Relevant bibliographies by topics / Education, Instructional Design|Education, Policy|Education, Technology of

Contents

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

Academic literature on the topic 'Education, Instructional Design|Education, Policy|Education, Technology of'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Education, Instructional Design|Education, Policy|Education, Technology of"

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Edyburn, Dave L. "Instructional Design Advances in Special Education Technology." Exceptionality 17, no. 2 (2009): 63–65. http://dx.doi.org/10.1080/09362830902805699.

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Connelly, James O., and Paula Miller. "Improving Learning Outcomes for Higher Education Through Smart Technology." International Journal of Conceptual Structures and Smart Applications 6, no. 1 (2018): 1–17. http://dx.doi.org/10.4018/ijcssa.2018010101.

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The ever-decreasing time between the doubling of knowledge creates a problem for education concerning how to handle information overload. To address this issue, educators must learn to make learning more effective and more efficient. Currently, there is more to learn and less time in which to learn. Therefore, Smart technology offers a solution: It helps manage cognitive load through the formation of a schema, which helps humans learn more with greater efficiency and greater effectiveness. This can be accomplished by instructional design that makes use of Gagné's conditions of learning and the
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Chen, Ching-Huei. "Cultural diversity in instructional design for technology-based education." British Journal of Educational Technology 38, no. 6 (2007): 1113–16. http://dx.doi.org/10.1111/j.1467-8535.2007.00738.x.

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Ntuli, Esther. "Instructional Technology Courses in Teacher Education." International Journal of Information and Communication Technology Education 14, no. 3 (2018): 41–54. http://dx.doi.org/10.4018/ijicte.2018070104.

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This article uses OLS and 2SLS regression analysis to examine K-12 educators' perceptions of technology courses that were integrated in their program of study and the extent to which the courses influenced the educators' technology competencies and integration. A purposeful sample of 90 K-12 and 50 non-K-12 teachers in Idaho participated in the study. A survey was used in the collection of both quantitative and qualitative data. Findings indicate that though most teachers had taken technology courses during teacher training, they still lack transferrable technology pedagogical methods or skill
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Alvarado, Angelito Estoesta, and Marciano Radam Lopez, Jr. "Implementation of Omnibus Policy on kindergarten education." Asian Journal Of Assessment In Teaching And Learning 10, no. 2 (2020): 34–54. http://dx.doi.org/10.37134/ajatel.vol10.2.5.2020.

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The implementation Omnibus Policy on Kindergarten Education was conducted primarily to determine the extent the implementation of the provisions stipulated in the DepEd Order no. 47, series 2016. It serves as the basis for the continuing enhancement in the operation and management of the kindergarten program; a benchmark that will motivate the administrators to initiate continuous improvement on all areas of concerns in the operation of the program as to Instruction, assessment, learning resources, and instructional materials, learning space and environment, and monitoring and evaluation in cl
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Waintraub, Jack L. "Redesigning Engineering Technology Education." Industry and Higher Education 11, no. 4 (1997): 249–52. http://dx.doi.org/10.1177/095042229701100412.

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The New Jersey Center for Advanced Technological Education (NJCATE), is dedicated to the improvement of Engineering Technology education through: the development of innovative educational programmes, such as the Mecomtronics Engineering Technology curriculum; design and development of instructional methodologies and materials; student recruitment and retention strategies; strong partnerships among educational institutions and with industry, government and professional societies. Changes in any one facet of technician education are not sufficient to bring about the needed improvement in the pre
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Matsuo, Tokuro, and Takayuki Fujimoto. "Analogical Thinking Based Instruction Method in IT Professional Education." International Journal of Human Capital and Information Technology Professionals 1, no. 3 (2010): 1–14. http://dx.doi.org/10.4018/jhcitp.2010070101.

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In designing a new teaching system, a challenging issue is how the system intelligently supports learners. This paper describes a methodology and a system design on the intelligent instruction support for software engineering education. For information science courses at a university, software engineering subjects are usually compulsory and students study dominant conceptions of implementation like software architecture, and the methodology of software design in software engineering lectures. To enhance learners’ understanding, the authors design a novel instructional model based on the analog
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Guthrie, James W. "The Historic Paradox of Instructional Technology and Education Policy: A Commentary." Peabody Journal of Education 78, no. 1 (2003): 54–67. http://dx.doi.org/10.1207/s15327930pje7801_4.

