Relevant bibliographies by topics / Instructional Design Architecture

Contents

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

Academic literature on the topic 'Instructional Design Architecture'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Instructional Design Architecture.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Instructional Design Architecture"

1

Sweller, John, Jeroen J. G. van Merriënboer, and Fred Paas. "Cognitive Architecture and Instructional Design: 20 Years Later." Educational Psychology Review 31, no. 2 (January 22, 2019): 261–92. http://dx.doi.org/10.1007/s10648-019-09465-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Kearsley, Greg, and Rachelle Heller. "Teaching instructional software design." ACM SIGCSE Bulletin 24, no. 3 (September 1992): 24–28. http://dx.doi.org/10.1145/142040.142059.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Naidu, Som. "Collaborative reflective practice: An instructional design architecture for the Internet." Distance Education 18, no. 2 (January 1997): 257–83. http://dx.doi.org/10.1080/0158791970180206.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Matsuo, Tokuro, and Takayuki Fujimoto. "Analogical Thinking Based Instruction Method in IT Professional Education." International Journal of Human Capital and Information Technology Professionals 1, no. 3 (July 2010): 1–14. http://dx.doi.org/10.4018/jhcitp.2010070101.

Full text
Abstract:
In designing a new teaching system, a challenging issue is how the system intelligently supports learners. This paper describes a methodology and a system design on the intelligent instruction support for software engineering education. For information science courses at a university, software engineering subjects are usually compulsory and students study dominant conceptions of implementation like software architecture, and the methodology of software design in software engineering lectures. To enhance learners’ understanding, the authors design a novel instructional model based on the analogical thinking theory. The analogical thinking-based instruction consists of concrete teaching methods like analogy dropping method, self role-play method, and the anthropomorphic thinking method. Questionnaires for learners after the instructions give results of effective education in an actual trial. The contribution of this paper is to provide a new instruction theory, the way of educational practice method, and implementation of the system.
APA, Harvard, Vancouver, ISO, and other styles
5

Asma, Houichi, and Sarnou Dallel. "Cognitive Load Theory and its Relation to Instructional Design: Perspectives of Some Algerian University Teachers of English." Arab World English Journal 11, no. 4 (December 15, 2020): 110–27. http://dx.doi.org/10.24093/awej/vol11no4.8.

Full text
Abstract:
Cognitive Load Theory is a theory that can be used by educators to design effective instructions. It has been applied in many areas, including teaching English as a foreign language as it contributes to positive outcomes. Before designing instructions, teachers should well understand the theory of Cognitive Load alongside human brain architecture. Sometimes students are taught more than they can learn due to their limited cognitive capacities which teachers do not consider. Students, therefore, often experience a cognitive overload which may lead to learning failure. So to what extent Algerian university teachers of English are aware of cognitive load theory? This research aims at exploring the perspectives of Algerian university teachers of English on the theory of cognitive load and its connection to instructional design. The study is expected to increase teachers' awareness of the importance of cognitive load theory in instructional design. 21 English language teachers from different universities of Algeria were enrolled in this query. A questionnaire was used to examine the respondents’ knowledge of the theory and their instructional design experiences. Even though the early expectation was that teachers are knowledgeable about the theory, the research findings showed that teachers lack sufficient knowledge of the theory; yet, they tend to work with some of its techniques when they design instructions.
APA, Harvard, Vancouver, ISO, and other styles
6

Angulo, Antonieta. "Digital Media Instruction in Architecture Education." Open House International 32, no. 2 (June 1, 2007): 65–73. http://dx.doi.org/10.1108/ohi-02-2007-b0008.

Full text
Abstract:
The aim of this paper is to provide a structured collection of case studies organized around the core discussion of how to address the subject of digital media in schools of design in general and architecture in particular. By means of these case studies it will be possible to understand the trajectory that we have followed in the Department of Architecture at Texas A&M University, having as main goal the incorporation of digital media instruction in design curricula and to assess whether our instructional methods and strategies are in tune with our present understanding of the role of digital media in design. The case studies have been organized following three main contextual themes, namely: shaping our understanding of the role of digital media in design, incorporating digital media in the design studio, and adapting to the availability of new technology. The paper includes the identification of critical issues, among them: polarization between traditional and digital media, solutions for continuous learning and update, and pervasive accessibility of digital means. The paper states conclusions and identifies the opportunities and challenges that we foresee in the near future based on the implementation of multidisciplinary integration and the development of multimodal and media-rich design environments.
APA, Harvard, Vancouver, ISO, and other styles
7

Isiaka, Rafiu Mope, Elijah Olusayo Omidiora, Stephen Olatunde Olabiyisi, and Oludotun O. Okediran. "An Enhanced Learning Technology System Architecture for Web-Based Instructional Design." International Journal of Emerging Technologies in Learning (iJET) 11, no. 01 (February 1, 2016): 57. http://dx.doi.org/10.3991/ijet.v11i01.4930.

