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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. 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.
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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 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.
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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 content, programs, and outreach initiatives are increasingly critical to their success.
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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 addressed the importance of subject matter instructional expertise.
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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 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.
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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 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.
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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 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.
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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 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.
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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 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.
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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 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.
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Dreisiebner, Stefan. "Content and instructional design of MOOCs on information literacy." Information and Learning Sciences 120, no. 3/4 (2019): 173–89. http://dx.doi.org/10.1108/ils-08-2018-0079.
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PurposeThis paper aims to uncover the current status of information literacy (IL) instruction through massive open online courses (MOOCs), comparing the content and instructional design of existing offers and showing avenues for future MOOCs.Design/methodology/approachAn extensive search for existing MOOCs on IL revealed 11 offers that are available for analysis. A content analysis is conducted to compare their content and instructional design. The category system is based on the IL standards and performance indicators of the Association of College and Research Libraries (2000), which has been supplemented with additional categories and an evaluation grid for MOOCs.FindingsThe results suggest first, that the topics covered by IL MOOCs differ widely. While some of the MOOCs mainly reflect the performance indicators suggested by the ACRL standards on IL from 2000, some other MOOCs focus on completely different topics such as fake news or internet security. Second, they show that MOOCs on IL tend not to emphasize subject-specific and country- or culture-specific contexts. Third, it shows that input-based teaching approaches dominate, while collaborative and interactive activities are only rarely used. Fourth, they allow drawing a possible connection between student engagement and design of the learning contents.Research limitations/implicationsThis work reflects the current status of IL facilitation through MOOCs. Further research is needed.Practical implicationsThe results confirm that MOOCs are a promising approach for developing IL skills and provide avenues for future MOOC projects, especially on IL.Originality/valueThis paper is one of few works to discuss IL facilitation through MOOCs.
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Resti, Amanda, and Asep Sopian. "Analysis The Suitability Of Arabic Learning Videos On Youtube Based On The Gagne Model." Jurnal Onoma: Pendidikan, Bahasa, dan Sastra 11, no. 2 (2025): 2429–38. https://doi.org/10.30605/onoma.v11i2.5780.
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This study aims to analyze the extent to which Arabic learning videos available on YouTube adhere to Gagne’s Nine Events of Instruction. The research employs a qualitative descriptive method with content analysis as the primary approach. A total of ten Arabic instructional videos were purposively selected and evaluated based on the presence of each of Gagne’s instructional steps. The results show that only two out of ten videos fulfilled more than six of Gagne’s stages, while the rest met only three to five stages. The most frequently observed stages were “presenting the stimulus” and “providing feedback,” whereas key initial stages such as “gaining attention” and “informing learners of objectives” were frequently omitted. These findings suggest that most Arabic learning videos lack a structured instructional design, which may impact the effectiveness of learning. The study highlights the importance of incorporating a comprehensive instructional framework when designing educational content, particularly for language acquisition. It also emphasizes the need for content creators to be trained in instructional design principles. This research recommends the development of more pedagogically sound learning videos that fully implement Gagne’s model to enhance the quality of digital Arabic language instruction.
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Laksana, Dek Ngurah Laba, Yosefina Uge Lawe, Frumensia Ripo, Maria Oliva Bolo, and Tarsisius Donbosko Dua. "Lembar Kerja Siswa Berbasis Budaya Lokal Ngada Untuk Pembelajaran Tematik Siswa Sekolah Dasar." JURNAL PENDIDIKAN DASAR NUSANTARA 5, no. 2 (2020): 227–41. http://dx.doi.org/10.29407/jpdn.v5i2.13903.
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Recent instructions has been focusing on critical thinking skills by utilizing contextual learning resources. Therefore, this study was conducted by aiming at describing the quality of local culture-based students’ worksheet from the aspect of content, instructional design, instructional media, and the product users in accordance with the characteristics of primary school students. The integrated local culture-based worksheet was developed by using ADDIE model (analyze, design, development, implementation, and evaluation). The data collected n study were analyzed descriptive qualitatively. Further, this study produced a thematic students’ worksheet on three main topics. The perception of the expert of instructional content to the integrated local-culture based worksheet was also in excellent category. On the other hand, the perception of the expert of instructional design and instructional media were in good category. Lastly, the perception of the students as the product users was in excellent category. Thus, it can be concluded that the developed worksheet has been suited to the primary school students’ characteristics.
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Dailey, Debbie. "Using Engineering Design Challenges to Engage Elementary Students With Gifts and Talents Across Multiple Content Areas." Gifted Child Today 40, no. 3 (2017): 137–43. http://dx.doi.org/10.1177/1076217517707236.
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With the release of the Next Generation Science Standards and the adoption of the standards by many states, teachers are encouraged to use the engineering design process (EDP) as an instructional approach to teaching science. However, teachers have limited time to teach science and will often neglect science in favor of mathematics and literacy instruction. To make this feasible for elementary classrooms, teachers should be encouraged to implement integrated units of study utilizing EDP to cohesively bind content areas and to increase active learning, critical thinking, and problem solving among all learners. An additional benefit of using EDP as an instructional strategy is the focus on problem solving and the avoidance of one size fits all learning. Students actively engage in learning content (science, mathematics, literacy, social studies) as they collaboratively work together to solve societal and environmental problems. Knowledge is built as students progress through the challenges and content is provided on a need to know basis, thereby differentiating instruction based on learner needs and challenging gifted learners. In this article, the author provides four sample engineering challenges that can be used to create an integrated unit of study using the EDP as an instructional strategy.
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Alhamami, Munassir. "Instructional Communication and Medium of Instruction: Content Instructors’ Perspectives." SAGE Open 13, no. 2 (2023): 215824402311727. http://dx.doi.org/10.1177/21582440231172713.