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González, Luis Fernando Muñoz, and Vieyra Gerardo Quiroz. "Instructional Design in Online Education: a Systemic Approach." European Journal of Education 2, no. 3 (2019): 64. http://dx.doi.org/10.26417/ejed.v2i3.p64-73.

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Online education is becoming more and more valid, but as a different modality from the face-to-face teaching-learning process, it has special characteristics that must be considered. Online education is much more than uploading material to a repository and using it in a linear manner. Electronic online education platforms, seen as an integral system, offer a large number of technological resources that must be used according to the educational model that is being applied. To achieve good performance, an online education model must be based on a harmonious architecture of the educational, admin
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Farmer, Christopher J. "Instructional Design for the Future of Undergraduate Journalism Education." International Journal of Adult Vocational Education and Technology 3, no. 1 (2012): 51–62. http://dx.doi.org/10.4018/javet.2012010105.

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In the face of communication changes brought on by technology, journalism curriculum needs restructuring while staying true to its core values. Using an instructional design framework, and a case study, this paper proposes a journalism education based on Esser’s spheres of influence. Current practices and principles are discussed. A literature review and emerging trends shape the proposed curriculum clusters: the business and profession of journalism, communication, and community/society.
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Dissertations / Theses on the topic "Education, Instructional Design|Education, Policy|Education, Technology of"

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Dutta, Pratima. "Personalized Integrated Educational System (PIES) for the learner-centered information-age paradigm of education| A study to improve the design of the functions and features of PIES." Thesis, Indiana University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3601795.

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<p>The Personalized Integrated Educational System (PIES) design theory is a design recommendation regarding the function and features of Learning Managements Systems (LMS) that can support the information-age learner-centered paradigm of education. The purpose of this study was to improve the proposed functions and features of the PIES design theory such that it is compatible with the technological needs of the information-age, learner-centered paradigm of education. Four schools or educational systems that embodied all or some of the characteristics of the learner-centered, information-age pa
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Baker, Fredrick William III. "Policies related to the implementation of openness at research intensive universities in the United States| A descriptive content analysis." Thesis, University of South Alabama, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3645569.

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<p> In this dissertation, I describe a study examining institutional policy documents for statements related to the implementation of openness. The purposes of this study were to explore the current state of policies related to the implementation of openness in higher education, and to provide guiding recommendations to higher education institutions looking to address the issue of implementation of openness in their own policies. Policy plays a critical role in the implementation of innovations such as openness. The policy environment is complex and potentially confusing. Technology enables th
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Penland, Diane Robinson. "The impact of technology on the development of expertise and teacher beliefs." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/904.

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Although successful integration of technology into classrooms has proven beneficial to the learning process, little is yet known about how teachers respond to the introduction of technology and why some choose to use it while others do not. Using Sandoltz' stages of teacher technology adoption as a framework, this multiple case study utilized historical data that captured the experiences of teachers in 2001--2002 to determine the process of teachers' adoption of innovations into existing classroom practices. Participants included a purposive sample of eight 5th- and 6th-grade teachers from 3 s
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Lim, Hedy. "Discovering expert instructional designers' heuristics for creating scenario-based workplace instruction." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10103202.

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<p> Scenario-based instructional design is ideal for workplace training, as it promotes practical and performance-based learning through the use of realistic situations. The research problem is a need for well-defined heuristics, what Gibbons (2014) called operational principles and what York and Ertmer (2011) called rules of thumb, being basic guidelines that promote and characterize expertise, in the area of scenario-based online instruction. The purpose of this Delphi study was to gather expert feedback on ideas in the form of a set of best practices for scenario-based online instructional
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Smahi, Mohamed. "Utilizing Social Media in Higher Education Teaching by Ohio University's Patton College of Education Faculty Members." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1489006349270767.

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Turns, Jennifer. "Supporting engineering education with information technology : the case of instructional design experiences." Diss., Georgia Institute of Technology, 1998. http://hdl.handle.net/1853/24942.

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Peterson, Bruce Jeffrey. "An instructional design model for heuristics." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3297107.