Full text
Abstract:
Instructional design (ID) models are proven prescriptive techniques for qualitative lessons that could guarantee learning. Existing Learning Management Systems (LMS) miss-out the roles of this important quality control mechanism by providing a mere plane and passive platform for content authoring, thus becomes vulnerable for poor instructional design. This paper demonstrates an effort to ameliorate this limitation by extending the IEEE Learning Technology System Architecture (LTSA) with ID design processes. The Use Case diagram, Activities diagram and Entity Relation diagram for the extended LTSA are presented. The extended architecture was implemented on Moodle open sourced LMS which was extended and hosted live. Students’ impressions on the functionalities and operational effects of the platform were collated using online survey. The academic effects of the platform on the students’ performance were determined using the class mean. The value obtained was compared with that of the control group in the same session and those from the previous sessions. Consequently, this work demonstrates the feasibility of integrating ID models in E-learning. It also justifies its effects on the quality of learning.
APA, Harvard, Vancouver, ISO, and other styles
8

Wang, Shuangbao (Paul). "Design high-confidence computers using trusted instructional set architecture and emulators." High-Confidence Computing 1, no. 2 (December 2021): 100009. http://dx.doi.org/10.1016/j.hcc.2021.100009.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Karsli, Umut Tuğlu. "Performance Evaluation of Open and Cell Type Design Studios." Open House International 41, no. 1 (March 1, 2016): 27–34. http://dx.doi.org/10.1108/ohi-01-2016-b0004.

Full text
Abstract:
Design studio courses take place at the core of education disciplinary design such as architecture and interior architecture. Studios in which design studio courses are conducted can also be used for other practical courses as well. Another important feature of these studios is that they are extensively used by students for individual or group work other than during class hours. Since the students, either on their own or with the project coordinator, experience design process in these studios, their spatial characteristics are highly significant to conduct this process effectively. Within this scope, the aim of the research is to evaluate open and cell type studios commonly used in traditional architecture education through Post-occupancy evaluation (POE) approach, to discuss to what extent these studios meet the spatial requirements of today’s instructional methods and to develop a suggestion for design studio spatial use by taking the strengths and weaknesses of these studios. Accordingly, technical, physical and behavioral variables determining the performance of design studios within the context of spatial requirements have been identified through reviewing the related literature. In framework of a case study, a survey formed with the aforementioned variables was administered to architecture and interior architecture students studying in open and cell type design studios in order to measure their spatial performance. Followingly, in the final part of the study, referring to survey results and evaluation of spatial requirements of today’s instructional methods and tools, a combi design studio space organization has been suggested.
APA, Harvard, Vancouver, ISO, and other styles
10

Khanna, Pankaj, and P. C. Basak. "An OER architecture framework: Need and design." International Review of Research in Open and Distributed Learning 14, no. 1 (January 18, 2013): 65. http://dx.doi.org/10.19173/irrodl.v14i1.1355.

Full text
Abstract:
<p>This paper describes an open educational resources (OER) architecture framework that would bring significant improvements in a well-structured and systematic way to the educational practices of distance education institutions of India. The OER architecture framework is articulated with six dimensions: pedagogical, technological, managerial, academic, financial, and ethical. These dimensions are structured with the component areas of relevance: IT infrastructure services, management support systems, open content development and maintenance, online teaching-learning, and learner assessment and evaluation of the OER architecture framework. An OER knowledge and information base, including a web portal, is proposed in the form of a series of knowledge repositories. This system would not only streamline the delivery of distance education but also would enhance the quality of distance learning through the development of high quality e-content, instructional processes, course/programme content development, IT infrastructure, and network systems. Thus the proposed OER architecture framework when implemented in the distance education system (DES) of India would improve the quality of distance education and also increase its accessibility in a well-organised and structured way.</p>
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Instructional Design Architecture"

1

Butgereit, Laura Lee. "C3TO : a scalable architecture for mobile chat based tutoring." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1511.

