from practical concerns and applications. This paper contributes to the existing literature on critical thinking pedagogy by providing examples of written assignments that are designed using the 21st century Bloom’s taxonomy model to contribute to critical thinking development. The step-wise development of critical thinking skills approach is provided. The paper argues that both focus on real problems and issues and provision of clear unambiguous instructions are critical fundamentals of critical thinking skills development. The paper also illustrates how to develop critical thinking assignments by providing five examples of course assignments within business education.
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Sani, Mustapha Sumaila, Hassan Bello, and Sunday A. Okegbile. "Development and Validation of a Multimedia Package for Teaching Applied Electrical and Electronic Component of Basic Technology." Jurnal Pendidikan Teknologi dan Kejuruan 25, no. 2 (October 1, 2019): 165–76. http://dx.doi.org/10.21831/jptk.v25i2.25869.
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This study developed and validated a multimedia package for the teaching of Electrical/Electronic component of Basic Technology at the upper basic education level. It was a developmental research design. The area for this study is Kano state, North-Western Nigeria. The population consists of 291 Basic Technology teachers, out of this, 10 Basic Technology teachers, 5 instructional technologist and 5 computer specialists were purposely selected for the product evaluation based on four instruments. The findings revealed that design procedures were followed in the development of the Electricity/Electronics component of Basic Technology Instructional Package (EECOBTIP); EECOBTIP have adequately covered the curriculum content of the subject matter; EECOBTIP have met required instructional technology standards; and EECOBTIP have met the required technical standards. The study therefore recommends amongst others that Basic Technology teachers should be encouraged to prepare some aspects of their lessons in electronic form; EECOBTIP should be utilized for classroom instruction especially when teaching the Electricity/Electronics component of Basic Technology; and that similar packages should be developed for the other aspects of Basic Technology curriculum.
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Goldman, Susan R., and James W. Pellegrino. "Research on Learning and Instruction." Policy Insights from the Behavioral and Brain Sciences 2, no. 1 (October 2015): 33–41. http://dx.doi.org/10.1177/2372732215601866.
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There is considerable rhetoric about the need for our educational system to promote deeper learning and the development of 21st-century skills. Missing from the discourse is recognition that much of what we know from research on learning and instruction has yet to affect the design and enactment of everyday schooling in the form of curriculum, instruction, and assessment. This article considers some of the key research-based principles on learning and knowing and their implications for the design of instruction and assessment. Among these principles are differences in naïve and expert forms of knowing and how the latter develops through a variety of instructional methods and materials. Another is the social nature of learning and the classroom instructional and assessment practices that support students taking control of and monitoring their own learning. Incorporating many of the findings from research on learning and instruction into the materials, structures, and practices of everyday schooling involves addressing systemic challenges of practice and policy. These include the development and implementation of curricular and instructional resources that incorporate proven, research-based features, the design of assessment systems that balance and align classroom assessment and system monitoring needs, and more effective approaches to teacher preparation and professional development. The knowledge base to support such changes exists but for research-based educational interventions to move beyond isolated promising examples and to flourish more widely, these larger systemic issues, many of them policy driven, will need to be addressed.
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Adhikary, Rebeca, Salini Bhattacharyya, and Sneha Saha. "CURRICULUM DEVELOPMENT IN LANGUAGE STUDIES." International Journal of English Learning & Teaching Skills 3, no. 2 (January 1, 2021): 2062–70. http://dx.doi.org/10.15864/ijelts.3210.
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In this survey paper the field of language curriculum development is defined as encompassing the processes of needs analysis, goal setting, syllabus design, methodology and evaluation. Each of these curriculum processes is surveyed and issues and practices in each area are discussed. Needs analysis is discussed in relation to language program planning and evaluation and different needs analysis procedures are examined. Different approaches to the planning of program objectives in language teaching are illustrated and a distinction between behavioral, process, content and proficiency-based objectives is made. The status of methodology within curriculum development is discussed in terms of a distinction between content oriented methods and those concerned primarily with instructional processes. The role of a syllabus within each approach is illustrated.
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Ryu, Sang-Hee. "Development of Instructional Design Module Based on 2015 Revised Practical Arts Curriculum." Journal of Korean Practical Arts Education 24, no. 3 (August 31, 2018): 109–21. http://dx.doi.org/10.29113/skpaer.2018.24.3.109.
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Suryadi, Asip. "REVISI DAN UJI PEMBELAJARAN DESAIN INSTRUKSIONAL DIKLAT JARAK JAUH ONLINE PENELITIAN TINDAKAN KELAS DI BALAI DIKAT KEAGAMAAN JAKARTA." Wawasan: Jurnal Kediklatan Balai Diklat Keagamaan Jakarta 1, no. 1 (November 23, 2020): 118–28. http://dx.doi.org/10.53800/wawasan.v1i1.58.
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This study aims to develop instructional system of Classroom Action Research Online Distance Training at BDK Jakarta. This development research uses the Borg, Borg and Gall models. This research is a part of the research and development series, namely the product revision step and the use test. The revised results a simpler curriculum structure and learning activities. Furthermore, the instructional design was tested to 80 participants and data showed that training participants were no longer trapped at the beginning of the program and could continue to follow the program easily, resulting in an increase in the percentage of graduation from before the revision was only 24% after the revision to 71.42%. However, instructional improvements have not been able to improve retention. This study recommends continuing instructional designs development so that the instructional design can improve both the percentage of graduation and retention.
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Wang, Tingting. "Engagement and Teamwork in Chinese as a Foreign Language and Culture Curriculum Development for Teacher Education." International Journal of Computer-Assisted Language Learning and Teaching 5, no. 2 (April 2015): 22–39. http://dx.doi.org/10.4018/ijcallt.2015040102.