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Thesis (Ph.D.)--Indiana University, School of Education, 2007.<br>Title from dissertation home page (viewed Sept. 26, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0493. Adviser: Charles M. Reigeluth.
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Brown, Serena. "An Investigation of Faculty Perceptions about Mobile Learning in Higher Education." Thesis, Nova Southeastern University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10817578.

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<p> An Investigation of Higher Education Faculty About Mobile Learning. Serena Brown, 2018; Applied Dissertation, Nova Southeastern University, Abraham S. Fischler College of Education. Keywords: mobile learning, mobile devices, technology integration, learning engagement, instructor perceptions, MLPS, UTAUT. </p><p> This applied dissertation was designed to investigate instructor perceptions about mobile learning among instructors in higher education. The study included the areas of influences of mobile technologies over the approaches of teaching and learning, use of mobile learning techno
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Bell, Kevin R. "Online 3.0---The rise of the gamer educator the potential role of gamification in online education." Thesis, University of Pennsylvania, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3635727.

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<p> As online courses become more established, there has been a clear impetus to build interactivity, personalization, and real-time feedback into courses. Faculty and course designers have cast envious eyes at video and online games that engage and enthrall players for hours and some are experimenting with gamification&mdash;a blanket term that covers all manner of attempts to build student intrinsic motivation into online courses. In this study I analyze four cases of gamified online courses at accredited institutions of higher education. I've looked at game elements the course builders are
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Mendez, Raul. "Instructional development skills and competencies for post-secondary faculty-designers developing online courses." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646852.

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<p> Faculty-designers (educational professionals untrained in instructional design) have emerged as critical components in development of online courses and a need has arisen to ensure that faculty-designers possess appropriate skills and competencies to maintain quality of online courses.</p>
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Books on the topic "Education, Instructional Design|Education, Policy|Education, Technology of"

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Tipton, Mary H. Instructional design: Theory, higher education, and teacher education : a selected bibliography. Educational Technology Publications, 1994.

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Cases on instructional technology in gifted and talented education. Information Science Reference, 2014.

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Instructional design frameworks and intercultural models. Information Science Reference, 2009.

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1951-, Kirschner Paul Arthur, ed. Ten steps to complex learning: A systematic approach to four-component instructional design. 2nd ed. Routledge, 2012.

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Spector, J. Michael. Innovations in instructional technology: Essays in honor of M. David Merrill. L. Erlbaum Associates, 2005.

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Smith, Patricia L. Instructional design. Merrill, 1993.

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J, Ragan Tillman, ed. Instructional design. 2nd ed. Merrill, 1999.

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Smith, Patricia L. Instructional design. Merrill, 1993.

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J, Ragan Tillman, ed. Instructional design. 3rd ed. J. Wiley & Sons, 2005.

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D, Conway Eugenia, ed. Teaching at a distance with the merging technologies: An instructional systems approach. Center for Educational Development, New Mexico State University, 1997.

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Book chapters on the topic "Education, Instructional Design|Education, Policy|Education, Technology of"

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Hoffman, Ellen S. "Prospects for Instructional Design and Teacher Education." In Handbook of Research on Educational Communications and Technology. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3185-5_73.

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Swaminatha Pillai, S. "Cognitive Structure of Technology Subjects for Deciding Instructional Design and Learning Preferences." In Technology Education, Innovation, and Management. Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-79875-7_12.

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Hayashi, Yusuke, Seiji Isotani, Jacqueline Bourdeau, and Riichiro Mizoguchi. "Toward a Learning/Instruction Process Model for Facilitating the Instructional Design Cycle." In Education and Technology for a Better World. Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03115-1_15.

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Reiser, Robert A. "Eight Trends Affecting the Field of Instructional Design and Technology: Opportunities and Challenges." In Learning and Knowledge Analytics in Open Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38956-1_11.

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Prakash, Lakshmi Sunil, and Dinesh Kumar Saini. "Instructional Design Technology in Higher Education System." In Multicultural Instructional Design. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch038.