Full text
Abstract:
C³TO (Chatter Call Centre/Tutoring Online) is a scalable architecture to support mobile online tutoring using chat protocols over cell phones. It is the scalability of this architecture which is the primary focus of this dissertation. Much has been written lamenting the state of mathematics education in South Africa. It is not a pretty story. In order to help solve this mathematical crisis, the “Dr Math” research project was started in January, 2007. “Dr Math” strove to assist school pupils with their mathematics homework by providing access to tutors from a nearby university to help them. The school pupils used MXit on their cell phones and the tutors used normal computer workstations. The original “Dr Math” research project expected no more than twenty to thirty school pupils to participate. Unexpectedly thousands of school pupils started asking “Dr Math” to assist them with their mathematics homework. The original software could not scale. The original software could not cater for the thousands of pupils needing help. The scalability problems which existed in the original “Dr Math” project included: hardware scalability issues, software scalability problems, lack of physical office space for tutors, and tutor time being wasted by trivial questions. C³TO tackled these scalability concerns using an innovative three level approach by implementing a technological feature level, a tactical feature level, and a strategic feature level in the C³TO architecture. The technological level included specific components, utilities, and platforms which promoted scalability. The technological level provided the basic building blocks with which to construct a scalable architecture. The tactical level arranged the basic building blocks of the technological level into a scalable architecture. The tactical level provided short term solutions to scalability concerns by providing easy configurability and decision making. The strategic level attempted to answer the pupils questions before they actually arrived at the tutor thereby reducing the load on the human tutors. C³TO was extensively tested and evaluated. C³TO supported thousands of school pupils with their mathematics homework over a period of ten months. C³TO was used to support a small conference. C³TO was used to encourage people to volunteer their time in participation of Mandela Day. C³TO was used to support “Winter School” during the winter school holiday. In all these cases, C³TO proved itself to be scalable.
APA, Harvard, Vancouver, ISO, and other styles
2

Oda, Caroline W. "The impact of dual-processing metacognitive scaffolding on architectural student writing." Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3737247.

Full text
Abstract:

Practicing architects and architectural educators have called for better writing by architecture graduates; however, there appears to be a gap in published empirical studies on instructional designs that address the problem of developing student architects’ writing fluency. Writing well is an especially challenging process for architecture students in design studios because learners must transform the concepts in their visual metaphors, design spaces, and physical models into written language. The study investigated whether architecture students in the treatment group showed greater writing fluency and critical thinking after using sketching as a metacognitive process than did the control group that used words in an identical online lesson. Fifty-six architecture design studio students participated in the quasi-experimental online intervention designed to help students describe their design projects in writing. Student papers following the online sketching intervention were scored using The Cognitive Level and Quality Writing Assessment, Critical Thinking Rubric. Although the one-way ANOVA analysis of mean scores on students’ papers showed no statistical difference between the treatment group, which used sketching, and the control group, which used words, sketching stimulated students in the treatment group to write lengthy posts critiquing each other’s sketches. The finding suggests that online instruction using sketching as a metacognitive scaffolding tool should be further explored as a strategy to engage architecture students in writing practice.

APA, Harvard, Vancouver, ISO, and other styles
3

Helps, C. Richard G. "Evolving Information Technology: A Case Study of the Effects of Constant Change on Information Technology Instructional Design Architecture." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2388.

Full text
Abstract:
A major challenge for Information Technology (IT) programs is that the rapid pace of evolution of computing technology leads to frequent redesign of IT courses. The problem is exacerbated by several factors. Firstly, the changing technology is the subject matter of the discipline and is also frequently used to support instruction; secondly, this discipline has only been formalized as a four-year university program within recent years and there is a lack of established textbooks and curriculum models; finally, updating courses is seldom rewarded in a higher education system that favors research and teaching for promotion and tenure. Thus, continuously updating their courses place a significant burden on the faculty. A case study approach was used to describe and explain the change processes in updating IT courses. Several faculty members at two institutions were interviewed and course changes were identified and analyzed. The analysis revealed a set of recurrent themes in change processes. An instructional design architecture approach also revealed a set of design domains representing the structure of the change processes. The design domains were analyzed in terms of the design decisions they represented, and also in terms of structures, functions and activities, which are related to Structures-Behaviors-Functions (SBF) analysis. The design domains model helped to explain both negative and positive outcomes that were observed in the data. When design efforts impact multiple domains the design is likely to be more difficult. Understanding the design domain architecture will assist future designers in this discipline.
APA, Harvard, Vancouver, ISO, and other styles
4

Thompson, Jo. "Pueblo Home: An interactive multimedia CD-ROM on Pueblo architecture." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/988.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Llorca, Bofí Josep. "The generative, analytic and instructional capacities of sound in architecture : fundamentals, tools and evaluation of a design methodology." Doctoral thesis, Universitat Politècnica de Catalunya, 2018. http://hdl.handle.net/10803/664194.