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This study explores how task engagement principles could be integrated into the design of online foreign language and culture instruction. It employs a design-based research (DBR) approach, which combines research and instructional design during curricular development. With the intent of solving problems of practice in an existing teaching context, a design team worked in this study to refine an online Chinese as a foreign language and culture module. Through the design process, the team explored how task engagement principles could be integrated into seven online language-learning units and how collaboration and interaction among the researchers and designers could support the implementation of the design. This study underscores the importance not only of designing engaging online language tasks but also of working with expert others to accomplish this goal.
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Woodley, Xeturah M., Gaspard Mucundanyi, and Megan Lockard. "Designing Counter-Narratives." International Journal of Online Pedagogy and Course Design 7, no. 1 (January 2017): 43–56. http://dx.doi.org/10.4018/ijopcd.2017010104.
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The growing field of online education has developed inside a cultural context rooted in racism, classism, sexism, and other forms of inherent bias. Likewise, the design and development of online curriculum is not excluded from the biases that have historically plagued face-to-face curriculum. In this article, the authors call online teachers into action by encouraging them to adopt an engaged instructional design praxis that builds learning environments inclusive of racial, ethnic, and gender diversity. Through the use of culturally responsive teaching, online teachers can create spaces of counter narrative that address curricular blindnesses and promote social justice.
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Putney, Dawn, Robert C. Morris, and Peter R. Sargent. "Developing Green Curriculum towards Sustainable Education." International Journal of Technology and Educational Marketing 6, no. 1 (January 2016): 34–51. http://dx.doi.org/10.4018/ijtem.2016010103.
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This article looks at a variety of topics affecting the development of a “Green School Curriculum” from kindergarten through high school. It places emphasis on teacher planning, involvement, and commitment, as well as offering a number of lessons and learning insights that support an “inquiry-based” curricular design. From elementary to middle to secondary classrooms this can help teachers explore instructional possibilities with numerous on-line sites to visit and probe in detail. A final emphasis is placed on the importance, utilization and incorporation of technology into today's schools highlighted through numerous resources and professional development.
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Liu, Eric Zhi Feng. "Avoiding Internet Addiction when Integrating Digital Games into Teaching." Social Behavior and Personality: an international journal 39, no. 10 (November 1, 2011): 1325–35. http://dx.doi.org/10.2224/sbp.2011.39.10.1325.
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The aim in this study was to integrate the flow experience and instructional design by incorporating digital games into the school curriculum using the following 7 principles: 1) analyze learners, 2) set clear teaching objectives and select appropriate gaming materials, 3) design teaching instructions according to teaching objectives and game content, 4) consider teaching as the primary goal and use games as supplementary tools, 5) make good use of the characteristics of computer games, 6) place students at the center of the process and help them enjoy studying, and 7) periodically assess students' learning and constantly improve teaching. Ultimately, digital games in which appropriate instructional design principles are incorporated will facilitate the development of educational digital games and related investments.
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Carreira, Maria. "Advanced Proficiency: A Practitioner’s Perspective on this Special Issue." Heritage Language Journal 10, no. 2 (September 30, 2013): 139–52. http://dx.doi.org/10.46538/hlj.10.2.1.
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The papers in this issue seek to shed light on the role that these and other factors play in the development of heritage languages and the achievement of high-level proficiency by heritage language learners (HLLs). Addressing three general areas of inquiry: (1) the linguistic knowledge and needs of advanced heritage language speakers, (2) assessment, and (3) instruction and curriculum and program design, these papers alert us to the complexity of the issues surrounding the development of advanced proficiency and orient us to key considerations in the design of effective instructional practices.
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Harris, Cameron J., and Jackie D. Brown. "Curriculum creation: Reflection as a tool for enhancement." Innovations in Teaching & Learning Conference Proceedings 8 (July 15, 2016): 2. http://dx.doi.org/10.13021/g8pg6x.
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Reflection plays an important role in the development of new courses and curriculum. Professional skills development is the focus of two newly developed and required courses, one of which uses reflection as a primary pedagogical practice. These foundational courses are scaffolded by design. The scope of this presentation will be on the first of these two courses, designed for students entering the university environment and serving as early exposure to the field. Presenters will share the role that reflection played, and continues to play, in the development of these courses. One assignment, a product of this reflection, will serve as a focus of this presentation. It was developed to challenge students to consider past experiences and how they might apply to the development of their professional skills, both now and in the future. Peer review and feedback sessions serve as another instructional tool to facilitate this critical thinking process.The first focus of this presentation will be on continual instructor reflection on course and curriculum design as a method for enhancing the pedagogical approach, instruction, and assignments, and it will continue to play a role in the assessment of course outcomes. The second focus will be on the role that critical reflection plays as a pedagogical practice in course design and classroom instruction. Session attendees will be asked to reflect on their pedagogical practice and the role reflection has played in their approach to classroom learning.
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Pilling, Bruce K., Edward E. Rigdon, and Harvey J. Brightman. "Building a Metrics-Enabled Marketing Curriculum." Journal of Marketing Education 34, no. 2 (July 2, 2012): 179–93. http://dx.doi.org/10.1177/0273475312450390.
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The lack of analytical preparation of marketing students was a key concern at a large, public university in southeastern United States, leading to the decision to create a new required undergraduate marketing metrics course. This article describes the development of that course, designed specifically to strengthen analytical skills across the marketing curriculum. The process that guided course development is presented. The specific stages in course design are briefly discussed, and the instructional plan and specific teaching strategies are presented. This discussion includes the allocation of instructional time across topics, a description of in-class exercises, a description of hooks for each module, and a focus on establishing the relevance of individual metrics and introducing/reviewing math concepts on a just-in-time basis. Student perceptions of learning and primary trait analysis results are reported, followed by a discussion of challenges encountered and issues surrounding the applicability of the process.
