Academic literature on the topic 'Instructional Content Design'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Instructional Content Design.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Instructional Content Design"
1
Lochmiller, Chad R., and Kathleen M. W. Cunningham. "Leading learning in content areas." International Journal of Educational Management 33, no. 6 (2019): 1219–34. http://dx.doi.org/10.1108/ijem-03-2018-0094.
Full textAbstract:
Purpose The purpose of this paper is to report findings from a systematic literature review that explore how recent research on instructional leadership has addressed the role of mathematics and science instruction. Design/methodology/approach Using Hallinger’s (2014) approach to conducting systematic reviews, the review included 109 peer-reviewed articles published since 2008 in leading mathematics and science education journals. An a priori coding scheme based upon key leadership behaviors articulated in Hitt and Tucker’s (2016) unified leadership framework informed the analysis presented. Findings Results indicate that leaders support content area instruction by facilitating high-quality instructional experiences through curricular and assessment leadership. Leadership frequently involves establishing organizational conditions that support teachers’ efforts to improve their own practice instead of direct leadership action on the part of instructional leaders. This support takes different forms and can include distributing leadership to teacher leaders with content area experience as well as using resources strategically to provide professional development or instructional coaching. Originality/value The review strengthens the connections between the instructional leadership, mathematics and science literatures, and identifies some of the leadership practices that these literatures deem important for instructional improvement. The review also reveals the potential for future research exploring the influence of a particular content area on supervisory practice and leadership discourse.
2
Weiss, Margaret P., Anya S. Evmenova, Michael J. Kennedy, and Jodi M. Duke. "Creating Content Acquisition Podcasts (CAPs) for Vocabulary." Journal of Special Education Technology 31, no. 4 (2016): 228–35. http://dx.doi.org/10.1177/0162643416673916.
Full textAbstract:
Mastering content vocabulary is critical to the success of students with high-incidence disabilities in the general education curriculum. General education classrooms often do not offer the opportunities necessary for these students to master important vocabulary. Teachers often look to technology to help. Several studies have indicated that content acquisition podcasts (CAPs) may have an impact on the vocabulary learning of secondary students with high-incidence disabilities. In this study, 37 in-service teachers enrolled in a master’s program in special education were taught to create CAPs for vocabulary terms in a course focused on methods for secondary-level instruction. Teacher-created podcasts were assessed on the presence of Mayer’s instructional design principles as well as evidence-based practices for vocabulary instruction. Although teachers were able to include many instructional design principles related to technology in their CAPs, their use of instructional principles and evidence-based practices was inconsistent. Implications are discussed.
3
Plungis, Joan. "Book Review: Creative Instructional Design: Practical Applications for Librarians." Reference & User Services Quarterly 57, no. 3 (2018): 218. http://dx.doi.org/10.5860/rusq.57.3.6612.
Full textAbstract:
The title of this book might lead readers to expect a manual filled with examples of jazzy learning objects; however, the content goes far beyond that, broadly defining instructional design as “intentional, sound instructional or programmatic creation, delivery, and assessment that takes into account the audience, course, or program context, and shared learning goals” (p. ix). Why does instructional design in this larger sense matter for librarians? The way that libraries define themselves has shifted from materials to services, so the quality and relevance of instruction classes, online content, programs, and outreach initiatives are increasingly critical to their success.
4
Cates, Ward Mitchell. "The Importance of Subject Matter Instructional Expertise in Research on the Effectiveness of Instructional Computer Programs." Journal of Educational Technology Systems 21, no. 4 (1993): 363–67. http://dx.doi.org/10.2190/lgwl-5g88-p57m-6flc.
Full textAbstract:
This article examines the importance of subject matter instructional expertise in the design of research studies on computer-based instruction. It considers the implications of shifts in instructional focus from associationism toward cognitivism and points out how difficult it is for most researchers to be experts in both computer-based instructional design and subject matter content instruction. The article suggests that researchers need to work closely with subject matter instructional experts and need to document in their presentations and research articles that they recognized and addressed the importance of subject matter instructional expertise.
5
Anuar, Roslaili, Shahriman Zainal Abidin, and Wan Zamani Wan Zakaria. "THE DESIGN, DEVELOPMENT AND EVALUATION OF TPSACK COURSEWARE TO FACILITATE THE ART AND DESIGN EDUCATION STUDENTS ARTISTIC SKILLS KNOWLEDGE." Asian Journal of University Education 15, no. 3 (2019): 56–69. http://dx.doi.org/10.24191/ajue.v15i3.06.
Full textAbstract:
This study examines the efficacy of the TPSACK courseware which was developed with artistic skills practice to discover the Technological, Pedagogical and Content Knowledge components in the design of the courseware. The courseware was developed based on Dick and Carey Instructional Design Model (2009) which addresses instruction as an entire system, focusing on the inter-relationship between context, content, learning and instruction. Respondents from 130 Art and Design Education (ADE) group were gathered to analyse the TPSACK courseware. The courseware is designed with artistic skills practice for Arts students aimed at developing their artistic skills using technological assistance. The artistic skills included in the courseware are vital for students in preparation of becoming future art educator. The TPSACK courseware was evaluated using questionnaire with 5 point Likert scale comprising elements of interface design, content, artistic skills practice and the usability of the courseware. Significant findings revealed that the courseware include satisfactory and appropriate practices of artistic skills for Art students to improve their personal skills. Not only that, the study also suggests that the Dick and Carey Instructional model (2009) may be an ideal model in providing an instructional framework for courseware development.
6
Anuar, Roslaili, Shahriman Zainal Abidin, and Wan Zamani Wan Zakaria. "THE DESIGN, DEVELOPMENT AND EVALUATION OF TPSACK COURSEWARE TO FACILITATE THE ART AND DESIGN EDUCATION STUDENTS ARTISTIC SKILLS KNOWLEDGE." Asian Journal of University Education 15, no. 3 (2019): 69. http://dx.doi.org/10.24191/ajue.v15i3.7561.
Full textAbstract:
This study examines the effectiveness of the TPSACK courseware which was developed with artistic skills practice to discover the Technological, Pedagogical and Content Knowledge components in the design of the courseware. The courseware was developed based on Dick and Carey Instructional Design Model (2009) to address instruction as an entire system and focusing on the inter-relationship between various factors such as context, content, learning and instruction. A total of 130 respondents Art and Design Education (ADE) group were selected to analyse the TPSACK courseware. The courseware is aimed to develop the students’ artistic skills using technological assistance. The artistic skills included in the courseware are vital for students in preparation of becoming a future art educator. The TPSACK courseware was evaluated using questionnaire with a 5-point Likert scale comprising elements of interface design, content, artistic skills practice and the usability of the courseware. The findings revealed that the courseware indicated satisfactory and appropriate practices of artistic skills for Art students to improve their personal skills. Not only that, the study also suggests that the Dick and Carey Instructional model (2009) will be an ideal model to provide an instructional framework for courseware development.