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Higher educational Institutions all over the world are grappling with increased student population, several domains of learning and varied disciplines and instructors with varied experiences in using instructional design technologies. The chapter focuses on how it is possible to facilitate instructional design experiences for the stakeholders in higher education for creative learning. The chapter addresses the emergence of Instructional Design Technology (IDT). The role of IDT and its importance in higher educational institutions is studied with current practices in the field. The impact that this field had made in the evolution of instructional frameworks across the different layers of tertiary educational system is studied especially with regard to improving the teaching and learning experiences of educators and students respectively. The role of Creative Learning technologies' is discussed based on the success that these systems have enjoyed in improving instructional design.
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Boone, Randall, and Kyle Higgins. "Refocusing Instructional Design." In Advances in Special Education Technology. Emerald Group Publishing Limited, 2015. http://dx.doi.org/10.1108/s2056-769320150000002005.

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Williams, Demetrick. "Instructional Design for the Technological Learning Environment." In Teacher Education. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch020.

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Education is constantly changing to not only meet the ever changing needs of the global business environment, but to also meet the needs of the students. The needs of the students are constantly changing because of technology and increasingly diverse backgrounds and cultures that change the ways education occurs. Studies have shown that the demands continue to grow for education to continue to transform to meet the needs of today's diverse technological learners. Faculty, teachers, and instructional designers must adapt to the evolution of the learning environment. The purpose of this chapter is to aid faculty and teachers in the design of curriculum for tomorrow's students, by adding them with the trial and error of the development phase. The two objectives are to aid in the development of instructional design along with further meeting the needs of our students and to help remove some of the trial and error in the development process.
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Kumi-Yeboah, Alex, Patriann Smith, Guangji Yuan, and Christina Nash. "Deepening Understanding of Multicultural Online Education." In Multicultural Instructional Design. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch065.

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In the 21st century, online education provides an alternative instructional medium for teachers and students in United States educational systems and the world at large. Technology transforms how, when, and where students can learn, as well as the trends and use of instructional tools by students and teachers in the teaching-learning process. Online learning has developed during the past two decades to support traditional face-to-face classroom instruction and provides an opportunity for students to “interact with faculty and peers about substantive matters” (National Survey of Student Engagement, 2007, p. 7). The increase in minority students within U.S. schools has created a rise in socio-cultural, personal histories, educational, religious, and language/linguistic differences within the virtual classroom, requiring online instructors who teach in these contexts to be prepared to meet students' diverse needs. Despite the increase in online instruction, many questions remain unanswered with regards to how one group of minorities, particularly, English learners, adjust to instructional processes and teacher presence in an online learning environment. This chapter addresses the role of teacher presence in multicultural and online education, potential challenges of online learning for English learners, and teacher presence in multicultural online education.
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Edyburn, Dave L. "Accessible Instructional Design: Designing for Differences." In Advances in Special Education Technology. Emerald Group Publishing Limited, 2015. http://dx.doi.org/10.1108/s2056-769320150000002001.

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Piasecki, Stefan. "Education, “Pointsification,” Empowerment?" In Advances in Educational Technologies and Instructional Design. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1692-7.ch005.

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Gamification as a tool or procedure to add entertaining and motivating elements to usually non-entertaining environments such as schools or workplaces is becoming more and more popular. E-learning platforms like Moodle provide tools and sets of functions to add elements of gamification. An important factor especially in education is technology: individual achievements and progress can be recorded, measured, tracked and visualized and therefore identified and rewarded through bonus points, awards or rankings. This is where gamification can add some challenge and excitement to the learning. But can entertainment and education be combined by technical means at all? What are the possibilities and limits? What implications have to be expected regarding the relationship between teachers, students and a technological – gamified – environment?
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Conference papers on the topic "Education, Instructional Design|Education, Policy|Education, Technology of"

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Jake III Parawan Neri, Martiniano. "Information Technology Education Policy Framework for Developing Countries: Survey and Cluster Analysis of Worldwide Patterns in Information Technology Education." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3311.

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The paper examines worldwide patterns of operations of IT education using 31 countries’ data on IT education focusing on contexts, inputs, processes and outcomes of IT education with the end-in-view of deriving sets of national policies for IT education in the Philippines. In all, 13 variables were used as multivariate inputs to a cluster analysis algorithm which aim to cluster countries in terms of a 13 x 13 similarity matrix utilizing a hierarchical cluster method. Data per variable needed in the cluster analysis were obtained from the internet in most of the countries identified. Results re
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"The Vocal Instructional Design from Student-based Education Concept." In 2018 4th International Conference on Education, Management and Information Technology. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icemit.2018.155.