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Uyar, Melis Yesilpinar. "Perceptions of Students from the Department of Computer Education and Instructional Technologies Regarding the Concept of Curriculum." International Education Studies 10, no. 9 (August 27, 2017): 9. http://dx.doi.org/10.5539/ies.v10n9p9.
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In the study, the purpose was to determine the perceptions of students from the department of Computer Education and Instructional Technologies regarding the concept of curriculum. The participants of the study conducted with the phenomenology research design were 212 preservice teachers. The research data were collected via document analysis and interviews. For the analysis of the data, the inductive content analysis method was used. The results revealed that the preservice teachers perceived the concept of curriculum as a process with positive and negative features which emphasize change and development. The results also demonstrated that the participants perceived their levels of knowledge about curriculum as partly sufficient. In addition, it was found that undergraduate education has an important role in the development of these perceptions. Moreover, the results emphasized the need for making more planned and systematic regulations in relation to the functioning of curriculum studies in Turkey. Lastly, the results demonstrated that there is a need for regulations in the structure of the preservice teacher education curricula to give meaning to the concept of curriculum.
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Doabler, Christian T., Ben Clarke, Allison R. Firestone, Jessica E. Turtura, Kathy J. Jungjohann, Tasia L. Brafford, Marah Sutherland, Nancy J. Nelson, and Hank Fien. "Applying the Curriculum Research Framework in the Design and Development of a Technology-Based Tier 2 Mathematics Intervention." Journal of Special Education Technology 34, no. 3 (November 19, 2018): 176–89. http://dx.doi.org/10.1177/0162643418812051.
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Mathematics interventions aimed at accelerating the learning of students with mathematics difficulties (MD) should be developed through a design science approach such as the Curriculum Research Framework (CRF). Precision Mathematics is a National Science Foundation-funded DRK–12 Design and Development project focused on building mathematical proficiency with the critical concepts and problem-solving skills of early measurement and data analysis among first- and second-grade students with MD. The Precision Mathematics curriculum incorporates (a) technology-based activities that offer individualized opportunities for instruction and practice and (b) hands-on activities that promote small-group instructional interactions. Our production of the first-grade Precision Mathematics intervention was grounded in the CRF, which involves a series of iterative cycles of development, implementation field-testing, analysis, and revision. Results from initial implementation studies suggest that teachers and students can feasibly implement the first-grade Precision Mathematics intervention in authentic education settings. Challenges faced in developing technology-based mathematics interventions are discussed.
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Chunling, Geng. "Need Analysis and Curriculum Design in Business English." Studies in English Language Teaching 3, no. 2 (June 24, 2015): 146. http://dx.doi.org/10.22158/selt.v3n2p146.
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<p><em>Business English education, which serves as a branch of ESP (English for Specific Purposes) is of great importance. With the development of market economy and the further strengthening of economic globalization, Business English is receiving more and more attention and is showing unprecedented momentum. And in the world of Business English, need analysis is at the heart of planning and instructional design. Yet, designing a Business English course requires collaboration among several concerned stakeholders, including students, subject teachers, institutional administrators and Business English teachers themselves. This article gives a detailed description of Business English and need analysis, analyzes the importance of need analysis to syllabus design based on need analysis.</em><em></em></p>
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Murphy, Janet, and Robert Lebans. "Leveraging New Technologies for Professional Learning in Education: Digital Literacies as Culture Shift in Professional Development." E-Learning and Digital Media 6, no. 3 (January 1, 2009): 275–80. http://dx.doi.org/10.2304/elea.2009.6.3.275.
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Providing just-in-time job-embedded professional learning using a technologically mediated model achieves professional growth goals and encourages teachers to build digital literacy competencies and incorporate new technologies in instructional approaches in the classroom. This article highlights the lessons learned from an award-winning professional learning program developed by the Advanced Broadband Enabled Learning program (ABEL), a Research and Innovation initiative at York University in Toronto, Canada. Ongoing research into this program reveals that teachers who are learning via technologies refine their understanding of digital literacy, and develop curriculum designs and instructional strategies that facilitate differentiated instruction through digitally mediated designs, increase student engagement in learning, and improve student achievement.
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Chou, Pao-Nan. "Smart Technology for Sustainable Curriculum: Using Drone to Support Young Students’ Learning." Sustainability 10, no. 10 (October 22, 2018): 3819. http://dx.doi.org/10.3390/su10103819.
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The study developed a sustainable curriculum in which one smart technology (drone) was employed to inspire student learning. The study investigated the effect of using drones on the development of students’ spatial visualization and sequencing skills and examined related instructional tasks for drone use in the classroom. An after-school drone-flying program was developed at a public elementary school in Taiwan, with 10 third-grade students voluntarily participating in a six-week educational experiment. During drone programming training, young children used a visual block programming language on tablet computers to code lightweight drones. A two-phase research model was adopted to collect the necessary information. In the first phase of the model, a design-based research methodology facilitated the overall instruction preparation process for the four-week workshops. The second phase of the model emphasized a mixed-method research approach, employing a quasi-experimental pretest and post-test design to analyze the effect of drone use and a qualitative method to observe students’ learning behavior and programming work. The results showed that drone programming significantly improved students’ learning of spatial visualization and sequencing skills. Gender, as a potential variable, only influenced students’ programming patterns. Specific programming styles, learning behaviors, and instructional design issues were identified for further discussion.
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Nelson, Regina K., Naomi C. Chesler, and Kevin T. Strang. "Development of concept-based physiology lessons for biomedical engineering undergraduate students." Advances in Physiology Education 37, no. 2 (June 2013): 176–83. http://dx.doi.org/10.1152/advan.00038.2012.