7
Wasson, Barbara, and Paul A. Kirschner. "Learning Design: European Approaches." TechTrends 64, no. 6 (2020): 815–27. http://dx.doi.org/10.1007/s11528-020-00498-0.
Full textAbstract:
Abstract Research on instructional and learning design is ‘booming’ in Europe, although there has been a move from a focus on content and the way to present it in a formal educational context (i.e., instruction), to a focus on complex learning, learning environments including the workplace, and access to learner data available in these environments. We even see the term ‘learning experience design’ (Neelen and Kirschner 2020) to describe the field. Furthermore, there is an effort to empower teachers (and even students) as designers of learning (including environments and new pedagogies), and to support their reflection on their own practice as part of their professional development (Hansen and Wasson 2016; Luckin et al. 2016; Wasson et al. 2016). While instructional design is an often heard term in the United States and refers to “translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” (Smith and Ragan 1999), Europe tends to lean more towards learning design as the key for providing efficient, effective, and enjoyable learning experiences. This is not a switch from an instructivist to a constructivist view nor from a teacher-centred to a student-centred paradigm. It is, rather, a different mind-set where the emphasis is on the goal (i.e., learning) rather than the approach (i.e., instruction). Designing learning opportunities in a technology enhanced world builds on theories of human learning and cognition, opportunities provided by technology, and principles of instructional design. New technology both expands and challenges some instructional design principles by opening up new opportunities for distance collaboration, intelligent tutoring and support, seamless and ubiquitous learning and assessment technologies, and tools for thinking and thought. In this article, the authors give an account of their own and other research related to instructional and learning design, highlight related European research, and point to future research directions.
8
Holdinga, Lieke, Jannet Van Drie, Tanja Janssen, and Gert Rijlaarsdam. "Writing to Learn History: An Instructional Design Study." L1-Educational Studies in Language and Literature 23 (September 23, 2023): 1–45. http://dx.doi.org/10.21248/l1esll.2023.23.1.526.
Full textAbstract:
This study reports on the design and evaluation of an instructional unit, aimed at improving secondary school students’ disciplinary writing in history. Central to this design was the replacement of conventional workbook exercises by evaluative source-based writing tasks which were co-developed with participating history teachers. Additionally, an instructional unit to teach students a discipline-specific reading-thinking-writing strategy based on previous research was designed. Two history teachers implemented the evaluative tasks and the strategy instruction in their 11th grade history classrooms in a trial intervention study with a switching panels design. Pre-, mid-, and post-testing consisted of evaluative writing tasks (ca. 200-300 words), which were analyzed on holistic quality, content quality, quality of structure, and text length. Results showed effects in the second panel for content quality. In this paper we elaborate on the design of this strategy and the instructional design, as well as the design principles underpinning these. Based on the trial study, we present recommendations for redesign in order to optimize practicality and effectiveness of the instructional unit.
9
Banat, Sanaa Yacoub, and Fatima Abd-Alkareem Wahba. "Instructional Design in Modern Environments." International Journal of Web-Based Learning and Teaching Technologies 18, no. 1 (2023): 1–23. http://dx.doi.org/10.4018/ijwltt.330757.
Full textAbstract:
This study highlights the most pertinent m-learning content quality features that should be considered by designers from the point of view of experts to determine students' perceptions about suggested quality features and to measure any statistically significant differences in students' perceptions due to their gender and technological skills. An exploratory sequential mixed research method was employed. A group of 20 experts in m-learning answered an open-ended question for the qualitative part, and a questionnaire with 31 items was answered by a purposeful sample of 200 students out of the entire population of 312 from seven Jordanian universities. The results revealed a list of content quality features. The overall perception of students was high with a mean of 4.15 and no statistically significant differences in students' perceptions due to their gender and technological skills. The study recommended studying the effectiveness of m-learning content features in Jordanian higher education institutions.
10
Lee, So Young, and You Mi Min. "Korean Culture class design based on CBI Adjunct Language Instruction Model for Korean short term immersion program learners." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 12 (2023): 371–87. http://dx.doi.org/10.22251/jlcci.2023.23.12.371.
Full textAbstract:
Objectives This study aims to present an instructional design and a lesson plan based on the content-based instruction (CBI) model for short-term immersion course learners who aim to learn the Korean language and culture.
 Methods This study examined cultural learning goals and instructional models through literature research to design Korean cultural classes and develop a lesson plan. Next, this study explored the characteristics, theoretical grounds, and models of CBI, and other previous research was examined to prepare curriculum and specific class plans. Finally, for curriculum development, this article applied the procedure of the curriculum guideline (6T) for content-based classes proposed by Stroller&Grabe (1997). Furthermore, to select the class theme, this study conducted the need analysis with the entrusted institution of this program.
 Results Finally, this study adopted the Adjunct language instruction model to design the class and develop the curriculum. Moreover, the ITB model was applied, and instructional strategies were presented for specific institutional design. In the Into stage, vocabulary quizzes and warming up activities to support learners' schema formation were designed, and the Through stage was divided into two stages: reading and listening activities by language instructors and special lectures by content instructors. In the Beyond stage, hands on activities related to the special lecture and a language class to review learning contents were designed. Finally, this study presented examples of class materials on the “Modern Korean Food Culture and Table Changes.”
 Conclusions The implication of this study is to provide a framework for designing and planning a culture class that integrates three elements of the culture described in the 3P model. In particular, the instructional design proposed in this study ensures the learners' expertise in content and linguistic support because the co-work of subject matter experts and language instructors carefully developed the class activities and materials. Also, the instructional design proposed in this study is differentiated from the existing cultural class design in that it allows learners to experience what they have learned in person in connection with experiential activities.
Dissertations / Theses on the topic "Instructional Content Design"
1
Sorensen, Ann L. "Serving students from a distance: A content analysis of persistent characteristics in distance learners." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1539618707.
Full textAbstract:
Distance learning has experienced a noteworthy increase in both the number of institutions offering alternatives to traditional classroom instruction, and the number of students participating in the various distant modalities. Accompanying the increase of students utilizing distance learning is the subsequent increase in students leaving their studies before completion. These two opposing increases have elevated the need to address retention in distance learning and specifically, online distance learning. This study utilizes the results of a Transfer Student Survey administered to criminal justice and nursing online students between 2006 and 2008. Survey results were used to determine if specific traits of persisters and non-persisters could be identified, in an effort to shine light on potential services that could be utilized to reverse attrition.;This quasi-qualitative study of online distance learners revealed some characteristic differences between persisters and non-persisters as well as between the majors of study. Outcomes of the survey were subdivided by nursing persisters and non-persisters, criminal justice persisters and non-persisters, and aggregate persisters and non-persisters. This data was further scrutinized by frequency of response as well as by mean and median scores. From that point, differences that might not have been evident through quantitative review were able to be brought to the forefront. Consequential conclusions were then utilized to provide recommendations to the institution regarding services that could be beneficial to overcome areas of deficiency with the ultimate goal of improving retention among distance learners. Additionally, suggestions were made pertaining to the challenges experienced by the limitations of the Transfer Student Survey.;Further study of distance learners, particularly in varying majors, is needed to ascertain whether there is a connection between field of study and attrition. Furthermore, results of this study alluded to time constraints and lack of priority being placed on studies as potential causes of departure. Additional research of distance learners should be done that supports or disputes these findings.