Full text
Abstract:
The disciplines of space and time form two domains to which it is daring to compare, since it is obvious that they are of a different nature. Music happens in time, while architecture happens in space. However, from the first treatises on both architecture and music, repeated calls for comparison, complementarity and influence of both disciplines can be read, at least to the observation of certain common orders between the two domains. In this doctoral thesis we do not question this whole theoretical corpus that has been enriching the relationship between both disciplines. We received it and joined that stream of knowledge. What we do notice, however, is the almost impertinent question that follows: can sound help the architect in his daily tasks? And, therefore, what are the contributions of sound to the architect? To do this we must seek the connection in the principles of both arts, where we can detach ourselves from time and space, and approach the most universal of art forms. The architect, in his daily work, is faced with three particular tasks: the architectural project, the architectural analysis and the teaching of architecture. Each of the three tasks is connected with the other two tasks: the project is carried out again with the analysis and transmitted to the new architect; the analysis supports the project decisions and gives tools to the disciple; and the teaching has the project as its purpose and the analysis as its method. The thesis presented here shows what sound offers to the task of the project, to that of analysis and to that of teaching. These three tasks are approached from three premises: theoretical foundations, tools and evaluation. The interaction of the three tasks with the three premises gives rise to nine lines of work that articulate the chapters of the thesis. The first, fourth and seventh chapters approach the three tasks from the premise of theoretical foundations, foundations that perhaps because they are obvious, have been ignored or overlooked but which constitute the nature of both disciplines. The first shows, by the hand of two 20th century authors - the architect Dom Hans van der Laan and the composer Olivier Messiaen - that creation in both disciplines is of a systematic nature. The fourth one revaluates the analytical systems of representation of form both in architecture and in music which, starting with the basic characteristics of its elements, lead to a symbolic notation and a tool for the analysis of the work: the plan and the score. The seventh introduces the student of architecture to the growing separation between music and architecture that has been accentuated to this day. The second, fifth and eighth chapters approach the three particular tasks from the premise of tools, working tools that help to understand more directly the influence of architecture on sound. The second places virtual reality and auralization techniques at the service of the architectural and urban planning project, enhancing the sound experience in these projects. The fifth deals with the acoustic analysis of exterior spaces and their relationship with the urban configuration of these spaces. The eighth section presents the study of acoustic heritage as an educational tool. The third, sixth and ninth chapters deal with the three tasks from the premise of evaluation, a check that ensures the influence of sound on them through teaching experiments. The third argues and exemplifies that a sound landscape can be the engine and generator of an architectural design. The sixth one reviews the methods for evaluating the subjective and objective parameters of architectural acoustics. The ninth shows that in teaching sound to architects, "learning by listening" should be given priority over "passive learning".
Las disciplinas del espacio y del tiempo forman dos dominios a los que resulta atrevido comparar, pues es obvio que son de naturaleza distinta. La música ocurre en el tiempo, mientras que la arquitectura en el espacio. No obstante, desde los primeros tratados tanto de arquitectura como de música, se pueden leer repetidas llamadas a la comparación, al complemento y a la influencia de ambas disciplinas, cuanto menos a la constatación de ciertos órdenes comunes entre ambos dominios. En esta tesis doctoral no ponemos en cuestión todo este corpus teórico que ha venido enriqueciendo la relación entre ambas disciplinas. La recibimos y nos unimos a esa corriente de conocimiento. En lo que sí reparamos, en cambio, es en la pregunta casi impertinente que surge seguidamente: ¿puede el sonido ayudar al arquitecto en sus tareas diarias? Y, por tanto, ¿cuáles son las contribuciones del sonido para el arquitecto? Para ello debemos buscar la conexión en los principios de ambas artes, allí donde podemos despegarnos del tiempo y del espacio, y acercarnos a la más universal de las formas de arte. El arquitecto, en su tarea diaria, se enfrenta a tres tareas particulares: el proyecto arquitectónico, el análisis arquitectónico y la enseñanza de la arquitectura. Cada una de las tres tareas está conectada con las otras dos: el proyecto se reconduce con el análisis y se transmite al nuevo arquitecto; el análisis soporta las decisiones de proyecto y da herramientas al discípulo; y la enseñanza tiene como fin el proyecto y como método el análisis. La tesis aquí presentada pone de manifiesto lo que el sonido ofrece a la tarea del proyecto, a la del análisis y a la de la enseñanza. Estas tres tareas son abordadas desde tres premisas: los fundamentos teóricos, las herramientas y la evaluación. La interacción de las tres tareas con las tres premisas da lugar a nueve líneas de trabajo que articulan los capítulos de la tesis. Los capítulos primero, cuarto y séptimo abordan las tres tareas desde la premisa de los fundamentos teóricos, fundamentos que quizá por ser obvios, se han obviado o pasado por alto pero que constituyen la naturaleza de ambas disciplinas. El primero muestra, de la mano de dos autores del siglo XX ?el arquitecto Dom Hans van der Laan y el compositor Olivier Messiaen- que la creación en ambas disciplinas es de naturaleza sistemática. El cuarto revaloriza los sistemas analíticos de representación de la forma tanto en arquitectura como en música que, empezando por las características básicas de sus elementos, conducen a una notación simbólica y una herramienta de análisis de la obra: el plano y la partitura. El séptimo presenta al estudiante de arquitectura la creciente separación entre la música y la arquitectura que se ha venido acentuando hasta nuestros días. Los capítulos segundo, quinto y octavo abordan las tres tareas particulares desde la premisa de las herramientas, útiles de trabajo que ayudan a comprender de modo más directo la influencia de la arquitectura en el sonido. El segundo sitúa la realidad virtual y las técnicas de auralización al servicio del proyecto de arquitectura y urbanismo, potenciando la experiencia sonora en estos proyectos. El quinto aborda el análisis acústico de espacios exteriores y su relación con la configuración urbana de estos espacios. El octavo presenta el estudio del patrimonio acústico como herramienta pedagógica. Los capítulos tercero, sexto y noveno abordan las tres tareas desde la premisa de la evaluación, comprobación que asegura mediante experimentos docentes la influencia del sonido en ellas. El tercero argumenta y ejemplifica que un paisaje sonoro puede ser el motor y generador de un diseño arquitectónico. El sexto realiza una revisión de los métodos de evaluación de los parámetros subjetivos y objetivos de la acústica arquitectónica. El noveno muestra que en la enseñanza del sonido para los arquitectos debe priorizarse "aprender escuchando" antes que el "aprendizaje pasivo".
APA, Harvard, Vancouver, ISO, and other styles
6