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Physiology is a core requirement in the undergraduate biomedical engineering curriculum. In one or two introductory physiology courses, engineering students must learn physiology sufficiently to support learning in their subsequent engineering courses and careers. As preparation for future learning, physiology instruction centered on concepts may help engineering students to further develop their physiology and biomedical engineering knowledge. Following the Backward Design instructional model, a series of seven concept-based lessons was developed for undergraduate engineering students. These online lessons were created as prerequisite physiology training to prepare students to engage in a collaborative engineering challenge activity. This work is presented as an example of how to convert standard, organ system-based physiology content into concept-based content lessons.
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Karakus, Memet, and Melis Yesilpinar Uyar. "The Implementation and Evaluation of an Instructional Design Based on the Interdisciplinary Approach: Conscious Consumer Education." Journal of Education and Learning 7, no. 2 (December 21, 2017): 65. http://dx.doi.org/10.5539/jel.v7n2p65.
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The aim of this study was to implement and evaluate the instructional design prepared as consumer-oriented and based upon interdisciplinary curriculum. In this study, case study approach, which is one of the qualitative research patterns, was employed. Observations, interviews and document analysis were used to collect data. For analyzing the data, inductive and deductive content analysis methods in the scope of the content analysis were used in combination. Consequently, it was indicated that instructional design which was developed with an interdisciplinary approach contributed to gain interdisciplinary knowledge and skills and develop consumer consciousness. In the light of these results we may conclude that this design is implementable. However, it was clear that the students had difficulties in points such as performing mathematical operations and expressing warrants. These situations made the implementation process more difficult. These results will contribute to the development of various approaches in mathematics instruction and the diversification of the implementations regarding mathematics use in real life.
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Abdullah, Jamelaa Bibi, S. Sathiyabama Suprammaniam, Noor Azzam Syah Mohamed, and Siti Ilyana Mohd Yusof. "THE The Relationship Of Instructional Leadership Towards Teachers’ Development Through Instructional Coaching Among Malaysian School Leaders." International Educational Research 3, no. 2 (May 19, 2020): p9. http://dx.doi.org/10.30560/ier.v3n2p9.
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Malaysian Education Development Plan (2013 - 2025) has outlined 11 shifts that focus on the development of the Malaysian education system. The 5th shift highlights the role of principals as instructional leaders who are responsible for bringing excellence to the organization through improving teachers' knowledge and skills within teaching and learning. Accordingly, this study aimed to identify the relationship of instructional leadership (IL) towards teacher development (TD) through instructional coaching (IC) among Malaysian school leaders. The study design is a survey method with a quantitative approach using questionnaire. Total of sample involved in this study are 1265 respondents consisting of principals and head teachers, Senior Curriculum Assistant, Head of Subject Field, Head of Subject Committee, and teachers. Samples were selected based on multi-stage cluster sampling method. Data were analysed using inferential statistics (Pearson correlation and multiple regressions). Pearson correlation test shows that the relationship between instructional leadership and instructional coaching towards teacher development is significant. Whereas multiple regression analysis shows that instructional leadership and instructional coaching were correlated and contributed significantly to teacher development.
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Coskun, Zeynep Nesrin, and Cagla Mitrani. "An instructional design for vocabulary acquisition with a hidden disability of dyslexia." Cypriot Journal of Educational Sciences 15, no. 2 (April 30, 2020): 305–18. http://dx.doi.org/10.18844/cjes.v15i2.4671.
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The aim of the study is to design an effective instruction build on the Dick and Carey Model and game-based learning that enables an undiagnosed language learner of dyslexia, facing problems in vocabulary acquisition to acquire a pre-defined number of vocabularies in a given time. The method of the curriculum development study is based on a case study in a real-life context with quantitative and qualitative evidence that relies on multiple data collection tools such as checklist, interviews, questionnaire and report cards of the learner. The results of the study demonstrated that the capability of the dyslexic learner can be increased to acquire 55 vocabularies in a week, the same number expected from their peers. The performance increase of the learner can be attributed to a new method of learning English vocabulary through game-based learning supported with spaced repetition.
Keywords: Instructional design, learning disability, dyslexic learners, game-based learning.
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Bryant, Lara M. P. "Geospatial Technology Curriculum Development." International Journal of Applied Geospatial Research 5, no. 1 (January 2014): 60–69. http://dx.doi.org/10.4018/ijagr.2014010104.
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The final project for students enrolled in Geospatial Technologies for the K-12 Classroom (GEOG 321) is the development of a lesson for their future classroom. An obstacle to implementing geospatial technologies in public classrooms is lack of relevant curriculum and data. After reviewing the limited existing curriculum, students design age-appropriate lessons for possible publication on the New Hampshire Geographic Alliance website. The objectives for this final project were: 1) students will determine age-appropriate skills that utilize geospatial technologies to support instruction in their intended discipline, 2) students will demonstrate the appropriate skills needed to design feasible lessons for the K-12 classroom, 3) students can integrate geospatial technology skills into a variety of disciplines and age levels, and 4) students can employ the geographic inquiry method in their lessons. Students presented their lessons to peers and outside reviewers to receive feedback. The students had the option to submit their lessons to the New Hampshire Geographic Alliance for pilot testing and dissemination to help fill the need for relevant curriculum and data.
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Hossain, Mohammed Zakir. "Implementation of Grade 8 Science Curriculum 2012 in Bangladesh: Challenges and Way Forward." Journal of Education and Research 9, no. 2 (December 31, 2019): 93–117. http://dx.doi.org/10.3126/jer.v9i2.30465.