2
Fotiyeva, Izolda S. "Constructing an instructional design framework that incorporates re-purposing popular media to enhance mathematics and science instruction." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/23963.
Full textAbstract:
This study was an effort to construct and validate an instructional design framework for media content selection that incorporates re-purposing popular media to enhance mathematics and science instruction. The study resulted in the development and validation of a framework that was applicable with novice and expert instructional designers to be used as a stand - alone model or as a supplement to widely-used instructional design models. The framework was developed based on the literature review of four constructs: instructional design models, re-purposing popular media, learning theories and the new generation learners' characteristics, and multidisciplinary or integrated approaches to instruction. The findings of the literature review were used as the theoretical foundation for the construction of the framework for media content selection. During the final step of the study's Phase One, the researcher used the first iteration of the framework to develop a short instructional module that incorporated the re-purposing of popular media. This instruction focused on early mathematics (K-2) and the re-purposing of full-feature children animated films. The goal of this step was the development of documentation to record the process for media content selection that was later used to modify and revise the framework.
As the next step, the framework was validated by subject matter experts in the field of instructional design. The framework was then further revised and modified. The findings of this study have implications on the areas that pertain to (a) instructional design models, (b) media selection, (c) media content selection, and (d) curriculum integration. Based on the findings of this study, recommendations to practitioners choosing to use the framework for media content selection were suggested and suggestions for future research were provided.<br>Ph. D.
3
McDonald, Jocelyn. "Examination of Teachers' Perceived Technological Pedagogical Content Knowledge and its Relationship to Lesson Design." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7408.
Full textAbstract:
School districts are increasingly adopting 1-to-1 technology initiatives to support 21st century teaching and learning; yet, there are still many challenges with the effective integration of technology into teacher instructional practices. Teacher's technological, pedagogical, content knowledge (TPACK) is an integral part in planning the instructional process for effective integration. In this quantitative study, teachers' knowledge of technology, content, and pedagogy was examined through the lens of TPACK and its relationship to their lesson design practices. Two validated TPACK instruments were used to collect data on 117 in-service teachers in a large, urban school district with a 1-to-1 technology initiative. A MANOVA and correlational analysis were performed, and results of this study indicated there were no statistically significant differences between teachers' constructs of TPACK and their years of experience in a 1-to-1 technology initiative. However, statistical significance was found between teachers' constructs of TPACK and their content area. Additionally, a correlation was found between teachers' TPACK, their lesson design practices, and design disposition. The results of this study may positively impact social change by informing school administrators and other educational change leaders in the planning of teacher instructional support to further develop teachers in the implementation of technology integration to support the 21st century learning needs of today's students.
4
Reese, Debbie Denise. "Metaphor and Content: An Embodied Paradigm for Learning." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/26564.
Full textAbstract:
Through a direct application of two cognitive science theories, conceptual metaphor (Lakoff & Johnson, 1980, 1999) and structure mapping (Gentner, 1983, 1989; Gentner & Markman, 1995), this project defined an instructional design model for the design, development, and assessment of metaphor-enhanced, computer-mediated learning environments. It used the model to produce an instructional product with a metaphor-based interface. The project also built a parallel learning environment that employed a concept map interface. To test the metaphor-based productâ s effectiveness at enabling learners to build rich mental models of a complex, abstract concept, the project ran fifty-seven preservice teachers (55 female, 2 male; mean age of 21) through the instruction, randomly assigning half to the concept map interface environment and half to the metaphor-based interface environment. Participants completed four essay-type assessment questions. Trained raters, blind to participant assignment, isolated any of the 13 targeted concepts present within participantsâ protocols and, through consensus, constructed a concept map for each participant, representing that participantâ s mental model of the targeted domain. Map attributes were translated into four weighted subscores (nodes, branches, levels, and cross-links) and summed. Comparison across the two groups indicated no significant difference for richness of mental model, t(55)=-.72, p> .05, although the discussion suggests methods for increasing the power in subsequent experimental sessions. A significant interaction between Subscore and Achievement, F(3,51)=33.42, p< .01, suggests that concept map cross-links are much more sensitive to differences in domain integration and the general richness of a participantâ s mental model than the level and branch subscores. This result has implications for classroom application. Concept maps have taken a place as a learnerâ s, a teacherâ s, and a researcherâ s tool. With cross-domain validation and domain-specific extensions, specification of the relative sensitivity of various subscales, that is, the structure of the concept map, will enable educators to justify weighting scales and identify learner achievement. Credible concept map weighting scales also enhance learnersâ self-reliant and impartial assessment of personal growth in domain-specific knowledge. Results suggest that learners who have difficulty integrating domain concepts require direct, explicit instruction to help them to make connections between disparate conceptual strands.<br>Ph. D.
5
Knight, Victoria, Pamela J. Mims, and Jenny Root. "Addressing Multiple Priorities in Academic Core Content Instruction." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3234.
Full textAbstract:
Secondary teachers of students with extensive support needs are tasked with helping their students prepare for successful post-secondary outcomes by setting and making progress toward meaningful goals related to self-determination, social and communication skills, and other individualized needs. Federal law also mandates that teachers provide academic core content instruction that is aligned with grade level standards, and recent federal rulings (e.g., Endrew v. Douglas County) have highlighted the need for instruction to be specially designed based on the unique needs of individual students with disabilities. The impact of standards-based instruction on the adult lives of individuals with extensive support needs is yet to be seen, but increased academic opportunities will provide an increased level of skills over prior generations. One way educators can meet the unique individual needs of their students is to integrate transition skills and goals within academic instruction. This presentation will provide guidance to educators on how to ensure academic core content instruction is personally relevant for secondary students with extensive support needs in the areas of literacy, mathematics, and science.
6
Man, Sujie. "Are preservice instructional designers adequately prepared for tomorrow's diverse learning audiences? a cultural content analysis of textbooks (1993-2003) used for instructional design /." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000260.
Full text
7
Man, Sujie. "Are Preservice Instructional Designers Adequately Prepared For Tomorrow’s Diverse Learning Audiences?—A Cultural Content Analysis Of Textbooks (1993-2003) Used For Instructional Design." Scholar Commons, 2004. https://scholarcommons.usf.edu/etd/1147.
Full textAbstract:
This study used content analysis to examine the coverage of cultural issues in the five phases of instructional design within ID/ISD textbooks published between 1993 and 2003. The results indicated that not all the ID/ISD textbooks examined in this study covered cultural issues. Among the textbooks that did cover cultural issues, none of them reached more than 10% coverage of the total pages of any one book. The phase of Analysis and the Other category received the highest amount of coverage in both the 53 books sample and 36 books sample; whereas the phase of Implementation received the least amount of coverage overall.