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This paper hypothesizes that higher proficiency in the medium of instruction (MI) is a precondition for effective instructional communication (IC), with the latter being essential for higher cognitive processes, positive affects, and better performance in the learning environment. The reported study used questionnaires comprising open-ended questions to survey 341 content instructors who taught on 26 undergraduate programs with English as the MI (EMI) in a Saudi public university. Thematic analysis was used to analyze the resulting qualitative data, and the results reveal four themes. The first theme is the advantages of using the students’ mother tongue (Arabic in this case) as an MI; the findings show that doing so is related to robust IC, with the latter leading to better cognition, positive affects, and stronger performance in the learning environment. The second theme is the advantages of using EMI, which can be classified into three main areas: more educational resources, better international research collaboration, and more international job opportunities. The third theme is the use of code-switching in EMI classes because of poor IC; instructors code-switch for three purposes: cognitive, affective, and performance. The fourth theme is suggestions from participants for how to improve IC in EMI programs: the findings recommend the use of IC theory and linguistic relativity to examine EMI programs; also, collaboration among IC researchers, cognitive linguists, and EMI researchers will help understand how the MI influences students’ success; furthermore, policymakers must design curricula that consider the perspectives of content instructors and provide them with training to overcome several IC barriers in EMI programs.
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Berge, Ph.D., Zane L. "Secret of Instructional Design Revisited." Frontiers in Education Technology 4, no. 4 (2021): p26. http://dx.doi.org/10.22158/fet.v4n4p26.
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Improvements in technology, especially automation, robotics, and artificial intelligence have dramatically changed what people do in the workplace and how they do it. Technology advancements over the past 3 decades have reshaped demands in schooling and the workplace bringing on new challenges and opportunities. Employers need employees who are critical thinkers, communicators, collaborators, and creators to remain competitive and innovative. Educators recognize these abilities that learners must have to take advantage of the opportunities and face the challenges that are presented to them in the 21st century. As was the case 30 years ago, the same consistency is needed today among the four elements of instructional design: objectives, methods, content, and evaluation. There must also be integration of the instructional system with authentic, real-world performance. If these two critical aspects are not met the chances of obtaining the desired effectiveness of learning is not likely to be met. The Internet and cloud computing allow more rapid development of instruction for more efficient and affective learning. The pace of change also requires a greater emphasis on the iterative nature of evaluating the instructional design system.
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Göksu, Idris, Kursat Volkan Özcan, Recep Cakir, and Yuksel Göktas. "Content analysis of research trends in instructional design models: 1999-2014." Journal of Learning Design 10, no. 2 (2017): 85. http://dx.doi.org/10.5204/jld.v10i2.288.
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<p class="JLDAbstract">This study examines studies on instructional design models by applying content analysis. It covers 113 papers published in 44 international Social Science Citation Index (SSCI) and Science Citation Index (SCI) journals. Studies on instructional design models are explored in terms of journal of publication, preferred model, country where the study was conducted, research method, data collection tool, data analysis method, sampling interval, and field in which the model was applied. Studies are also examined in terms of variables, focusing on connections with model used, relevant results, and orientation of the model (e.g., system-oriented, class-oriented, or product-oriented). Results identified the most preferred models as ADDIE, ARCS, Gagne and Briggs, 4C-ID, and Dick and Carey. System-based instructional design models were most common. These results show recent trends in instructional design models and will contribute to both researchers and instructional designers.</p>
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Scruggs, Thomas E., and Margo A. Mastropieri. "Classroom Applications of Mnemonic Instruction: Acquisition, Maintenance, and Generalization." Exceptional Children 58, no. 3 (1991): 219–29. http://dx.doi.org/10.1177/001440299105800305.
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This investigation evaluated the effectiveness of classroom mnemonic instruction of science content, for 19 students with mild disabilities. Students were given either mnemonic instruction or more traditional instruction in a within-subjects design, in which treatment order was counterbalanced across classrooms, for each of two weekly units in life science. Following a third week of mnemonic instruction, students were taught to generate and draw their own mnemonic pictures. Results suggested that mnemonic instruction resulted in substantial increases in initial content acquisition, and substantially higher delayed-recall scores, over more traditional instructional procedures. Further, it was found that trained students were able to successfully generate and apply their own mnemonic strategies to novel content. Students overwhelmingly preferred mnemonic instruction over traditional instructional methods.
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Liang, Yanlong, and Jijian Lu. "How School Support Influences the Content Creation of Pre-Service Teachers’ Instructional Design." Behavioral Sciences 15, no. 5 (2025): 568. https://doi.org/10.3390/bs15050568.
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In the rapidly evolving educational landscape, understanding how school support influences the content creation of pre-service teachers’ instructional design is crucial for fostering effective teaching practices and sustainable professional development. This study aims to explore the influence pathways and mechanisms through which school support affects the content creation of pre-service teachers’ instructional design. A total of 871 Chinese pre-service teachers were surveyed using an online questionnaire to assess school support, generative AI technology, self-efficacy, and instructional design content creation. The results indicate that school support has a significant positive predictive effect on the content creation of pre-service teachers’ instructional design. Moreover, generative AI technology and self-efficacy of pre-service teachers play a chain mediating role between school support and instructional design content creation. To enhance the content creation of pre-service teachers’ instructional design and promote the sustainability of teachers’ professional development, it is recommended that emphasis be placed on the application of school support and generative AI technology, as well as the enhancement of self-efficacy of pre-service teachers.
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Manzanillo, Regine M. "Design and Validation of an Instructional Module for Business Planning in the BS Entrepreneurship Program." International Journal of Research and Innovation in Applied Science X, no. III (2025): 693–701. https://doi.org/10.51584/ijrias.2025.10030051.
