Relevant bibliographies by topics / Instructional Content Design

Contents

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

Academic literature on the topic 'Instructional Content Design'

Author: Grafiati
Published: 9 March 2023
Last updated: 31 July 2025

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Journal articles on the topic "Instructional Content Design"

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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.

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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. F
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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.

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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 f
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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.

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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 conte
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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.

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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 addresse
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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.

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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 practi
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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.

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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 aim
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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.

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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 t
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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.

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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 class
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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.

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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 e
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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.

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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 develo
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Dissertations / Theses on the topic "Instructional Content Design"

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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.

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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 jus
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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.

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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 t
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McDonald, Jocelyn. "Examination of Teachers' Perceived Technological Pedagogical Content Knowledge and its Relationship to Lesson Design." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7408.

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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
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Reese, Debbie Denise. "Metaphor and Content: An Embodied Paradigm for Learning." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/26564.

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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 lea
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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.

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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 w
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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.

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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.

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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
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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.

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

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This dissertation proposal begins with a discussion about how the education of game programmers was not meeting the needs of the game industry. With this problem identified, this study proceeded to verify the existence of disparities of current game programming curricula. The findings from the literature review were able to: (a) justify the need to develop a career-oriented instructional design model for education of game programming; (b) identify the disparities that caused the mismatch of instructional content between academia and the game industry; (c) review research that contributed to th
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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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Books on the topic "Instructional Content Design"

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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.

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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 learnin
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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.

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Smith, Robin M. Conquering the Content. John Wiley & Sons, Ltd., 2009.

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Jay, McTighe, ed. Integrating differentiated instruction and understanding by design: Connecting content and kids. Association for Supervision and Curriculum Development, 2006.

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Smith, Robin M. Conquering the content: A step-by-step guide to online course design. Jossey-Bass, 2008.

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Sandra, Parks, ed. Infusing critical and creative thinking into content instruction: A lesson design handbook for the elementary grades. Critical Thinking Press & Software, 1994.

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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.

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David, Carson. Fotografiks: An equilibrium between photography and design through graphic expression that evolves from content. Gingko Press, 1999.

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Kozma, Robert B. Design in context: A conceptual framework for the study of computer software in higher education. University of Michigan, 1987.

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Gaonkar, Ramesh S. The Z80 microprocessor: Architecture, interfacing, programming, and design. 2nd ed. Merrill, 1993.

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Book chapters on the topic "Instructional Content Design"

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Luo, Heng. "Artificial intelligence generated content (AIGC)." In Instructional Design with Emerging Technologies. Routledge, 2024. http://dx.doi.org/10.4324/9781003535867-13.

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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.

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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.

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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.

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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-met
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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.

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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 ar
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"Design Within the Content Layer." In An Architectural Approach to Instructional Design. Routledge, 2013. http://dx.doi.org/10.4324/9780203075203-19.

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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.

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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 bet
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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.

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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,
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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.

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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 t
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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.

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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 ins
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Conference papers on the topic "Instructional Content Design"

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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.

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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.

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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 proce
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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.

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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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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.

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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 princip
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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.

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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 ind
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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.

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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 material
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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.

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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.

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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.
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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.

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Reports on the topic "Instructional Content Design"

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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.

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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 d
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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.

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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 expe
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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.

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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, asse
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Nelson, Gena. Proportional Reasoning Interventions in Special Education Synthesis Coding Protocol. Boise State University, 2021. http://dx.doi.org/10.18122/sped136.boisestate.

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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, instructiona
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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.

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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
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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.

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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 mother
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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.

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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
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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.

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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 par
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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.

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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 instru
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Melnyk, Yuriy. Academic Journal Website Model. KRPOCH, 2018. http://dx.doi.org/10.26697/preprint.melnyk.1.2018.

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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 academi
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