The findings from this study have implications for both students and faculty members. With respect to students, the coverage of cultural issues in the textbooks examined in this study might influence students' beliefs regarding cultural issues. It may indirectly influence future instructional designers' work effectiveness as well. With respect to faculty members, the amount of cultural issues coverage may reinforce faculty members to underrate the importance of cultural issues in the instructional design process. The study also provides several recommendations to textbook authors, faculty members and instructional designers regarding the amount of coverage of cultural issues within the ID/ISD textbooks.
8
Root, Jenny, Pamela J. Mims, and Victoria Knight. "Infusing Transition Content into Core Content Instruction for Students with Extensive Support Needs." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3229.
Full textAbstract:
Secondary teachers face many challenges in balancing academic and transition priorities for students with extensive support needs. This panel will provide research-based strategies for designing instruction that addresses multiple priorities in literacy, science, and mathematics lessons. Learner Outcomes: (1) Participants will describe components of self-determination that have an impact on academic achievement for students with disabilities; (2) Participants will use transition-infused academic instruction to design IEPs and lessons that value student diversity; (3) Participants will identify research-based strategies for integrating transition and academic skill instruction across content areas
9
Wu, Penn Pinlung. "Development of a Career-Oriented Instructional Design Model for Game Programming." NSUWorks, 2012. http://nsuworks.nova.edu/gscis_etd/339.
Full textAbstract:
This dissertation proposal begins with a discussion about how the education of game programmers was not meeting the needs of the game industry. With this problem identified, this study proceeded to verify the existence of disparities of current game programming curricula. The findings from the literature review were able to: (a) justify the need to develop a career-oriented instructional design model for education of game programming; (b) identify the disparities that caused the mismatch of instructional content between academia and the game industry; (c) review research that contributed to the identification of three disparities: curriculum objectives and structure, instructional content, and curriculum orientation; (d) discuss theories and models of instructional design, student engagement, and related pedagogies; and (e) explore how these theories and models might be instrumental in improving education of game programming. The results obtained from the literature review were also used to formulate guidelines for investigating the status of currently available curricula in game programming. The research design and the research methods utilized by this study to examine the research questions are also described in detail.
Four research questions were used to guide the study with the goal of identifying or forming a guiding principle for developing an instructional design model for a career-oriented education of game programming professionals. The results of this study indicated that all of the investigated game programming curricula had not yet produced graduates whom the game companies are interested in hiring as game programmers and that educational institutions had missed an opportunity to equip students with the proper programming skills for the game industry. Furthermore, this study identified that an accreditation standard as well as an industry-accepted instructional design model was not yet available to reflect the personnel hiring requirements of the game industry. The curriculum and coursework must be career-oriented and instructional content must center on game programming. Game programming pedagogy must lead to development of core competencies. In reviewing these findings, the guiding principles for developing an instructional design model became clear. The contribution of this study was to present an immediately applicable instructional design model that could be used as a basis by schools to create or fine tune their game programming curricula. The completed model is provided as an attachment to this dissertation. This proposed instructional design model is intended to provide an initial basis towards a solution to minimize the disparities between academia and the game industry in educational areas of curriculum orientation, curriculum objectives and structure, and instructional content. As with any problem solution, future study and analysis should be done in order to optimize and standardize a game programming curriculum that will be accepted by the game industry as well as accredited by a mutually accepted accreditation body.
10
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.
Full textAbstract:
<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 the proliferation of openness, and higher education institutions are now facing a number of challenges associated with the implementation of openness. Not much is known about the stance of higher education or the state of its response to openness. As a result, there was not much guidance available for institutions looking to address the implementation of openness in their institutions. </p><p> This dissertation involved a descriptive study that follows summative content analysis methodology. The research design was a qualitative dominant sequential mixed methods model, meaning that I focused primarily on the qualitative elements of the study and provided limited descriptive quantitative analysis derived from the qualitative data. </p><p> Five major areas of openness affecting higher education institutions were drawn from the literature. These are Open Access Research, Open Content, Open Teaching and Learning, Open Source Software, and Other, less pronounced, areas of openness. I searched the Faculty Handbooks, Strategic Plans, and Technology Plans of a stratified random sample of research-intensive higher education institutions for keywords related to the major areas of openness. I then evaluated the resulting statements based on the directness with which they address openness and on their policy role as enabler, barrier, or neutral toward the implementation of openness. </p><p> I provided 45 idealized policy statements as well as the best-found policy statements from the study. These statements were intended to be used as recommendations for guiding institutions in crafting their own policy statements to address openness through policy. The idealized statements were intended to fit in the three policy documents (Faculty Handbook, Strategic Plan, Technology Plan), serve each policy role (enabler, barrier, and neutral), and address area of openness (Open Access, Open Content, Open Source Software, Open Teaching and Learning, and Other Areas of Openness). Five major findings emerged from the study. These include the realization that openness is really a human-centered approach, and the discovery that openness is not commonly addressed in higher education policies. Additionally, I found that there was wide variance in how institutions actually address openness, that Open Access is addressed more than other areas in policy, and that content analysis is an effective method for obtaining information related to higher education policies. I provided my reflections and conclusions on the study in Chapter Five.</p>
Books on the topic "Instructional Content Design"
1
Lomakina, Tat'yana, and Nina Vasil'chenko. Modern technology of teaching a foreign language: design and experience. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1111366.
Full textAbstract:
The monograph deals with the theoretical and practical issues of pedagogical design of the technology of teaching a foreign language in the system of secondary vocational education. Presents an analysis of key concepts "instructional design" and "technology of education" that is meaningful and reveals the basic principles of the system, activity-based and student-centered approaches to the design of learning technologies to address new opportunities and the status of the str system in the modern socio-economic conditions. The author has developed a method of selection of the content of learning English language, based on the modular structure of the course, taking into account international experience in building the content of language education for professional purposes, the requirements of the educational-methodical complex of teaching business English and core competencies stipulated by the Council of Europe, as well as the requirements of the labour market and the needs of employers standardisert, intensificarea language training specialist of middle management by reflection of the status and trends of professional activities in various fields. For use in the system of professional development of teachers of secondary vocational education, additional education and the system of corporate training.
2
O'Neil, Harold F. Design of an instructional strategy to teach visualization in an advection context in intelligent computer-assisted instruction. Armstrong Laboratory, Air Force Systems Command, 1991.
Find full text
4
Jay, McTighe, ed. Integrating differentiated instruction and understanding by design: Connecting content and kids. Association for Supervision and Curriculum Development, 2006.
Find full text
5
Smith, Robin M. Conquering the content: A step-by-step guide to online course design. Jossey-Bass, 2008.
Find full text
6
Sandra, Parks, ed. Infusing critical and creative thinking into content instruction: A lesson design handbook for the elementary grades. Critical Thinking Press & Software, 1994.