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This paper identifies the challenges encountered by the Science teachers in implementing Science Curriculum 2012 at Grade 8 and search the effective way forwards to minimize the challenges. The mixed method research design was employed. The population of this study was the Grade 8 Science teachers in Bangladesh. A set of survey questionnaire and interview schedule each was used for data collection. Data collection tools were reviewed by science curriculum experts and pre-tested by Grade 8 science teachers. Descriptive statistics was used for survey data interpretation. To interpret the findings, both qualitative and quantitative data were triangulated. The challenges identified by the Grade 8 Science teachers were unfriendly textbook, inadequate physical and instructional facilities, lack of teachers' professional skills, irregular in-service trainings, inefficient instructional monitoring and mentoring system. The way forwards were introducing regular professional development initiatives, upgrading instructional facilities, improving the physical environment, updating Grade 8 Science textbook and establishing a continuous instructional monitoring and mentoring system.
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Lynch, Kathleen, Heather C. Hill, Kathryn Gonzalez, and Cynthia Pollard. "Strengthening STEM Instruction in Schools: Learning From Research." Policy Insights from the Behavioral and Brain Sciences 6, no. 2 (October 2019): 236–42. http://dx.doi.org/10.1177/2372732219864385.
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More than half of U.S. children fail to meet proficiency standards in mathematics and science in fourth grade. Teacher professional development and curriculum improvement are two of the primary levers that school leaders and policymakers use to improve children’s science, technology, engineering and mathematics (STEM) learning, yet until recently, the evidence base for understanding their effectiveness was relatively thin. In recent years, a wealth of rigorous new studies using experimental designs have investigated whether and how STEM instructional improvement programs work. This article highlights contemporary research on how to improve classroom instruction and subsequent student learning in STEM. Instructional improvement programs that feature curriculum integration, teacher collaboration, content knowledge, pedagogical content knowledge, and how students learn all link to stronger student achievement outcomes. We discuss implications for policy and practice.
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Ellis, Rod. "In defence of a modular curriculum for tasks." ELT Journal 74, no. 2 (March 17, 2020): 185–94. http://dx.doi.org/10.1093/elt/ccaa015.
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Abstract In this article, I start by distinguishing two approaches to the design of a language curriculum: the structural approach and the task-based approach. I then present my views relating to three key question: Is one approach superior to the other? When implemented, do these approaches result in different classroom processes? Are there advantages in combining the two approaches? I argue that the evidence points to the superiority of a task-based approach, that prior explicit instruction can have a deleterious effect on the performance of tasks and that a curriculum that combines the two approaches is preferable. I conclude by pointing out the flexibility of a modular curriculum that makes it well suited to a variety of instructional contexts.
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Alina Raza, Prof. Dr. Samina Malik, and Prof. Dr. N. B. Jumani. "Developing Instructional Design in Teacher Education for Blended Learning Environment: A Needs Analysis." Research Journal of Social Sciences and Economics Review (RJSSER) 1, no. 4 (December 26, 2020): 273–81. http://dx.doi.org/10.36902/rjsser-vol1-iss4-2020(273-281).
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The Instructional Design is a framework to integrate multimedia features in the curriculum to create a facilitated, interactive, and student-centered teaching-learning environment as the latest trends in instructional strategies are moving towards incorporating instructional technologies into the classroom. The present study intended to conduct a needs analysis: to identify the needs and problems of the prospective teachers to measure the performance gap. This study is focused upon the need analysis phase based on the generic ADDIE (Analysis, Design, Development, Implementation, and Evaluation) approach to develop an instructional design specifically for the blended learning environment. This study was experimental, and the sample of the study was taken through purposive sampling technique that included twenty Prospective teachers of BS Education 7th semester. A self-developed detailed need analysis questionnaire was used to collect data for the need analysis phase. The needs-analysis plan was developed and implemented on the following parameters: leaners’ analysis, environmental analysis, content analysis, instructional analysis, and instructional media analysis. The results of the need analysis revealed that there was a need to adopt planned instructional procedures to overcome the performance gap of prospective teachers in terms of their needs, requirements, problems, and expectations in the teaching-learning process, based on which the instructional design would be designed, developed implemented and evaluated for blended learning environment according to ADDIE approach.
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Tam, Maureen. "Outcomes-based approach to quality assessment and curriculum improvement in higher education." Quality Assurance in Education 22, no. 2 (April 1, 2014): 158–68. http://dx.doi.org/10.1108/qae-09-2011-0059.
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Purpose – This paper was written for practitioners in higher education, including academics and instructional designers who are engaged in curriculum revision. It aims to examine the notion of outcomes-based education, survey the literature and provide a critical review of the outcomes-based approach to quality assessment and curriculum improvement in higher education. The outcomes-based approach is completely student-centred, which focuses on what students know and can actually do. Sharpening the focus onto student learning outcomes goes beyond mere tinkering with traditional structures and methods; it really constitutes a paradigm shift in educational philosophy and practice. Design/methodology/approach – This paper begins with a summary of developments in institutional quality assessment and curriculum improvement in higher education in recent decades. Then, it identifies the underlying concepts and principles that characterize the outcomes-based approach for the design and improvement of curriculum and instruction in higher education. Finally, the outcomes-based approach is critically reviewed for its value from the perspectives of both practical and philosophical considerations. Findings – In so doing, it is directed to the heightening of sensitivity as to the manner and situations in which the outcomes-based approach may be employed. Originality/value – A final note is that while learning outcomes approaches are useful, care is needed to take into account the different views and perceptions of those involved in defining learning outcomes and to keep the ultimate goal of improving student learning clearly in mind. Care must also be taken to avoid rigidity and conceptual reification during implementation in curriculum and instructional design.