Santos, Marcelo Correia dos [UNESP]. "Televisão digital e Educação a distância: modelo de ambiente virtual de aprendizagem para mídia audiovisual." Universidade Estadual Paulista (UNESP), 2011. http://hdl.handle.net/11449/89530.

Full text
Abstract:
Made available in DSpace on 2014-06-11T19:24:05Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-12-19Bitstream added on 2014-06-13T19:26:41Z : No. of bitstreams: 1 santos_mc_me_bauru.pdf: 3239205 bytes, checksum: 1955bfda018fbb0798bb705d54a6a319 (MD5)
Universidade Estadual Paulista (UNESP)
A televisão, como indústria audiovisual, passa nesta era de convergência digital por um processo de hibridização através das novas tecnologias da informação e comunicação. Essa convergência de dispositivos e linguagens transmidiáticos vem agregar a este meio de comunicação o recurso da interatividade, constituindo uma interface de mediação entre o meio e a audiência interagente. O processo criativo de concepção e desenvolvimento de um modelo de aplicação interativa para Televisão Digital sobre a plataforma do middleware Ginga, do SBTVD, caracteriza-se como um projeto de investigação centrado na inovação tecnológica educacional em mídia audiovisual e na consequente transformação social, produzindo um modelo de Ambiente Virtual de Aprendizagem para Educação a Distância inserido no contexto de convergência de linguagens e mídias da contemporaneidade. Empregando na pesquisa um quadro teórico-metodológico interdisciplinar, tem como objetivo gerar um modelo conceitual de aplicação interativa destinado a servir de plataforma para a criação de conteúdos instrucionais focados em EaD através da mídia TV Digital
Television, as an audiovisual industry, is passing, in this era of digital convergence, by a hybridization process due to new information and communication technologies. This convergence of transmedia devices and languages has come to add to this medium the property of interactive communication, providing an interface through mediation between the audience and the mass media. The creative process of designing and developing a model for interactive Digital Television appliction, on the platform of middleware Ginga and SBTVD, has been characterized as a research project focused on educational innovation in the audiovisual media and the consequent social transformation, producing a model of the Virtual Learning Environment for Distance Education within the context of convergence of languages and media in these contemporary times. Employing in this research an interdisciplinary theoretical and methodological framework, the project aims to generate a conceptual model of interactive application designed to serve as a platform for creating instructional content focused on distance education through the medium knowed as Digital TV
APA, Harvard, Vancouver, ISO, and other styles
7