Find full text
7
Swartz, Robert J. Infusing critical and creative thinking into content instruction: Selections from the elementary and secondary lesson design handbooks. Critical Thinking Press and Software, 1993.
Find full text
8
David, Carson. Fotografiks: An equilibrium between photography and design through graphic expression that evolves from content. Gingko Press, 1999.
Find full text
9
Kozma, Robert B. Design in context: A conceptual framework for the study of computer software in higher education. University of Michigan, 1987.
Find full text
10
Gaonkar, Ramesh S. The Z80 microprocessor: Architecture, interfacing, programming, and design. 2nd ed. Merrill, 1993.
Find full textBook chapters on the topic "Instructional Content Design"
1
Luo, Heng. "Artificial intelligence generated content (AIGC)." In Instructional Design with Emerging Technologies. Routledge, 2024. http://dx.doi.org/10.4324/9781003535867-13.
Full text
2
Conceição, Simone C. O., and Les L. Howles. "Facilitating Learning through Instructional Content Design." In Designing the Online Learning Experience. Routledge, 2023. http://dx.doi.org/10.4324/9781003444121-4.
Full text
3
Van Fleet, Verena. "Adaptive Modules on Prerequisite Chemistry Content Positively Impact Chiropractic Students’ Proficiency in Biochemistry." In Adaptive Instructional Systems. Design and Evaluation. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77857-6_32.
Full text
4
Clark, Christine, and Gwen Stowers. "Speaking With Trunks, Dancing With the “Pink Elephants”." In Multicultural Instructional Design. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch064.
Full textAbstract:
This chapter takes a contrary view of the “meta” aspect of meta-communication (where meta is defined as “behind” or “beneath”) in the online multicultural teacher education classroom, arguing that such communication inhibits learning about (content) and through (pedagogy) sociopolitically-located multicultural teacher education by enabling e-racism, e-classism, and e-sexism to operate in largely covert manners in the distance education context. Accordingly, this chapter contends that digital meta-communication on issues of race/ethnicity, socioeconomic class, and sex/gender needs to be “de-meta-ed” or made explicit in order for the kind of liberatory reflective conversation on these topics to occur that is foundational to the adequate preparation of PK-12 teachers to effectively educate all students.
5
Hsieh, Alexander L., and Gita Seshadri. "Promoting Diversity and Multicultural Training in Higher Education." In Multicultural Instructional Design. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch004.
Full textAbstract:
The educational system and academia reside at the core of most professional settings. The issues are that diversity and multicultural content and process continue to be taught in higher education but multicultural issues within programs are sometimes neglected. These concerns occur in and out of the classroom and can be a microcosm of biases in our society. This chapter seeks to promote diversity and multicultural training and discussion of microaggressions to infuse and build higher education programs to become more culturally competent both in content and process. The theoretical concepts are presented to offer a guideline and lens to perceive faculty training. Biases are explored as they pertain to our current state of higher education in both the structure and content. Instances of faculty training are given with case examples to highlight the training process and to promote an academic environment that is open to multicultural discussions and persistent on creating and maintaining safe space and time. Suggestions for future exploration and reading recommendations are made.
6
"Design Within the Content Layer." In An Architectural Approach to Instructional Design. Routledge, 2013. http://dx.doi.org/10.4324/9780203075203-19.
Full text
7
Andrews-Swann, Jenna. "Cultivating Global Citizens." In Multicultural Instructional Design. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch023.
Full textAbstract:
This chapter presents the author's experiences working with international content in the higher education classroom to explore successful examples of intercultural material that can benefit students pursuing a degree in any field. The author explores how social science courses in general, and anthropology courses in particular, that work from a foundation of cultural relativism and standpoint theory can equip students with important knowledge and skills that promote tolerance and respect of cultural difference. Finally, the author demonstrates that students finish courses like these with a better understanding of and appreciation for the cultural differences that exist all around them.
8
Machado, Lisiane, Amarolinda Zanela Klein, Angilberto Freitas, Eliane Schlemmer, and Cristiane Drebes Pedron. "The Use of Virtual Worlds for Developing Intercultural Competences." In Multicultural Instructional Design. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch035.
Full textAbstract:
In this research, the authors present a framework for developing Intercultural Competence (IC) and use Tridimensional Digital Virtual Worlds (3DVW) as environments for developing Intercultural Competence. They developed an artifact, via Design Research, constituted by an educational method using the 3DVW Second Life® as the place for a virtual exchange program between 92 Brazilian and Portuguese master students. The results of the authors' study indicate that the 3DVW can be used for the development of IC because it allows rich experiential and relational/conversational learning opportunities, especially due to the affordances of immersion/sense of presence, social interaction, content production and knowledge sharing.
9
Loose, William, and Teri Marcos. "Instructional Design for Millennials." In Increasing Productivity and Efficiency in Online Teaching. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0347-7.ch001.
Full textAbstract:
The authors have worked since 2000 to prepare school leaders at two California Institutions of Higher Education (IHE) in partnership with K-12 public, private, and charter schools. While transforming their programs into virtual delivery models, as an option for students, both online and face-to-face hybrid formats require conditions that help students effectively succeed as learners. Over fifteen years the authors have narrowed discussions for efficient facilitation and mapping to course content while personalizing lessons to deeply engage their learners' creation of new knowledge. They make twenty-three recommendations for streamlining course content, assignments, and assessments to meet individual needs of students while meeting the expectations and challenges of changing national and state standards. The authors conclude that ‘thinking anew' through faculty ideation is a must for IHEs as the changing learner demands changing practice.
10
Johnson, Genevieve Marie, and Audrey Cooke. "An Ecological Model of Student Interaction in Online Learning Environments." In Multicultural Instructional Design. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch018.
Full textAbstract:
Ecological theory conceptualized the student as surrounded by a series of environmental systems and the processes of learning as interaction between the student (i.e., bioecology) and the systems (i.e., microsystem, exosystem and macrosystem). This chapter synthesizes the literature and proposes an ecological model of student interaction in online learning environments. Specifically, learner-learner, learner-instructor and learner-content interactions occur in the microsystem and are mediated by the interface subsystem. Student microsystemic interactions influence and are influenced by the instructional design exosystem. The macrosystem reflects the indirect influence of university culture on all aspects of the microsystem, exosystem and interface subsystem. The chronosystem captures the effect of time on the student and on all ecological systems (e.g., students mature and university culture evolves)
Conference papers on the topic "Instructional Content Design"
1
Krouska, Akrivi, Christos Troussas, Ioannis Voyiatzis, Phivos Mylonas, and Cleo Sgouropoulou. "ChatGPT-based Recommendations for Personalized Content Creation and Instructional Design with a Tailored Prompt Generator." In 2024 2nd International Conference on Foundation and Large Language Models (FLLM). IEEE, 2024. https://doi.org/10.1109/fllm63129.2024.10852487.