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Abdelaziz, Hamdy Ahmed. "Creative Design of Interactive eLearning Activities and Materials (IEAM)." International Journal of Technology Diffusion 5, no. 4 (October 2014): 14–34. http://dx.doi.org/10.4018/ijtd.2014100102.
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The research objective was to develop a psycho-pedagogical model for designing creative Interactive eLearning Activities and Materials (IEAM). To achieve this purpose, the developmental research methodology was implemented through three main stages: systematic design, systematic development, and evaluation. In the systematic design phase, a list of educational and creative design standards of interactive eLearning activities and materials was developed. In the systematic development phase, the main components of the proposed model were created. The main components (domains) of the proposed model that should be implemented in developing eLearning activities and materials were: Knowledge Domains and Classifications, Pedagogical Techniques and Strategies, eLearning Tools and Media, Pedagogical Standards of Interactive Activities, Creativity Processes, and Mental Knowledge Structure. In the evaluation phase, a mixed approach of Focus Group Interview (FGI) and Case Study was implemented to validate the proposed model on a micro level. The final model was refereed by three full professors specialized in: Curriculum and Instruction, Instructional Technology and eLearning, and Cognitive Psychology. The findings of this study revealed that the proposed model could be a supporting metaphor for creative design of interactive eLearning and distance learning activities and materials. This model is also a starting point for studies, which intend to understand and apply creative design of eLearning activities and materials. It is recommended to have online instructors and e-Courses' instructional designers get trained on implementing this model to increase the quality of designing eLearning courses.
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Olibie, Eyiuche Ifeoma, Chinyere Nwabunwanne, and Dorothy Nkem Ezenwanne. "Teachers’ Improvisation of Instructional Materials for Nigerian Home Economics Curriculum Delivery." International Journal of Adult Vocational Education and Technology 4, no. 4 (October 2013): 74–83. http://dx.doi.org/10.4018/ijavet.2013100105.
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This study was designed to ascertain the challenges of improvising instructional materials by Home Economics teachers at the Upper Basic education level in Nigeria, and as a result identify strategies for enhancing improvisation. The study used survey research design based on two research questions. The sample was four hundred and thirty-one Home Economics teachers in Upper Basic schools in Anambra State of Nigeria. A structured questionnaire, designed on a 5-point scale, was used to collect data. Findings indicated that some of the challenges faced by the teachers include how to: improvise materials to arouse and sustain learners’ optimism and enthusiasm; access expert assistance and technical support; stay informed of innovative developments; have confidence to share ideas with other teachers; interpret research and statistical data; diplomatically handle students’ resistance; align improvised materials with curriculum guidelines and timelines; and develop materials to cater for individual learner’s needs in overcrowded classrooms. Some strategies bothering on teachers’ self and group professional development, training, and Internet literacy were identified as capable of enhancing improvisation. These strategies if implemented might provide the teachers with opportunities to develop more improvisation insights for engaging young people in the highest quality learning activities.
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Luesse, Hiershenee B., Pamela Koch, and Isobel R. Contento. "Applying the nutrition education DESIGN procedure to the development of the In Defence of Food Curriculum." Health Education Journal 78, no. 7 (May 22, 2019): 824–38. http://dx.doi.org/10.1177/0017896919850597.
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Objective: This study describes the use of the Nutrition Education DESIGN Procedure for developing the In Defence of Food Curriculum, a health education curriculum serving as the companion guide to the In Defence of Food documentary film based on the book with the same title. Design: The DESIGN Procedure is a systematic stepwise framework that produces behaviourally focused, theory-driven health education programmes and evaluation plans. Methods: DESIGN begins with an audience assessment and literature review that guides the selection of desired behaviours and psycho-social theory. For the In Defence of Food Curriculum, the desired behaviour changes were increased intake of whole/minimally processed plant-based foods and decreased intake of highly processed foods. A theoretical framework combining social cognitive and social determination theories guided programme development and evaluation plans. Education theory guided translating this framework into a ready-to-deliver curriculum. DESIGN aims to ensure alignment of theory determinants/mediators, behaviour change strategies, objectives, instructional activities and evaluation measures for systematically addressing desired behaviour changes. Over the course of 10 lessons, young people participate in interactive activities that explore the benefits of healthy eating, while appreciating how the ubiquity of heavily marketed and highly processed foods make healthy eating challenging. The evaluation plan guides measurement of target behaviours and the theory-based determinants/mediators. Results: This case study describes the development of the In Defence of Food curriculum using the DESIGN Procedure and demonstrates how a comprehensive and structured method for health education curriculum development and evaluation planning can be applied. Conclusion: The DESIGN Procedure has relevance for researchers, practitioners and programme planners.
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Dang, ThucNhi Tran, Clarence Wong, and Lana Bistritz. "Gastroenterology Curriculum in the Canadian Medical School System." Canadian Journal of Gastroenterology and Hepatology 2017 (2017): 1–7. http://dx.doi.org/10.1155/2017/8538974.
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Background and Purpose.Gastroenterology is a diverse subspecialty that covers a wide array of topics. The preclinical gastroenterology curriculum is often the only formal training that medical students receive prior to becoming residents. There is no Canadian consensus on learning objectives or instructional methods and a general lack of awareness of curriculum at other institutions. This results in variable background knowledge for residents and lack of guidance for course development.Objectives.(1) Elucidate gastroenterology topics being taught at the preclinical level. (2) Determine instructional methods employed to teach gastroenterology content.Results. A curriculum map of gastroenterology topics was constructed from 10 of the medical schools that responded. Topics often not taught included pediatric GI diseases, surgery and trauma, food allergies/intolerances, and obesity. Gastroenterology was taught primarily by gastroenterologists and surgeons. Didactic and small group teaching was the most employed teaching method.Conclusion.This study is the first step in examining the Canadian gastroenterology curriculum at a preclinical level. The data can be used to inform curriculum development so that topics generally lacking are better incorporated in the curriculum. The study can also be used as a guide for further curriculum design and alignment across the country.