Santos, Marcelo Correia dos. "Televisão digital e Educação a distância : modelo de ambiente virtual de aprendizagem para mídia audiovisual /." Bauru : [s.n.], 2011. http://hdl.handle.net/11449/89530.

Full text
Abstract:
Orientador: Vânia Cristina Pires Nogueira Valente
Banca: Humberto Ferasoli Filho
Banca: Dariel de Carvalho
Resumo: A televisão, como indústria audiovisual, passa nesta era de convergência digital por um processo de hibridização através das novas tecnologias da informação e comunicação. Essa convergência de dispositivos e linguagens transmidiáticos vem agregar a este meio de comunicação o recurso da interatividade, constituindo uma interface de mediação entre o meio e a audiência interagente. O processo criativo de concepção e desenvolvimento de um modelo de aplicação interativa para Televisão Digital sobre a plataforma do middleware Ginga, do SBTVD, caracteriza-se como um projeto de investigação centrado na inovação tecnológica educacional em mídia audiovisual e na consequente transformação social, produzindo um modelo de Ambiente Virtual de Aprendizagem para Educação a Distância inserido no contexto de convergência de linguagens e mídias da contemporaneidade. Empregando na pesquisa um quadro teórico-metodológico interdisciplinar, tem como objetivo gerar um modelo conceitual de aplicação interativa destinado a servir de plataforma para a criação de conteúdos instrucionais focados em EaD através da mídia TV Digital
Abstract: Television, as an audiovisual industry, is passing, in this era of digital convergence, by a hybridization process due to new information and communication technologies. This convergence of transmedia devices and languages has come to add to this medium the property of interactive communication, providing an interface through mediation between the audience and the mass media. The creative process of designing and developing a model for interactive Digital Television appliction, on the platform of middleware Ginga and SBTVD, has been characterized as a research project focused on educational innovation in the audiovisual media and the consequent social transformation, producing a model of the Virtual Learning Environment for Distance Education within the context of convergence of languages and media in these contemporary times. Employing in this research an interdisciplinary theoretical and methodological framework, the project aims to generate a conceptual model of interactive application designed to serve as a platform for creating instructional content focused on distance education through the medium knowed as Digital TV
Mestre
APA, Harvard, Vancouver, ISO, and other styles
8

Wang, Liang. "Instruction scheduling for a family of multiple instruction issue architectures." Thesis, University of Hertfordshire, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358493.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Echols, Stuart Patton. "Teaching design : a qualitative study of design studio instruction /." Thesis, This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-12042009-020304/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Glökler, Tilman Meyr Heinrich. "Design of energy-efficient application-specific instruction set processors /." Boston, Mass. [u.a.] : Kluwer Acad. Publ, 2004. http://www.loc.gov/catdir/enhancements/fy0820/2004041376-d.html.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Instructional Design Architecture"

1

The architecture of learning: Designing instruction for the learning brain. Pelham, AL: Clerestory Press, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Rachel, Mallory, ed. Experimental eco->design: Product, architecture, fashion. Crans-Près-Céligny: RotoVision, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

1964-, Jones Michael, and Jefferis Tereasa, eds. AutoCAD 2004 for architecture. Australia: Thomson/Delmar Learning, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Jefferis, Alan. AutoCAD 2000 for architecture. Albany, N.Y: Autodesk Press, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

1964-, Jones Michael, ed. AutoCAD for architecture: R14. Albany, NY: Autodesk Presss, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Obermeyer, Thomas L. AutoCAD architectural lab manual. New York: Gregg Division, McGraw-Hill, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

1964-, Jones Michael, ed. AutoCAD for architecture: Release 12. Albany, NY: Delmar Publishers, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Jefferis, Alan. AutoCAD for architecture: Release 13. Albany: Autodesk Press, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Michael, Jones, ed. AutoCAD for architecture: Release 13. Albany, NY: Autodesk Press, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