Full text
2
Richiteanunastase, Elenaramona, Camelia Staiculescu, and Corina Cace. "CHANGES IN ADULT INSTRUCTIONAL DESIGN PARADIGM." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-046.
Full textAbstract:
Instructional design/ designing training activities for adults is an activity that requires the anticipation of the steps that will be covered in the training process. This includes anticipating the objectives, content, methods, resources and assessment instruments in the context of a training activity. The analysis of the main instructional design models highlights a paradigm shift in the design training activities for the adults through a shift from product-centered design models (centered on the learning outcomes), to process-centered models (centered on the components of the training process) and mixed models (centered on the learning outcomes but also on the pedagogical conditions in which they occur). Based on this categorization, the paper covers the most common instructional models of design used in adult education: taxonomic models centered on the learning objectives - B. Bloom, L. Anderson, Krathwohl, E. J Simpson, T.S Baldwin, process-centered models - ADDIE model, Kemp model, mixed models –Merrill, Gagne and adaptive instruction models. The models of instructional design are covered in a critic but constructive manner, following their advantages and disadvantages and their possibilities for implementation. In the final part of the paper we address to the need of conceptualization of the concept of \\\"blended learning” and the need to develop a specific instructional design model in the light of the new perspectives and challenges that may appear. Blended learning is used to describe a solution that combines several different delivery methods or the learning that mixes various forms of organizing activities such as face-to-face classrooms, e-learning, and self-paced learning.
3
Viaro, Felipe S., Régio P. Silva, and Tânia K. Silva. "Heuristic evaluation of graphic content in instructional material HyperCALGD." In 6th Information Design International Conference. Editora Edgard Blücher, 2014. http://dx.doi.org/10.5151/designpro-cidi-44.
Full text
4
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.
Full textAbstract:
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 the content easier to consume at an individual pace. Depending on their scope and size, these Knowledge Nuggets can vary. The level does not indicate the amount of content or the shared knowledge's difficulty but how the learning is prepared and conveyed. The simplest way (level 1) to share knowledge is only to provide text within a document. The next higher level 2 includes a slideshow explained in more detail by playing an audio podcast - so the combination of visual with audio should attend two senses in parallel. The slides contain images or diagrams in addition to keywords. Video tutorials are the most advanced ways to share knowledge. This type of tutoring allows instructors to visually illustrate content to minimize complexity by combining text, speech, images, and animation. With level 3 (video tutorials), it is possible to address more senses simultaneously. However, all three levels offer the same characteristics: practicality, reproducibility, and manageable time. These characteristics are of great relevance to be accepted as training methods in any educational program. The progressive redistribution of dimensions occurs in elaboration, the use of technology, and the cognitive load. The paper aims to determine why the different levels are essential for the overall picture and how the measurement of learning success can be measured.
5
Gal, Iddo, and Anna Trostianitser. "Understanding basic demographic trends: connecting table reading, task design, and context." In Promoting Understanding of Statistics about Society. International Association for Statistical Education, 2016. http://dx.doi.org/10.52041/srap.16103.
Full textAbstract:
The paper aims to inform the conceptualization of teaching/learning goals and instructional design related to understanding multivariate statistics that describe trends in society. The paper presents a conceptual analysis leading to identification of a gap in current analyses and instructional sequences focused on interpretation of information in tables [and graphs]. The paper advocates for the need to develop students' ability to reflect about the factors that cause or are related to observed trends, and about their societal implications, and highlights the need to develop task design principles that can promote such understanding. We then present an empirical demonstration of a possible class sequence, and results from an exploratory class activity with 43 students whose responses were content-analysed. Based on these results and the prior analysis, we reflect on benefits in terms of increased motivation and relevance of statistics instruction, and call for the use of task design principles that directly connect data, statistics, and class activities to the actual societal context in which students have to operate as adults, in order to enhance students' statistical literacy and understanding of statistics about society.
6
Parker, Kevin, Cynthia LeRouge, and Ken Trimmer. "Alternative Instructional Strategies in an IS Curriculum." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2892.
Full textAbstract:
Systems Analysis and Design is a core component of an education in information systems. To appeal to a wider range of constituents and facilitate the learning process, the content of a traditional Systems Analysis and Design course has been supplemented with an alternative modeling approach. This paper presents an instructional design that incorporates a model from accounting literature (REA) with traditional Systems Analysis and Design methods in introducing the topic of data modeling. Detailed instructions for deriving data elements and relationships are presented. Feedback from students indicates increased satisfaction with the learning process and retention of material.
7
Notargiacomo Mustaro, Pollyana, Ismar Frango Silveira, Nizam Omar, and Sandra Maria Dotto Stump. "Structure of Storyboard for Development of Interactive Learning Objects." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2912.
Full textAbstract:
A theoretical discussion and practical guidelines for development and production of learning objects as a result of a structural document named storyboard will be presented. A storyboard must contain instructions and detailed description for development learning objects. During the instructional design phase, the storyboards are elaborated by the instructional designer with collaborate of subject matter expert (SME), graphic artists, programmers, and other interdisciplinary team members research. This involves researches in instructional design procedures and processes for improvement materials, environments and learning experiences and promotes the acquisition of specifics skills and knowledge by students. But one of the problems to create learning objects is the simple transposing of traditional elements for cyberspace without concerning about the instructional strategies or considering learning styles that could be more significant than content-by-strategy. One solution for this problem is using storyboards as model schemes built over some theoretical proposals: Robert Gagne’s conditions for learning, levels of interaction present in Rod Sims’ Taxonomy, characteristics of hypertext systems presented by Pierre Levy and George Landow, and orientation in knowledge domain by using diagrams and reduction of information overload, characterized by Richard Wurman.
8
Getto, Guiseppe, Bremen Vance, Suzan Flanagan, Kylie Jacobsen, and Christina Mayr. "Extended Abstract: Emerging Tech Comm Skill Sets: UX, Content Strategy, and Instructional Design." In 2023 IEEE International Professional Communication Conference (ProComm). IEEE, 2023. http://dx.doi.org/10.1109/procomm57838.2023.00042.
Full text
9
du Plessis, Jacques, Alex Koohang, Jared Schaalje, Xiangming Mu, and Johannes Britz. "Panel Discussion: Learning Object Definitions, Metadata, Instructional Design, and Repositories." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2904.
Full textAbstract:
The many promises of learning objects (readily available quality instruction, reducing cost of production, personalized learning, interoperability, reusability, discoverability/accessibility, scalability, durability, content customization, and many more) have been the talk of the e-learning community in recent years. Higher education institutions have begun to capitalize on these promises by adopting, developing, and deploying learning objects in e-learning instruction.
10
Zaman, H. B., N. A. Mukti, Sembok TMT, and A. Ahmad. "Indigenous multimedia content development for next generation smart schools: a cognitive instructional design approach." In Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05). IEEE, 2005. http://dx.doi.org/10.1109/icalt.2005.169.
Full textReports on the topic "Instructional Content Design"
1
Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 2 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, 2023. http://dx.doi.org/10.16925/gcnc.64.