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The rapid change in the curriculum and the increasing demand of education shifted the pedagogical knowledge and skills requirements of teachers. In this time of pandemic, the use of modular instruction to facilitate learning and mastery of the content is advised. The study applied the designed-based research (DBR) approach using the ADDIE model to develop and validate a business plan module for Entrepreneurship students. Experts’ Evaluation Checklist of the Instructional modules, pretest, and posttest for instructional module and students’ evaluation checklist of the instructional modules was employed in gathering data. Findings revealed that the contents of the module which the students and subject specialist evaluated was rated excellent which indicates that it was perceive as significant instructional material for their course. Meanwhile, the design characteristics, learning activities, and reliability of the designed module which the students evaluated have resulted in a mean average of 4.60 and were rated as excellent and which the subject specialist evaluated have resulted in a mean average of 5.00 and were rated as excellent. This indicates that both the students and subject specialist perceive the design characteristics, learning activities, and reliability of designed module as significant instructional material for their course.
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Poker, Rachel, Andrea Pisa, and Thomas Grant. "The Power of Digital and Promotional Instructional Resources: An Industry & Consultancy Perspective." Proceedings of the International Symposium on Human Factors and Ergonomics in Health Care 13, no. 1 (2024): 27–33. http://dx.doi.org/10.1177/2327857924131050.
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Currently digital instructions for medical devices are primarily developed for digital products or as promotional instructional labeling and tend to be available in addition to the paper-based Instructions for Use (IFU). In many markets, digital instructions are limited to Healthcare Professional (HCP) use only and the potential benefits to patients are not being realized. This narrative review discusses some of the realities of patient onboarding and the potential to offer additional support to patients learning to inject through the provision of digital instructions. The review explores the current regulatory landscape for digital instructions across different markets and discusses some of the key differences between regulatory required labeling and promotional labeling. The review concludes with a range of digital instructional concepts to illustrate how evidence-based design principles can be incorporated into digital instructions to create meaningful, engaging content that could enhance the patient experience of instructional content.
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Morgado, Margarida. "Content, language and intercultural challenges in engineering education: (E-)strategies to improve instructional design." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 8 (2018): 153–61. http://dx.doi.org/10.18844/prosoc.v4i8.3026.
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Intercultural, multilingual and culturally and academically diverse classrooms are a common reality in current higher education (HE) landscapes, as globalisation is effectively taking place in all major schools. Rethinking instructional design strategies that contribute to the overcoming of communication and cultural differences in both online and blended learning processes may help not only improve the development of more efficient online learning environments but also meet the challenges of current teaching and learning processes. Special focus will be put into engineering education through the medium of English and the training of engineering lecturers in HE through communities of practice (CoPs), which present, integrate and discuss how to integrate content and language (through what is known as the content and language integrated learning (CLIL) approach) as well as trends, challenges and opportunities related to recent technological developments on students’ learning ourcomes. The desciption of the pedagogical training shared through a CoP describes E-strategies to improve instructional design in engineering courses in online learning environments when English is used as a medium of instruction and integrated with content in a CLIL approach. Keywords: Higher education, CLIL/ICLHE, English Lingua Franca, instructional E-design, online learning environments, training of engineering teachers.
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Fargo McKinnon, Laura, and Kris S. Helge. "Copyright, open access and library instruction." Library Hi Tech News 31, no. 10 (2014): 13–16. http://dx.doi.org/10.1108/lhtn-07-2014-0064.
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Purpose – The purpose of this article is to provide a general review of the concepts of copyright and open access as they relate to library instruction. The authors provide instructional advice to librarians on these topics. Design/methodology/approach – The authors approach the topic from a descriptive and instructional stance. General research on the topics listed above was conducted and is presented as an overview. Findings – The authors discuss the basics of copyright law, Creative Commons licenses, open access resources and copyright considerations specific to using music in instruction. Originality/value – This article includes useful tips and resources for instructional librarians, such as where to find open access or Creative Commons content. It is of value to any librarian that utilizes other entities’ content in the course of instruction.
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Bajracharya, Jiwak Raj. "TPACK-integrated Worked Examples for Technology Integration." Journal of Training and Development 4 (December 24, 2019): 46–63. http://dx.doi.org/10.3126/jtd.v4i0.26837.
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The purpose of the study was to develop and validate the Worked Examples to enhance the instructors’ competencies in carrying out technology integration during teaching and learning. Worked Examples in the study was developed based on the Gagne’s Nine Event of Instruction, which is one of the classroom-oriented micro level Instructional Design Models. Technology integration in the study is defined as an implementation of technological resources and pedagogical strategies to deliver the required content knowledge during classroom instruction. Thus, Technological Pedagogical and Content Knowledge (TPACK) was integrated in the developed Worked Examples. Development and Design research design was implemented to develop and validate the Worked Examples, employing qualitative and quantitative data, where three instructors from Teacher Education Program utilized Worked Examples during their classroom instruction. Extraneous cognitive load of instructors found to be addressed because of employing Worked Examples. Furthermore, pre-service teachers learning outcomes was also significantly improved because of instructors’ instructions with Worked Examples.
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Duchastel, Philippe. "Learning Environment Design." Journal of Educational Technology Systems 22, no. 3 (1994): 225–33. http://dx.doi.org/10.2190/ekxu-3nqt-y0kb-yf27.
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Learning Environment Design (LED) is an instructional design process that is geared to the design of flexible and user-centered learning resources that constitute inviting environments for learning. LED is a possible successor to Instructional Systems Design (ISD), the process that has flourished in the instructional design field over the past three decades. LED is rooted in a conception of learning that emphasizes information, interest, structure, and regulation. LED explicitly distinguishes between the content and strategy facets of design in order to bring out the importance of both.
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Jiaxin, Li. "A Study on the Mechanisms of Influence of High School Music Curriculum Instructional Design on Developing Students' Core Literacy in Music Subject - Structural Equation Modeling." IRA International Journal of Education and Multidisciplinary Studies 19, no. 2 (2023): 91. http://dx.doi.org/10.21013/jems.v19.n2.p5.