The Z80 microprocessor: Architecture, interfacing, programming, and design. Columbus: Merrill Pub. Co., 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Instructional Design Architecture"

1

Leppink, Jimmie, and José Hanham. "Human Cognitive Architecture Through the Lens of Cognitive Load Theory." In Instructional Design Principles for High-Stakes Problem-Solving Environments, 9–23. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2808-4_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Simner, Ben, Shaked Flur, Christopher Pulte, Alasdair Armstrong, Jean Pichon-Pharabod, Luc Maranget, and Peter Sewell. "ARMv8-A System Semantics: Instruction Fetch in Relaxed Architectures." In Programming Languages and Systems, 626–55. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44914-8_23.

Full text
Abstract:
AbstractComputing relies on architecture specifications to decouple hardware and software development. Historically these have been prose documents, with all the problems that entails, but research over the last ten years has developed rigorous and executable-as-test-oracle specifications of mainstream architecture instruction sets and “user-mode” concurrency, clarifying architectures and bringing them into the scope of programming-language semantics and verification. However, the system semantics, of instruction-fetch and cache maintenance, exceptions and interrupts, and address translation, remains obscure, leaving us without a solid foundation for verification of security-critical systems software.In this paper we establish a robust model for one aspect of system semantics: instruction fetch and cache maintenance for ARMv8-A. Systems code relies on executing instructions that were written by data writes, e.g. in program loading, dynamic linking, JIT compilation, debugging, and OS configuration, but hardware implementations are often highly optimised, e.g. with instruction caches, linefill buffers, out-of-order fetching, branch prediction, and instruction prefetching, which can affect programmer-observable behaviour. It is essential, both for programming and verification, to abstract from such microarchitectural details as much as possible, but no more. We explore the key architecture design questions with a series of examples, discussed in detail with senior Arm staff; capture the architectural intent in operational and axiomatic semantic models, extending previous work on “user-mode” concurrency; make these models executable as test oracles for small examples; and experimentally validate them against hardware behaviour (finding a bug in one hardware device). We thereby bring these subtle issues into the mathematical domain, clarifying the architecture and enabling future work on system software verification.
APA, Harvard, Vancouver, ISO, and other styles
3

Vercruysse, Emmanuel, Kate Davies, Tom Svilans, and Inigo Dodd. "Instruction and Instinct." In Robotic Fabrication in Architecture, Art and Design 2014, 223–31. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-04663-1_15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Sottilare, Robert A., and Keith W. Brawner. "Scaling Adaptive Instructional System (AIS) Architectures in Low-Adaptive Training Ecosystems." In Adaptive Instructional Systems. Design and Evaluation, 298–310. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77857-6_20.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Yin, Jinyong, Zhenpeng Xu, Xinmo Fang, and Xihao Zhou. "The Design of Reconfigurable Instruction Set Processor Based on ARM Architecture." In Communications in Computer and Information Science, 66–78. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2423-9_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Muzaffar, Shahzad, and Ibrahim M. Elfadel. "An Instruction Set Architecture for Secure, Low-Power, Dynamic IoT Communication." In VLSI-SoC: Design and Engineering of Electronics Systems Based on New Computing Paradigms, 14–31. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23425-6_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Jiao, Qiang, Wei Hu, Yuan Wen, Yong Dong, Zhenhao Li, and Yu Gan. "Design of a Convolutional Neural Network Instruction Set Based on RISC-V and Its Microarchitecture Implementation." In Algorithms and Architectures for Parallel Processing, 82–96. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-60239-0_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Lu, Yi-Xuan, Jih-Ching Chiu, Shu-Jung Chao, and Yong-Bin Ye. "Design of Instruction Analyzer with Semantic-Based Loop Unrolling Mechanism in the Hyperscalar Architecture." In Communications in Computer and Information Science, 3–19. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9190-3_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Herkersdorf, Andreas, Michael Engel, Michael Glaß, Jörg Henkel, Veit B. Kleeberger, Johannes M. Kühn, Peter Marwedel, et al. "RAP Model—Enabling Cross-Layer Analysis and Optimization for System-on-Chip Resilience." In Dependable Embedded Systems, 1–27. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52017-5_1.