Full textAbstract:
This didactic planning, which starts from the characterization of the instructional design of the English level 2 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided in three specific stages, involved several steps. First, the functions of the tutor were defined based on the postulates of some authors. After that, the expected learning evidences were reviewed and edited considering the linguistic competences the students are expected to achieve during the course. Next, some didactic activities are designed to provide the students with the grammar and vocabulary content they need to achieve the learning objectives. Finally, the different technological tools used before, during and after to communicate with students, teaching classes, clarify doubts, give feedback, and generate content, among other functions, are described. Undoubtedly, teaching and learning English as foreign language can greatly improve if adequate technologies and didactic strategies are used when providing online instruction.
2
Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 3 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, 2023. http://dx.doi.org/10.16925/gcnc.62.
Full textAbstract:
This didactic plan, which starts from the characterization of the instructional design of the English level 3 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided into three specific stages, involved several steps. First, the role of the teacher and students in the process of learning and teaching is very important, and it was defined based on the postulates of some authors. After that, the expected learning evidence was reviewed and edited considering the linguistic competences the students are expected to achieve during the course. Next, some didactic activities are designed to provide the students with the grammar and vocabulary content they need to achieve the learning objectives. Finally, the different technological tools used before, during and after to communicate with students, teach classes, clarify doubts, give feedback, and generate content, among other functions, are described. Undoubtedly, teaching, and learning English as foreign language can greatly improve if adequate technologies and didactic strategies are used when providing online instruction.
3
Atuhurra, Julius, Rastee Chaudhry, and Michelle Kaffenberger. Conducting Surveys of Enacted Curriculum Studies in Low- and Middle-Income Countries: A Toolkit for Policymakers, Researchers, and Education Practitioners. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-misc_2023/13.
Full textAbstract:
The Surveys of Enacted Curriculum (SEC) approach is used to analyse and report on the academic content embedded in education instructional components such as curriculum standards, assessments, and teachers' classroom instruction. Through a partnership between the RISE Programme and the Center for Curriculum Analysis, the approach has been used to analyse educational alignment in low- and middle-income country education systems, including in Kenya, Nepal, Nigeria, Tanzania, and Uganda. The SEC approach has many applications including content and alignment analysis for curriculum standards, assessments, and instructional materials; curriculum reform design and implementation support; and teacher professional development and support. This document provides a comprehensive toolkit for conducting an SEC study in LMICs. Following the introduction and background, Section 2 gives an overview of the SEC approach and provides a brief description of sequential steps involved in conducting an SEC study: (i) generating data; (ii) inputting data; (iii) processing and analysing data; and (iv) interpretating results. Section 3 then gives detailed, step-by-step instructions for implementing an SEC study. Section 4 shares lessons learned from conducting SEC studies in LMICs. The document then closes with an Appendix that provides a detailed overview of the SEC tools and other resources provided with this toolkit. These appendices [.zip] are available for download.
4
Nelson, Gena. Proportional Reasoning Interventions in Special Education Synthesis Coding Protocol. Boise State University, 2021. http://dx.doi.org/10.18122/sped136.boisestate.
Full textAbstract:
The purpose of document is to provide readers with the coding protocol that authors used to code nine group and single case design intervention studies focused on proportional reasoning interventions for students (grades 5-9) with learning disabilities (LD) or mathematics difficulty (MD). The studies yielded intervention effects ranging from g = −0.10 to 1.87 and from Tau-U = 0.88 to 1.00. We coded all of the studies for variables in the following categories: study information, intervention features, dependent measures, participant demographics, LD and MD criteria and definitions, instructional content, study results, and quality indicators for group and single case design. The study quality indicator coding portion of this coding protocol was adapted from Gersten et al. (2005) and Horner et al. (2005). This code book contains variable names, code options, and code definitions. The mean interrater reliability across all codes using this protocol was 91% (range across categories = 82%–96%). The publication associated with this coding protocol is Nelson et al. (2020).
5
Lindo-Ocampo, Gloria Inés, and Hilda Clarena Buitrago-García. English for Business Course. Thematic Unit: Business Events. Ediciones Universidad Cooperativa de Colombia, 2022. http://dx.doi.org/10.16925/gcnc.24.
Full textAbstract:
This didactic unit is aimed at the fifth semester students of the Business Administration, Marketing and International Business program, who have already completed the four basic levels of the Open Lingua program. This proposal seeks to develop skills and competencies that allow them to perform in different fields related to private, public and solidarity economy companies, and in various mediation and negotiation processes at national and international levels. The instructional design of this unit contains real-life situations, focused on the world of business, that allow students to interact in various types of business events. The grammatical and lexical concepts, necessary to interact successfully in these types of communicative situations, are introduced and applied. The educational activities are designed to offer opportunities to interact in business conferences, international exhibitions, and seminars, among others. The contents are framed in natural and meaningful contexts. This leads to a greater understanding of the type of language used in business and the way it is used to communicate. The contents are structured in three lessons in which the level of complexity of the topics, tasks, texts and transitions (4Ts) have been considered. Also, various types of activities that activate and reinforce previous knowledge and that, subsequently, evaluate the progress of the students, are included.
6
Mateo-Berganza Díaz, María Mercedes, Emma Näslund-Hadley, Margarita Cabra, and Laura Felizia Vélez Medina. Socioemotional Learning in Early Childhood Education: Experimental Evidence from the Think Equal Program’s Implementation in Colombia. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004877.
Full textAbstract:
In this article we experimentally evaluate Colombias Think Equal program, which teaches socioemotional skills to children ages 3 to 6. Given the context of COVID-19, the original design was adapted as a hybrid model, alternating in-person and remote instruction and engaging families in the implementation of the curriculum. We found that the program had positive effects on childrens prosocial behavior, self-awareness, and cognitive learning. The intervention also had an impact on education centers personnel (community mothers) and caregivers implementing the activities. Treated community mothers had higher levels of empathy, lower negative health symptoms, better pedagogical practices, and a closer relationship with the childrens caregivers compared with those in the control group. Treated caregivers had better stimulation practices and lower negative health symptoms compared with those in the control group. These findings suggest that a well-designed intervention has the potential to develop socioemotional skills in children at an early age and, at the same time, to develop capacities in those who implement the activities. Our results have important implications for the design, implementation, and evaluation of early childhood socioemotional learning programs and provide novel evidence about the challenges faced by interventions combining face-to-face and remote learning.
7
Leis, Sherry, Mike DeBacker, Lloyd Morrison, Gareth Rowell, and Jennifer Haack. Vegetation community monitoring protocol for the Heartland Inventory and Monitoring Network: Narrative, Version 4.0. Edited by Tani Hubbard. National Park Service, 2022. http://dx.doi.org/10.36967/2294948.