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Kumar, Vive, Stella Lee, Munir El-Kadi, Priyaadharshini Manimalar, Thamaraiselvi Somasundaram, and Mohan Sidhan. "Open instructional design." In 2009 International Workshop on Technology for Education (T4E). IEEE, 2009. http://dx.doi.org/10.1109/t4e.2009.5314104.

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Khwankaew, Apichaya, and Chareefah Hutyee. "The Instructional Design Model to Develop an Educational Innovation and Information Technology for Industrial Education." In The 13th National Conference on Technical Education andThe 8th International Conference on Technical Education. KMUTNB, Bangkok, Thailand, 2021. http://dx.doi.org/10.14416/c.fte.2021.07.055.

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Yoshida, Hiroki. "FLIPPED LEARNING FOR PRE-SERVICE TEACHER EDUCATION: WITH FOCUS ON INSTRUCTIONAL DESIGN FOR ELEMENTARY AND SECONDARY EDUCATION." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1407.

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Mariappan, Jawaharlal, Angela Shih, Peter G. Schrader, and Robert Elmore. "Scenario-Based Learning and Multimedia in Improving Engineering Education." In ASME 2004 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/detc2004-57704.

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Use of multimedia and new technologies has become very common in education and the corporate training industry. Unlike text-on-the-screen (page-turner) instructions, multimedia based interactions involve audio, video, animation and rich graphics. These attributes are very appealing to learners, and have become the predominant approach to deliver self-paced learning material. The use of multimedia and computer-based training has improved web-based as well as computer-based training and instructional delivery tremendously. However, providing an authentic learning experience requires much more th
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Makri, Agoritsa, and Dimitrios Vlachopoulos. "INSTRUCTIONAL DESIGN IN FACE-TO-FACE AND ONLINE EDUCATION: DEFINITIONS, PRINCIPLES, MODELS." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.2116.

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Yoshida, Hiroki. "ANXIETY IN FLIPPED LEARNING: WITH FOCUS ON INSTRUCTIONAL DESIGN FOR ELEMENTARY AND SECONDARY EDUCATION." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0417.

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Ng, Jeremy, Chi-Un Lei, Edmund Lau, et al. "Applying Instructional Design in Engineering Education and Industrial Training: An Integrative Review." In 2019 IEEE International Conference on Engineering, Technology and Education (TALE). IEEE, 2019. http://dx.doi.org/10.1109/tale48000.2019.9225920.

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Ploder, Christian, Lisa Ehrhardt, Laura Gamper, and Christoph Hazy. "INSTRUCTIONAL DESIGN OF KNOWLEDGE NUGGETS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end053.

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Throughout their careers, all students experience the same set of learning routines within the same time frame and following the same pedagogical approach based on identical materials. In contrast, Knowledge Nuggets provide students with different opportunities to achieve specific learning outcomes through self-directed learning activities. An individual student's skill inventory could improve the full individualization of the Knowledge Nugget delivery at the start of each class. Knowledge Nuggets are considered learning materials organized within small, defined topics. This granularity makes
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Reports on the topic "Education, Instructional Design|Education, Policy|Education, Technology of"

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Durlach, Paula J., and Randall D. Spain. Framework for Instructional Technology: Methods of Implementing Adaptive Training and Education. Defense Technical Information Center, 2014. http://dx.doi.org/10.21236/ada597411.

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Muralidharan, Karthik, Abhijeet Singh, and Alejandro Ganimian. Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India. National Bureau of Economic Research, 2016. http://dx.doi.org/10.3386/w22923.

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Baloch, Imdad, Tom Kaye, Saalim Koomar, and Chris McBurnie. Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0026.

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The COVID-19 pandemic has resulted in mass school closures across the world. It is expected that the closures in low- and -middle-income countries (LMICs) will have long-term negative consequences on education and also on broader development outcomes. Countries face a number of obstacles to effectively delivering alternative forms of education. Obstacles include limited experience in facing such challenges, limited teacher digital and pedagogical capacity, and infrastructure constraints related to power and connectivity. Furthermore, inequalities in learning outcomes are expected to widen with
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