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<p>The level of high school music curriculum instructional design determines the effectiveness of high school students' music discipline core literacy development. To clarify the mechanism of the influence of high school music curriculum instructional design on the cultivation of students' core literacy in music can help the cultivation of high school students' core literacy in music. The empirical study using structural equation modeling found that there were significant correlations among the four dimensions within the questionnaire: instructional goals, instructional content, instructional implementation, and instructional evaluation in high school music curriculum instructional design; there was no direct effect of instructional content on developing high school music discipline core literacy; there was a significant mediating effect of instructional implementation and instructional evaluation between instructional goals and high school music discipline core literacy There is no direct influence of teaching content on the development of core literacy in high school music; there is a significant mediating influence of teaching implementation and teaching evaluation between teaching objectives and core literacy in high school music; teaching objectives have a significant positive influence of teaching evaluation on teaching content, teaching practice and teaching evaluation. In this regard, in the process of high school music curriculum instructional design, music teachers should further enrich the instructional design system that helps develop students' core literacy in music.</p>
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Cui, Xiaoqing, and Wei Liu. "Design and Implementation Strategies for English Reading Teaching in Secondary Vocational Schools from the Perspective of Curriculum Ideology and Politics: Taking an English Reading Class as an Example." Journal of Contemporary Educational Research 9, no. 2 (2025): 73–77. https://doi.org/10.26689/jcer.v9i2.9763.
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Within the perspective of curriculum-based ideological and political education, this paper takes a secondary vocational English reading class themed “Invention and Innovation” as an example to delve into the process from instructional content design to implementation. In terms of instructional design, the paper highlights key elements. Profoundly, it discusses the strategies for teaching implementation, including the setting of teaching objectives, the selection of reading instructional materials, and the design and advancement of teaching activities. The aim is to effectively integrate ideological and political elements into secondary vocational English reading instruction, with the hope of providing useful references and insights for the teaching of English reading in secondary vocational education.
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Pendell, Kimberly, and Annie Armstrong. "Psychology guides and information literacy." Reference Services Review 42, no. 2 (2014): 293–304. http://dx.doi.org/10.1108/rsr-10-2013-0052.
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Purpose – This study aims to provide an understanding of current practice and informs the further development of guides as key instructional tools. To assess the existing landscape of research guides as instructional tools, researchers examined the instructional content and associated media formats of online psychology research guides. Design/methodology/approach – Researchers devised an instrument utilizing Standard Two of the Association of College and Research Libraries’ (ACRL’s) Psychology Information Literacy Standards and inventoried the instructional content and associated media formats of a sample set of 36 psychology research guides. Findings – Although online research guides offer a platform for presenting instructional content in myriad formats, it was found that the sample set of psychology research guides rarely incorporated instructional content. Research limitations/implications – Psychology course guides were not part of the sample set; it is possible that guide authors approach the addition of instructional content in course guides differently than in general psychology subject guides. Practical implications – This paper provides an overview of how libraries are, or are not, using research guides as part of their instruction program. The researchers propose a framework for adding instructional content to psychology guides using Standard Two. Originality/value – Considering the ubiquity of online research guides on academic library Web sites, little research on the existing integration of instructional content into guides has been published. This study offers a snapshot of current guide practice and proposes a practical, systematic and unique model for aligning information literacy standards with guide content areas which has not been proposed elsewhere.
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Allanson, Dr Patricia E., and Dr Charles E. Notar. "Designing Online Instruction: How to Become Unflummoxed." International Journal of Social Policy and Education 6, no. 1 (2024): 1–19. http://dx.doi.org/10.61494/ijspe.v6n1a1.
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Successful online instruction/eLearning requires new methods of course design, interaction among course participants, and instructor preparation and support. A well-designed course is one that fosters student learning and interaction. The article provides best practices for designing, developing, and implementing online instruction. Areas covered include assessment, content, design, equipment, feedback, games, instructional design, methods, students, teacher, teacher support, and teaching.
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Sathapornwachana, Jantakan. "Enhancing Content Marketing Design through Design Thinking and the TPACK Framework." International Journal of Information and Education Technology 15, no. 5 (2025): 988–1002. https://doi.org/10.18178/ijiet.2025.15.5.2305.
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This study aims to develop an online learning process that employs design thinking within the Technological Pedagogical Content Knowledge (TPACK) framework, followed by an experimental implementation. The study is segmented into three stages: studying primary requirements, developing the process and executing experiments. The sample group comprised social entrepreneurs, experts in innovation and learning technology, and specialists in content marketing. The study’s findings reveal that half of the entrepreneurs lacked adequate experience in design thinking and acknowledged their limited understanding of the concept. The development of an effective online learning process obtained three essential mechanisms: the TPACK framework, the learning components and instructional activities. The instructional activities have been structured to include online learning, course introductions, learning by doing, summaries, workshops and practical work, and evaluations of learning outcomes. The post-learning scores of the sample group were significantly elevated compared to their pre-learning scores across all three dimensions: content marketing knowledge, design process capability and design work quality. The level of satisfaction regarding the online learning process was high.
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Yang, Chia-Shing, and David M. Moore. "Designing Hypermedia Systems for Instruction." Journal of Educational Technology Systems 24, no. 1 (1995): 3–30. http://dx.doi.org/10.2190/476c-l2jf-g4et-vvax.
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In recent years, hypermedia has been widely adopted in education. However, negative effects have been reported. There is not much “instruction” in existing hypermedia systems. Also, most hypermedia designs are based on the capabilities of technology, not on instructional theories or research Findings. This article explored the principles and theories relevant to the design of effective hypermedia courseware. The micro-design, which concerns the designing of discrete screens, discussed guidelines in five categories: information formats, language usages, highlighting techniques, operating directions, and screen layouts. The macro-design, which addresses the interrelationships of screens, explored the content organization and presentation flow of hypermedia systems. Finally, a courseware template and a real product were constructed to exemplify the designing principles of “instructional” hypermedia systems.
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NAJMUDDEEN, Aminat Hassan. "INSTRUCTIONAL METHODOLOGY AND TEACHING PROCEDURES: A GUIDE FOR TEACHERS IN TRAINING." Journal For Professional Teachers (JPT) Volume II, No. 1, June - December 2022 (2022): 58–63. https://doi.org/10.5281/zenodo.7776172.