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Abdul Sali, Abdul Haiy. "POSNER’S CURRICULUM ANALYSIS FRAMEWORK TOWARDS THE DEVELOPMENT OF PHILIPPINE MADRASAH EDUCATION." Journal of Southeast Asian Studies 26, no. 1 (June 30, 2021): 163–85. http://dx.doi.org/10.22452/jati.vol26no1.8.
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The madrasah education curriculum is imperative in the implementation of madrasah education in the Philippines. The importance of the curriculum processes and products as collection of work encompasses the significant involvement of key stakeholders in curriculum development. The purpose of this paper was to provide a detailed curriculum analysis of the Refined Elementary Madrasah Curriculum using Posner’s curriculum analysis and its implication towards the development of Philippine madrasah education. The study employed a qualitative research design mainly through document analyses and key informant interviews of program implementers. Based on the analysis, the perspective of the curriculum is to provide appropriate and relevant educational opportunities within the context of accepted cultures, customs, traditions and interests of Muslim Filipino learners. In addition, there is an attempt to contextualise the learning goals of the Philippine classroom. However, some of the participants described the curriculum as relevant but not age-appropriate. In addition, as basic tenets in designing a curriculum, there were no specific learning activities elaborately explaining the instructional strategies and course resources. Also, there was no assessment task or evaluation explicitly incorporated in the curriculum. Conversely, the institutionalisation of the Madrasah Education Program (MEP) in public school provides an opportunity to develop and ensure access to quality and relevant education among Muslim learners. The results provide baseline data in understanding the curriculum and serve as an impetus for future curriculum development of madrasah education in the Philippines.
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Poe, Nancy Trantham, and Cindy Hunter. "A Curious Curriculum Component: The Nonmandated "Given" of Field Seminar." Journal of Baccalaureate Social Work 14, no. 2 (January 1, 2009): 31–47. http://dx.doi.org/10.18084/basw.14.2.3282254w81667550.
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Purported to integrate theory and practice, field seminars are a neglected area of pedagogical analysis in social work education. Most BSW programs contain seminar components although they are not required by accreditation standards. The authors conducted this research to examine the prevalence, purposes, and practices of BSW field integration seminars. Data were gathered from course descriptions published on the Web sites of undergraduate programs accredited by the Council on Social Work Education and a nationwide survey of BSW field directors. Findings indicate that field seminar is a ubiquitous curriculum component, with wide variation in conceptualization, format, and design; however, there are some striking commonalities in stated purposes, teaching/learning methods, and assignments. Findings also suggest seminars constitute a valued instructional modality in social work education, occupying a unique curricular space in BSW programs. Implications for curriculum development and further pedagogical examination are addressed.
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Howard, Heather A., Nora Wood, and Ilana Stonebraker. "Mapping information literacy using the Business Research Competencies." Reference Services Review 46, no. 4 (November 12, 2018): 543–64. http://dx.doi.org/10.1108/rsr-12-2017-0048.
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Purpose Librarians in higher education have adopted curriculum mapping in an effort to determine where effective information literacy instruction can help fill gaps in the curriculum and prepare students for both coursework and future research demands. While curriculum mapping has been used widely across academia, few studies have considered business curriculum and the development of information literacy instruction. This paper aims to provide an overview of the current landscape of curriculum mapping across business courses at two institutions and a replicable methodology for other institutions. Design/methodology/approach In this paper, the authors will examine two case studies at large research universities that evaluate curriculum mapping against the BRASS Business Research Competencies at the undergraduate and the graduate business levels. Findings This study found that the Business Research Competencies are a valid method to evaluate in both case studies. Curriculum mapping also uncovered various gaps in business education across the curricula at both institutions and led to open discussions with faculty in an effort to improve the success of students both during their degree programs and into their careers. Originality/value This study provides a framework and methodology for evaluating business curriculums against robust standards to improve student success. With examples from undergraduate and graduate programs, the results of this project promise to have long-lasting implications on the development of curriculums across business programs, including the value of librarian support in developing Business Research Competencies.
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Clasquin-Johnson, Mary G. "Now and then: Revisiting early childhood teachers’ reactions to curriculum change." South African Journal of Childhood Education 6, no. 1 (November 25, 2016): 9. http://dx.doi.org/10.4102/sajce.v6i1.408.
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This article reports on the findings of a study consisting of two phases. Both phases aimed at investigating how professional development, physical resources and instructional support influenced teachers’ responses to curriculum change. Despite more than 90% of Grade R teachers being under-qualified, they have had to implement two radically different curricula over the past decade. The initial study (‘Phase 1’), conducted in 2007–2010, investigated teachers’ responses to the National Curriculum Statement. The 2015 follow-up study (‘Phase 2’) focused on the same teachers, but the focus fell on the Curriculum and Assessment Policy Statements. The latter occurred in a drastically different context because of the improved monitoring and support systems. A qualitative case study design was employed within an interpretive paradigm. The findings of Phase 1 suggested that the teachers ignored, resisted, adopted and adapted curriculum change. Their highly individualised responses could be attributed to their professional isolation. In contrast, the findings of Phase 2 reveal policy fidelity because of their enhanced capacity to adopt curriculum change. Notably, curriculum implementation is presently occurring within a community of practice. This has the potential to be a catalyst for effecting curriculum change.
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Bobrytska, Valentyna I., Hanna V. Krasylnykova, Nina G. Batechko, Nataliia А. Beseda, and Yevheniy S. Spitsyn. "Reshaping the University Curriculum through the Visiting Lectureship." International Journal of Learning, Teaching and Educational Research 19, no. 12 (December 30, 2020): 70–85. http://dx.doi.org/10.26803/ijlter.19.12.4.