Full textAbstract:
Native and restored plant communities are part of the foundation of park ecosystems and provide a natural context to cultural and historical events in parks throughout the Heartland Inventory and Monitoring Network (HTLN). Vegetation communities across the HTLN are primarily of three types: prairie, woodland, and forest. Park resource managers need an effective plant community monitoring protocol to guide the development and adaptation of management strategies for maintaining and/or restoring composition and structure of prairies, woodland, and forest communities. Our monitoring design attempts to balance the needs of managers for current information and the need for insight into the changes occurring in vegetation communities over time. This monitoring protocol consists of a protocol narrative (this document) and 18 standard operating procedures (SOPs) for monitoring plant communities in HTLN parks. The scientific objectives of HTLN plant community monitoring are to (1) describe the species composition, structure, and diversity of prairie, woodland, and forested communities; (2) determine temporal changes in the species composition, structure and diversity of prairie, woodland, and forested communities; and (3) determine the relationship between temporal and spatial changes and environmental variables, including specific management practices where possible. This protocol narrative describes the sampling design for plant communities, including the response design (data collection methods), spatial design (distribution of sampling sites within a park), and revisit design (timing and frequency of monitoring visits). Details can be found in the SOPs, which are listed in the Revision History section and available at the Integrated Resource Management Applications (IRMA) website (irma.nps.gov). Other aspects of the protocol summarized in the narrative include procedures for data management and reporting, personnel and operating requirements, and instructions for how to revise the protocol.
8
Weissinger, Rebecca, Dana Witwicki, Helen Thomas, et al. Riparian monitoring of wadeable streams protocol for park units in the Northern Colorado Plateau Network: Version 1.06. National Park Service, 2025. https://doi.org/10.36967/2313818.
Full textAbstract:
Because of the scarcity of water on the Colorado Plateau and their disproportionately high use by flora and fauna, riparian areas were quickly identified as an ecosystem of concern for Northern Colorado Plateau Network (NCPN) parks during vital signs planning in 2003. Four vital signs were selected for riparian monitoring of wadeable streams: surface flow, groundwater dynamics, channel geomorphology, and riparian vegetation structure and composition. This monitoring protocol consists of a protocol narrative and 15 standard operating procedures (SOPs) for monitoring wadeable streams in NCPN parks. The overall goal of NCPN wadeable streams monitoring is to determine long-term trends in hydrologic, geomorphic, and vegetation properties in the context of changes in other ecological drivers, stressors, and processes. Specific objectives of the riparian monitoring protocol for wadeable streams are to determine status and trends in surface and groundwater dynamics, geomorphic processes as reflected in channel and floodplain form, and vegetation dynamics. The protocol narrative describes the sampling design for wadeable streams, which comprises the response design (data collection methods), spatial design (the population of interest and sampling locations within this population), and revisit design (timing and frequency of visits to sampling locations). It also outlines field methods for establishing a reach, and for measuring vegetation, geomorphology, and hydrology of wadeable streams. Details may be found in the SOPs, which are listed in Section 1 and available at irma.nps.gov. Other aspects of the protocol summarized in the narrative include procedures for data management and reporting, personnel and operating requirements, and instructions for how to revise the protocol.
9
Tokarieva, Anastasiia V., Nataliia P. Volkova, Inesa V. Harkusha, and Vladimir N. Soloviev. Educational digital games: models and implementation. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3242.
Full textAbstract:
Nowadays, social media, ICT, mobile technologies and applications are increasingly used as tools for communication, interaction, building up social skills and unique learning environments. One of the latest trends observed in education is an attempt to streamline the learning process by applying educational digital games. Despite numerous research data, that confirms the positive effects of digital games, their integration into formal educational contexts is still relatively low. The purpose of this article is to analyze, discuss and conclude what is necessary to start using games as an instructional tool in formal education. In order to achieve this aim, a complex of qualitative research methods, including semi-structured expert interviews was applied. As the result, the potential of educational digital games to give a unique and safe learning environment with a wide spectrum of build-in assistive features, be efficient in specific training contexts, help memorize studied material and incorporate different learning styles, as well as to be individually adaptable, was determined. At the same time, the need for complex approach affecting the administration, IT departments, educators, students, parents, a strong skill set and a wide spectrum of different roles and tasks a teacher carries out in a digital game-based learning class were outlined. In conclusion and as a vector for further research, the organization of Education Design Laboratory as an integral part of a contemporary educational institution was proposed.
10
Melnyk, Yuriy. Academic Journal Website Model. KRPOCH, 2018. http://dx.doi.org/10.26697/preprint.melnyk.1.2018.
Full textAbstract:
Background: The tens of thousands of academic journal websites that are on the Internet today often do not have a clear organizational structure for their website. If most of them are convenient enough for readers (if the journal is open access), then many have problems informing authors about the conditions, the process of submitting and reviewing the manuscript. The Editorial Offices empirically populate the journal's website with content that can change dramatically (both in terms of website design and content) as the journal develops. Aim of Study: To develop a website model for an academic journal that takes into account the basic requirements for the preparation, publication, and archiving of high quality scientific manuscripts. Material and Methods: The academic journal website model is based on a structural-functional approach. The website content consists of text and integrated applications. This model takes into account the basic requirements for the preparation, publication, and archiving of high-quality open access scientific manuscripts, as well as the indexing of journal articles by leading indexing agencies. Results: The academic journal website model is structured with the following menu and submenu elements: 1. HOME: 1.1. Journal information; 1.2. From the editorial office; 1.3. Databases, Indexing; 2. EDITORIAL BOARD: 2.1. Editorial board; 2.2. Reviewers; 2.3. Editing and reviewing process; 3. EDITORIAL POLICIES: 3.1. Editorial policies; 3.2. Plagiarism policy; 3.3. Open access policy; 3.4. The ethics codex of scientific publications; 3.5. Disclaimer; 3.6. License terms; 3.7. Terms of publications (fee); 4. ARCHIV: 4.1. Previous issues; 4.2. Current issue; 4.3. Articles online first; 5. INSTRUCTIONS FOR AUTHORS: 5.1. General recommendations; 5.2. Manuscript templates; 5.3. Supplemental materials; 6. STATISTICS: 6.1. Publications; 6.2. Authors; 6.3. Readers; 7. CONTACTS: 7.1. Contact; 7.2. Subscriptions; 7.3. Search. Conclusions: This academic journal website model was implemented for the International Journal of Science Annals (IJSA). Authors and readers of IJSA noted the advantages of the model proposed by the author, including: a convenient and understandable website interface, the availability of the necessary hyperlinks to the pages of the journal's website and external media (sites of indexed agencies, library archives, etc.), convenient search for information on the website and published in the journal articles (by author, publication, text of the article), availability of integrated applications (online submission of manuscripts, filing appeals against the decision of reviewers and complaints about published articles, viewing the interactive printed version of the journal, etc.), availability of templates (for authors, reviewers), availability of multiple formats for archiving articles (PDF, DOAJ, XML, TXT), the ability to choose the style of citing the article and the website language (English, Ukrainian), etc. Keywords: journal, model, website, academic, indexing