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Instructional methodology is a set of principles that a teacher uses to impart knowledge on learners based on the content, level of learners and materials used in teaching and learning. It is crucial and the particular ways of presenting instruction in teaching and learning situations, which is necessary to develop a design for an instructional system. A teacher in training should be able to select a particular method based on the subject matter, level of learners and the kind of instructional resources that would be applied in teaching for effective learning. It is also important for would be teacher to select methods that would ensure the assessment of the content, resources and the level of achievement.
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Halupa, Colleen. "Differentiation of Roles: Instructional Designers and Faculty in the Creation of Online Courses." International Journal of Higher Education 8, no. 1 (2019): 55. http://dx.doi.org/10.5430/ijhe.v8n1p55.
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Instructional design has continued to change and undergo metamorphosis. A key component of this process in higher education is the collaboration between an instructional designer and one or more faculty members to create a robust, quality online course. In this collaborative process, instructional designers are clearly the design expert, while the faculty member is the content expert. However, problems occur when roles are not clearly delineated. Conflict is often reported by instructional designers who feel they are not respected by faculty. Conflict can also occur when instructional designers cross the line and try to influence content instead of providing guidance on content delivery. In order to decrease conflict, the roles of instructional designers and the faculty they collaborate with must be clearly defined. Both the instructional designer and the faculty member should clearly articulate their expected roles in the collaborative course creation process. In addition, written policies and procedures for the instructional design process are crucial to the success of these collaborative relationships.
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Solikhah, Imroatus. "INSTRUCTIONAL DESIGN IN ENGLISH LESSON PLANS." LINGUA: Journal of Language, Literature and Teaching 11, no. 1 (2016): 33. http://dx.doi.org/10.30957/lingua.v11i1.19.
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The objectives of this study are to describe how indicators, learning objectives and teaching materials are stated in English lesson plans for Elementary School Students based on the criteria of instructional designs using School-Based Curriculum. Five English lesson plans available online are analyzed in this study using content analysis design. The results show that statements of indicators and learning objectives are not matched with the criteria of good instructional design. In addition, learning objectives do not indicate actual teaching materials and action verbs to indicate measurable teaching-learning outcomes do not match to each other.
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Giri, Prakash Chandra. "Not Just Content: Piloting On-Demand Learning through Participant-Centered Instructional Design." NPRC Journal of Multidisciplinary Research 2, no. 6 (2025): 75–88. https://doi.org/10.3126/nprcjmr.v2i6.80845.
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The rising demand for developing and piloting on-demand courses in various institutions show a transformation towards flexible, accessible and innovative education practices. As various institutions adopt and adapt this on-demand model to implement the content and documents, the true effectiveness of these courses depends on effective instructional design and full engagement of the learners. This research study explores creative and innovative ideas for developing and piloting on-demand courses that move beyond just telling the content or passive delivery. Grounded in constructivist learning theory and a phenomenological approach, the study applies both qualitative and quantitative feedback from the pilot participants , analyzed through the thematic and triangulated approach. The results highlight key pedagogical and technological insights for effective LMS application such as launching the live events for orientation and recaping the lessons, showing the content with clear instructions not just telling the content, development of organized content, engaging with discussion prompt questions on the LMS, regular communications, tech supports and course updates, exposure of extra bonus materials, right way of prompting AI tools, focus on diversified and inclusiveness of course moderators and learners. Guided by the ADDIE model, the research reveals a practical framework from the planning step to piloting stage of the course development journey. The study concludes with actionable and practical recommendations for policymakers, instructional designers, curriculum developers, teachers and concerned stakeholders to enhance content quality and implement effective on demand learning environment ensuring showing and engaging the participants rather than merely telling the content.
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Getahun, Bekele Sarah, Odundo Paul Amollo, Mwangi John Kamau, and Ganira Khavugwi Lilian. "Instructional Content and Quality of Business Studies Textbook in Secondary School in Kenya." International Journal of Educational Technology and Learning 12, no. 1 (2022): 1–9. http://dx.doi.org/10.55217/101.v12i1.498.
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Adequately planned business studies textbook promotes effective independent learning among learners yielding achievement of learning outcome for sustained academic results. Business textbook represents potentially implemented curriculum as its vehicle through which intended content of curriculum is availed to learner encouraging actualization of learning objectives. However, instructional information that does not facilitate realization of specific objectives may limit knowledge construction degrading learner’s mean score in business studies. The study adopted exploratory research design through quantitative and qualitative approach to data collection and analysis. Counts, percentages, means, standard deviations, Chi square tests and content analysis were used for data analysis. Cross tabulation results indicated that instructional content significantly influence quality of textbook implying that appropriate instructional information supports achievement of learning for prolonged learning experience. Further analysis showed that presentation style, learner cognition and visual representation influence quality of instruction content encouraging learning. Therefore, it is recommended that educational material incorporated in business textbook be relevant to learner cognition to accelerate learning.
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Harniss, Mark K., Keith L. Hollenbeck, Donald B. Crawford, and Douglas Carnine. "Content Organization and Instructional Design Issues in the Development of History Texts." Learning Disability Quarterly 17, no. 3 (1994): 235–48. http://dx.doi.org/10.2307/1511076.
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Designing effective content area texts requires attention to both organization of the content and the instructional strategies used to highlight important information. Content should be organized to show relationships among factual information, concepts, rules, and organizational structures at both the lesson and the curricular level. Instructional strategies should be organized to highlight, integrate, and apply critical concepts and to provide cumulative review of those concepts across the curriculum.
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Lee, Byeongjik, Echeol Kang, Namhee Kim, and Boyoung Seok. "Effects of GenAI Prompts on Instructional Design." Korean Association For Thinking Development 21, no. 1 (2025): 163–91. https://doi.org/10.51636/jotd.2025.04.21.1.163.