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The purpose of the study is to investigate how visiting lectureship is capable to reshape and improve the university curriculum for four different majors such as educational policy, instruction, healthcare, and technology. The research is significant because it addresses some current challenges forming a crisis of higher education such as an instructional challenge, a fiscal challenge, a birth rate-related challenge, and a graduate employment challenge. This study combines exploratory and quasi-experimental research methods, and Baseline Study Survey Questionnaires (BSSQ), Questionnaire to Measure Research Skills (QMRS), The students’ research activeness checklist, Professional Self-development Critical Reflection Scale (PSCRS), along with Self-directed Learning Skills Scale (SLSS) are the research instruments used in this study. The sample used are 184 (169 students and 15 lecturers), and key data are drawn from the assessment of students’ research skills and activeness, professional self-development, self-directed learning and self-education skills, and professional socialisation by students themselves and their teachers before and after the intervention. The stakeholders’ perceptions of visiting lectureship such as students, lecturers, and representatives of the host organisations are studied using the focus group interviews. It is found that visiting lectureship reshapes and improves the university curriculum of four different majors namely: educational policy, instruction, healthcare, and technology. Add to this, visiting lectureship positively influences students’ research activeness, professional self-development, self-directed learning & self-education skills, and professional socialisation, and it is positively perceived by students, lecturers, and representatives of the host organisations. Visiting lectureship also increases lecturers’ motivation to provide a higher quality of instruction. Besides, it benefits the potential employers as these are involved in the educational process at the early stage of the programme in its design and updating, which will result in a more competent and competitive staff for them to hire.
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Riyana, Cepi. "DEVELOPING MOBILE LEARNING MANAGEMENT SYSTEM (MLMS) BASED ON ANDROID FOR CURRICULUM LITERACY." Edulib 8, no. 2 (December 1, 2018): 222. http://dx.doi.org/10.17509/edulib.v8i2.13599.
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This research on instructional innovation aims to develop an application of Mobile Learning Management System (mLMS) based on Android Honeycomb as a medium for college students to increase their master of the basic professional course, with broader access and richer content packaged in multimedia. The problem under research is “How does the development of a model mobile Learning Management System (mLMS) based on Android Honeycomb as students’ learning medium improve the quality of the teaching learning and accessibility of basic professional courses, especially for the Curriculum and Instruction course in Universitas Pendidikan Indonesia? The research adopted the development model of Thiaragajan, Semmel, & Semmel, consisting of “define, design, and develop.” The subjects were students taking the professional basic course of Curriculum and Instruction in the Department of Accounting Education A and Department of German Education B. The instruments used were online questionnaires and tests.The findings show: (1) The development of mobile Learning Management System (mLMS) based on Android Honeycomb was carried out through the stages of needs analysis of the model, development of conceptual framework, and development of software requirement; (2) The model of mobile Learning Management System (mLMS) based on Android Honeycomb consists of three stages, namely pre-learning activities, learning, and post learning; (3) The use of mobile Learning Management System (mLMS) based on Android Honeycomb was able to increase the learning outcomes in the course of Curriculum and Instruction in UPI. The increase can be seen in the post-test scores that were greater than the pre-test scores; and (4) Students’ responses and perceptions of the use of the application of mobile Learning Management System (mLMS) based on Android Honeycomb in the course of Curriculum and Instruction in general were good and positive.
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Purnomo, Fredy, Silviana Simidjaja, Dwi Pangestuti, and Anggondo Paulus Stifanus. "Aplikasi Perangkat Ajar “Petualangan Fisika” Berbasis Multimedia untuk SMP Kelas 8." ComTech: Computer, Mathematics and Engineering Applications 2, no. 1 (June 1, 2011): 123. http://dx.doi.org/10.21512/comtech.v2i1.2724.
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Multimedia can be used as a supportive element in education. The most significant implementation of multimedia is shown in computer assisted instruction (CAI). It is a self-instructional program which provides an accessible, interactive, and flexible way of presenting curriculum material. Therefore, this research objective is to design and develop a CAI for physics as a supportive learning method at school. Interactive Multimedia System Design & Development Cycle is used as the research method. It explains about a development and design cycle, especially for interactive multimedia system. Any information and data for analyzing user's need are obtained through questionnaire and interview. From the research, it is shown that most of the students face difficulties in learning physics as they imagine the logic or process that happens. Being implemented, most students as well as teachers are interested in this application that makes it easier for them to understand the physics process.
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Andreev, Anton V., and Natalia A. Usova. "Application of the principles of pedagogical design in the design of informatics lessons." RUDN Journal of Informatization in Education 16, no. 4 (December 15, 2019): 308–17. http://dx.doi.org/10.22363/2312-8631-2019-16-4-308-317.
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Problem and goal. The article deals with different approaches to the use of pedagogical design for the construction of the educational process, the problem of designing lessons with the use of pedagogical design. The aim was to identify the features of using the principles of pedagogical design for the organization of the educational process. Methodology. The analysis of different approaches to the use of the principles of pedagogical design in the school curriculum, in teaching computer science. The analysis of curricula, manuals, dissertations, conference materials on GEF and the study of scientifi literature on pedagogical design and its application in the educational process. Results. The principles of the educational process of Robert Gagne with the use of pedagogical design are considered. Various approaches to the use of the principles of pedagogical design in computer science lessons, including multimedia resources, information technologies, the platform of the Moscow Electronic School, are analyzed. Conclusion. The study showed that to maintain the continuity of the educational process is a holistic approach to the development and implementation of training programs in informatics using principles of instructional design, which also contributes to support the educational learning environment.