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This study aimed to explore the application of six types of Generative AI prompts in the instructional design process—instructional analysis, performance objective, assessment instrument, and instructional strategy—and to conduct a comparative analysis of the resulting outputs. While no significant differences were observed among the prompts in terms of general target analysis, the Persona prompt demonstrated superior specificity and depth in sub-function analysis, and was therefore adopted as the benchmark for subsequent design stages to ensure coherence and consistency. In a further comparison between the Persona prompt and the Suggested prompt—which enables Generative AI to autonomously select the most contextually appropriate prompt type—the AI exhibited an adaptive selection pattern: Zero-shot and Few-shot were primarily chosen for lower-order cognitive tasks involving knowledge and comprehension; Role-playing and Persona were selected for tasks requiring application and analysis; and Chain of Thought (CoT) and Zero-shot with CoT were applied to tasks demanding higher-order cognitive engagement such as error correction or system construction. This indicates that the AI was capable of selecting prompts in a manner sensitive to both content characteristics and cognitive complexity. The validity of the AI-generated outputs was evaluated by experts in instructional systems design and content, with both content and format validity rated as satisfactory. Given that instructional design is an inherently complex and cognitively demanding process that necessitates iterative feedback and forward-thinking considerations, the findings of this study suggest that Generative AI holds significant potential to enhance the reliability, validity, and overall quality of instructional design practices. Accordingly, this research offers meaningful empirical insight into the practical integration of AI in educational development contexts.
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Liu, Shuo. "Backward Instructional Design in High School Mathematics Based on the Alignment of Teaching, Learning, and Assessment." Education Insights 2, no. 7 (2025): 1–10. https://doi.org/10.70088/w0qa1a53.
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This paper, grounded in the theory of alignment among teaching, learning, and assessment, explores the practical application of backward instructional design in high school mathematics instruction, using the topic "Basic Properties of Probability" from the People's Education Press (A Edition) textbook as a case study. The study first establishes learning objectives through an analysis of curriculum standards and textbook content, identifying overarching concepts, clarifying desired understandings, and formulating essential questions. Assessment evidence is then determined from three dimensions: performance tasks, other forms of evidence, and self-assessment with feedback. Based on the established learning objectives and assessment evidence, instructional activities are developed using the WHERETO framework. Finally, the paper offers instructional reflections from three perspectives: defining measurable learning goals, encouraging peer evaluation through group discussions, and emphasizing timely feedback. This approach aims to enhance instructional coherence, promote deeper student understanding, and strengthen the effectiveness of classroom teaching.
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Silva Filho, Antonio Sabino, Sergio Roberto Silveira, Silvia Letícia Silva, and Umberto Corrêa. "Instructional Cues in Futsal Teaching, Coaching and Matches." Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity 8, no. 2 (2022): 210–26. http://dx.doi.org/10.17979/sportis.2022.8.2.9024.
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This study investigated what are the verbal cues provided in futsal contexts of teaching-learning, training, and official matches, and what are their attentional foci. A cue refers is a short instruction that constrains the students/athletes to direct their attention to critical elements for successful performance. 1543 instructional cues were collected from Physical Education (PE) classes, futsal training sessions and futsal matches of an official championship. Data were analysed based on content analysis method and categorized through the Systematic Analysis of Pedagogical Content Interventions. Inferential analyses were run by the Trend Module (Trend Analysis and Multiple Comparisons) of PEPI software. The results showed that the category offensive technique (passing) was the one with the highest number of instructions in the classes, training and matches. It was also observed that rules and violations were similar between curricular classes and futsal training sessions. The findings allowed to verify (i) the primary cues physical education teachers and coaches provided, (ii) about which critical aspects they referred to and (iii) their specificity regarding the context specificity (classes, training and matches). The findings provide useful insights into the design of instructional tasks as the instructional cues allow students/athletes to gain knowledge about the learning task and to direct their attention to critical elements for successful performance.
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Dew, Ting Pick, Suyansah Swanto, and Vincent Pang. "Crafting Comprehension: A Systematic Guide to Designing and Developing an Inquiry-Based Reciprocal Teaching (IBRT) Module." International Journal of Research and Innovation in Social Science IX, no. V (2025): 6358–72. https://doi.org/10.47772/ijriss.2025.905000492.
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This paper presents a systematic eight-step framework for designing and developing a contextually appropriate reading module, integrating three key pedagogical frameworks: a modified DDR within the ADDIE instructional design model, the BSCS 5E instructional model and the reciprocal teaching strategies. Inquiry-Based Reciprocal Teaching (IBRT) module was developed based on the needs analysis involved 282 Form Four ESL learners and 12 ESL educators from Penampang, Sabah, identifying key challenges in reading comprehension. Designed in alignment with the CEFR and the Malaysian Standard-Based English Language Curriculum (SBELC), this module aims to close the gap between curriculum expectations and learners’ reading proficiency by integrating reciprocal teaching strategies into 5E inquiry-based learning cycle to foster deeper engagement, scaffolding, and metacognitive growth. The design and developmental phase obtained the views and decisions of seven experts on the overall design, strategies, and activities in the module. Insights gathered informed the module’s development, which was refined through expert reviews and validated using structured checklists and the content validity index. With a content validation of 0.89 and suitability of sessions and activities that achieved a value of 0.90, the module demonstrated strong content validity and instructional relevance. This paper addresses the persistent lack of explicit reading strategy instruction in ESL classrooms and offers a replicable, context-sensitive framework for instructional design. By detailing each developmental step, the paper contributes a transparent and transferable model that supports both scholarly inquiry and practical implementation in ESL pedagogy.
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Vikram, Mathur. "Adapting Design Instruction to Online Teaching and Learning Methods." International Journal of Design and Allied Sciences (IJDAS) 1, no. 1 (2022): 8–11. https://doi.org/10.5281/zenodo.7634571.
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<strong>Abstract:</strong> In today’s VUCA (Volatility- Uncertainty- Complexity- Ambiguity) world, traditional methodologies of instruction for subjects such as Design (a subject studied and learnt through a five-sensing process) is fast getting redundant. The changing scenario calls for a flexible and adaptable skill-set for teaching this sensitive discipline. This article aims to identify ways to develop motivation, relevance and effectivity in the learning experience and also suggest a structure for instructional strategy in the online modality. By Identifying and including online features that students find interesting/attractive and eliminating all cumbersome workload, develop smartly packaged tutorials that encourage self-study and exploration. Design being the future of everything, needs to be taught to attract maximum talent. <strong><em>Practical Implications:</em></strong> Appropriate training and techniques for the online modality be developed and imparted to Instructors (for content delivery, mentoring, etc.) and learners (for receiving, interpreting, application, etc.) to ensure the practice of the desirable behaviourism in the online teaching-learning process. Learning outcomes will be achieved if the teacher and the learner find their comfort in this online learning environment.
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Abengoza, Guia B., Jona C. Agubang, Maria Lakasdiwa S. Bagayawa, Maricres H. Berjuela, Emily I. Calagoyo, and Cherry Love B. Montales. "Use of SAM in Developing Instructional Numeracy Materials." American Journal of Education and Technology 4, no. 1 (2025): 55–61. https://doi.org/10.54536/ajet.v4i1.4256.
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In the Philippines, numeracy abilities are important because they play a major role in the country’s economic development, technological advancement, and general societal advancement. This study assessed the numeracy skills and proficiency of Grade 6 students of Agaton C. Rodriguez Elementary School. Based on the Albay Numeracy Assessment Tool (ALNAT) pre-test result, the researchers were able to construct instructional videos in Mathematics 6 following the SAM model of instruction, which can help in the improvement of the students who fall in need of major support level during the numeracy assessment. The Mathematics 6 teacher and school ICT coordinator of the selected school served as the validators of the instructional videos and revisions were done according to their comments and recommendations. This study concludes that the SAM proves to be an effective and adaptable approach for designing and developing instructional content. The model promotes a user-centered process that prioritizes continuous refinement by focusing on its three core phases—Preparation, Iterative Design, and Iterative Development. The study also recommends that Instructional designers be open to revisiting earlier phases based on ongoing feedback, ensuring that the final product is continuously refined and meets learners’ evolving needs. Engaged groups during the preparation and development phases help ensure the instructional content remains relevant and user-centered. Further recommends allocating adequate time for the iterative design and development process. For SAM to be successfully implemented, instructional designers should receive proper training on its principles and best practices. Additionally, fostering collaboration between design teams, subject matter experts, and developers is essential for creating high-quality educational resources. Finally, regular evaluation during each phase of the SAM process ensures that instructional content meets both pedagogical and user requirements. Continuous assessment helps identify potential issues early on, leading to more effective solutions before final implementation.
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Renirie, Rebecca Hill. "Instruction through virtual reference: mapping the ACRL framework." Reference Services Review 48, no. 2 (2020): 243–57. http://dx.doi.org/10.1108/rsr-09-2019-0060.
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Purpose The purpose of this study is to examine teaching intent of information literacy threshold concepts via asynchronous reference transactions. Instructional content in academic librarians’ replies to research requests are analyzed for and mapped to threshold concepts contained in the Association of College and Research Libraries (ACRL) framework. Design/methodology/approach The author mapped the instructional content of a research request reply template to the content of the ACRL framework, then took a random sample of research requests using the template during the calendar year 2016. Additional instructional content provided in the sample replies was also mapped to the framework. Findings In providing written instruction for students to create searches from keywords and search subject-specific databases, every frame is at least partially addressed in the template except Scholarship as Conversation. However, individual librarians adapt the template to teach as needed and there are examples in this case study of teaching aspects of all six frames asynchronously. Practical implications This study provides support for librarians to teach the threshold concepts of the ACRL framework asynchronously at the point of need during virtual reference, and the effective use of a research reply template to accomplish this instruction. Originality/value Few recent studies examine instructional intent in asynchronous/email reference. This study examines teaching the ACRL framework via reference rather than instructional sessions. A portion of this research was presented as a poster at the 2017 ACRL Conference in Baltimore, Maryland.
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Yan, Jimiao, Ahmad Johari Bin Sihes, and Yan Zhang. "“Golden Curriculum” Instructional Design Competency Framework based on College English Award-Winning Instructional Design." Arab World English Journal 14, no. 3 (2023): 50–65. http://dx.doi.org/10.24093/awej/vol14no3.4.
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The importance of instructional design competency for university lecturers of English as a Foreign Language in delivering Higher-ordered, Innovative, and Challenging courses within the Golden Curriculum context in China cannot be underestimated. However, research in this area is limited, posing the need for teachers to reskill and upskill themselves to improve their teaching competencies. Therefore, this study aims to develop an instructional design competency framework based on a content analysis of 18 national award-winning instructional designs from the Star Teacher Contest between 2020 and 2022, using NVivo12 software. The framework encompasses four key elements: learning and learners, learning objectives, learning activities, and learning assessment. The findings emphasize the importance of understanding learning theories, employing scaffolding techniques, and catering to learners’ characteristics to support their academic progress. Moreover, the framework highlights the significance of fostering critical thinking and cross-cultural communication competencies, creating challenging yet feasible tasks, and using various assessment tools that incorporate real-life learning outcomes. By using this instructional design competency framework, teachers can enhance their teaching competencies and effectively implement the Golden Curriculum. Furthermore, educational institutions can use the framework to provide targeted support and training to teachers, enabling a successful integration of the Golden Curriculum into their English teaching programs.
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Sakulwichitsintu, Songlak. "Mobile Technology – An Innovative Instructional Design Model in Distance Education." International Journal of Interactive Mobile Technologies (iJIM) 17, no. 07 (2023): 4–31. http://dx.doi.org/10.3991/ijim.v17i07.36457.
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This research aims to introduce and examine the innovative instructional design model with Mobile Technology for undergraduates of School of Liberal Arts at Sukhothai Thammathirat Open University. Furthermore, it will evaluate the innovative instructional design model with Mobile Technology accordingly. The participants in the project comprised 30 undergraduates from the Information Science program, Thai Studies program, and English program who took the Science, Technology and Environment for Life course. They were selected through the cluster sampling technique. The research instruments comprised the innovative instructional design model, evaluation forms and the pre- and post- achievement tests. Included as well was the questionnaire on undergraduates’ opinions towards the model. The data analysis used the mean, the standard deviation, and the t-test. In addition, the model contains distance learning lessons which have been developed by Mobile Technology, and have passed educational quality assurance measures. It has been categorized regarding content, educational technology, and assessment by experts in content, educational technology, and assessment. The innovative instructional design with Mobile Technology has also been rated as “most appropriate” by five experts in the areas of distance education, mobile technology, educational technology, assessment, and content. The undergraduates learning from the innovative instructional design model showed significant achievement at the .05 level and their satisfaction was rated at the “high satisfaction” level. This paper reports the research findings regarding selected elements of the innovative instructional design model. It comprises the input, the process, the output and the feedback. There are nine steps to the innovative instructional design model with Mobile Technology.
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Savic, Goran, Milan Segedinac, and Zora Konjovic. "Automatic generation of E-Courses based on explicit representation of instructional design." Computer Science and Information Systems 9, no. 2 (2012): 839–69. http://dx.doi.org/10.2298/csis110615005s.
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This paper presents the system for automatic generation of IMS LD compliant E-Course from three components: machine readable explicit representation of instructional design, ontology of learning goals, and IMS Content Packaging compliant learning resources. For the explicit representation of instructional design, we have created a new domain-specific language named ELIDL which is aimed primarily at assistance to implementation of various pedagogical approaches in the course. Using ELIDL a teacher defines instructional design template which is one of the input parameters for the course generation. The system is verified by generating examples of the six different instructional designs for the Web Programming e-course via templates written in ELIDL.
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Surbakti, Rudy, Satria Evans Umboh, Ming Pong, and Sokha Dara. "Cognitive Load Theory: Implications for Instructional Design in Digital Classrooms." International Journal of Educational Narratives 2, no. 6 (2024): 483–93. https://doi.org/10.70177/ijen.v2i6.1659.
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The rapid integration of digital tools in education has transformed classroom environments, creating new opportunities and challenges for instructional design. One key area of focus is the management of cognitive load, which refers to the mental effort required to process information during learning. Cognitive Load Theory (CLT) offers insights into how instructional materials can be optimized to improve learning outcomes. In digital classrooms, the effective design of instructional content becomes even more critical due to the increased multimedia elements and potential for cognitive overload. This study aims to explore the implications of Cognitive Load Theory (CLT) for instructional design in digital classrooms. It examines how digital tools, such as multimedia content and interactive activities, impact learners’ cognitive load and suggests strategies for reducing extraneous cognitive load to enhance learning efficiency and effectiveness. A mixed-methods approach was used, combining quantitative surveys to assess students’ cognitive load during digital learning activities and qualitative interviews with instructors to understand their perspectives on instructional design challenges. The study was conducted across several digital learning environments in higher education. The findings indicate that digital learning environments often lead to high cognitive load, particularly when multimedia content is poorly integrated. However, using principles from CLT, such as segmenting information and reducing unnecessary complexity, can significantly lower cognitive load and improve student learning outcomes. Both students and instructors reported that well-designed digital content led to better engagement and more efficient learning. The study concludes that applying Cognitive Load Theory to instructional design in digital classrooms can enhance learning by minimizing cognitive overload. Educators should be mindful of cognitive load when creating digital learning experiences to improve student performance and engagement.
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Chamberlin, Barbara, Jesús Trespalacios, and Rachel Gallagher. "The Learning Games Design Model." International Journal of Game-Based Learning 2, no. 3 (2012): 87–110. http://dx.doi.org/10.4018/ijgbl.2012070106.
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Instructional designers in the Learning Games Lab at New Mexico State University have developed a specific approach for the creation of educational games, one that has been used successfully in over 20 instructional design projects and is extensible to other developers. Using this approach, game developers and content experts (a) work collaboratively to ensure educational goals and outcomes are appropriate for the learner and the learning environment, (b) immerse themselves’ in both content and game design, and (c) test extensively throughout development with members of the target audience. The authors describe the model, discuss the implications of this approach for the creation of effective educational games, and share case studies based on the design model in practice.
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Cordova, Williza, and Joji Linaugo. "Pedagogical Content Knowledge Practices of Public School Science Teachers." Technium Social Sciences Journal 37 (November 9, 2022): 37–50. http://dx.doi.org/10.47577/tssj.v37i1.7584.
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Abstract. Pedagogical Content Knowledge (PCK) is used to determine the development of pedagogical and disciplinary science teachers; knowledge over time. Hence, investigating the extent of PCK practice is essential as it predicts how teachers carry out instructions. The study determined science teachers’ extent of PCK practice in public schools in a medium-sized division in Central Philippines in the areas of Subject Matter Knowledge (SMK), Instructional Representation Strategies (IRS), Instructional Objective and Context (IOC), and Knowledge of Students’ Understanding (KSU) using the descriptive-comparative research design. Using a researcher-modified questionnaire, the study was conducted to 208 respondents who were identified through stratified random sampling. The findings revealed that the extent of PCK practice is very great. A significant difference exists in the extent of PCK practice in terms of SMK and IOC when teachers are grouped according to age, grade level taught, and length of teaching service. Likewise, there is a significant difference in the extent of PCK practice in terms of KSU when respondents are grouped according to the grade level taught. This means that although female doctorate degree elementary teachers with longer teaching experience perform better, all science teachers, have a very great subject matter mastery, effective instructional delivery, context and objectives, and processing and evaluation of students’ knowledge.