Full text
Abstract:
AbstractThe Resilience Articulation Point (RAP) model aims to provision a probabilistic fault abstraction and error propagation concept for various forms of variability related faults in deep sub-micron CMOS technologies at the semiconductor material or device levels. RAP assumes that each of such physical faults will eventually manifest as a single- or multi-bit binary signal inversion or out-of-specification delay in a signal transition between bit values. When probabilistic error functions for specific fault origins are known at the bit or signal level, knowledge about the unit of design and its environment allow the transformation of the bit-related error functions into characteristic higher layer representations, such as error functions for data words, finite state machine (FSM) states, IP macro-interfaces, or software variables. Thus, design concerns can be investigated at higher abstraction layers without the necessity to further consider the full details of lower levels of design. This chapter introduces the ideas of RAP based on examples of particle strike, noise and voltage drop induced bit errors in SRAM cells. Furthermore, we show by different examples how probabilistic bit flips are systematically abstracted and propagated towards instruction and data vulnerability at MPSoC architecture level, and how RAP can be applied for dynamic testing and application-level optimizations in an autonomous robot scenario.
APA, Harvard, Vancouver, ISO, and other styles
10

"Th e Architecture of Instructional Th eory." In Instructional-Design Theories and Models, Volume III, 317–38. Routledge, 2009. http://dx.doi.org/10.4324/9780203872130-23.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Instructional Design Architecture"

1

Pratt, Deirdre Denise. "An analysis of the design features of three mixed-mode courses in a master’s degree programme." In IASTED International Conference on Education and Technology (ICET). ACTA Press, 2005. http://dx.doi.org/10.51415/10321/247.

Full text
Abstract:
This paper suggests that a system of communicative rfunctions can be used to provide a framework for analysing course design, and illustrates this with reference to three mixed-mode courses intended for use in a master’s programme in Computer Assisted Language Teaching (CALT). The design principle is based on an architecture of functions necessary for effective communication, namely, the contextual, ideational, interactive social and reflexive functions. Because the principle is descriptive rather than prescriptive, and is thought to identify a deep structure of human functioning common to all social interaction, it provides a template for analyse of course design which can be applied within different educational paradigms. The template offers the course designer moving into a new milieu or medium the opportunity to gain a fresh perspective on the process of instructional design. Issues such as the educational context, course content, learning interactions, academic requirements and assessment can be now viewed in terms of how these contribute to knowledge construction, rather than whether the outcome per se is desirable: the latter issue is already addressed comprehensively in current instructional design paradigms.
APA, Harvard, Vancouver, ISO, and other styles
2

Nix, Anthony A., Mark T. Lemke, Ryan M. Arlitt, and Robert B. Stone. "Design Education Across Disciplines: Opportunities for Curriculum Advancement." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-59767.

Full text
Abstract:
Design education is a large field. It is not just limited to engineering design but can also include apparel design, industrial design, graphic design, architecture, and many others. These disciplines instruct students to follow a similar design process to what is generally taught in engineering design. However, these other disciplines contain a variety of instructional techniques, class structures, and class types that are not regularly included in engineering design. While design engineers tend to get a background rich in math and science, instructing students in design can be difficult. Many of these math and science classes focus on one approach and one right answer. However, in design the answers tend to fall on a spectrum from unsatisfactory to varying levels of satisfactory to ideal and innovative solutions, all of which can be uncovered using widely varying design methods. Despite the rigidness of the mechanical engineering curriculum there are areas where the implementation of techniques used in the other design disciplines could be advantageous to help engineering design students improve students design skills, design process knowledge, and softer skills such as team communication. The research done in this paper examines how the curricula of design disciplines could influence the coursework of students focusing on the design area of mechanical engineering.
APA, Harvard, Vancouver, ISO, and other styles
3

Machado, Mariana, Luiz Augusto Marcelino, and Pollyana Mustaro. "Measurement of Resources and Investments to Develop Digital Learning Objects." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3286.

Full text
Abstract:
The present research aims to evaluate digital learning objects architecture and build metrics -based on analyze of the financial, administrative and software engineering aspects - to define a prevision of the necessary investment to develop digital learning object. To develop some metrics it was necessary an online survey research with professionals that works with digital learning objects development. The study of the answers and some theoretical approaches of instructional design, software engineering, and learning objects characteristics turned possible create a Web application in Java that provides a prevision of the initial investment for the development of digital learning object. This program is based on the definition of a methodology that considers activities and professionals involved in the process and the execution time of each stage of digital learning object development in a dynamic way.
APA, Harvard, Vancouver, ISO, and other styles
4

Chatterjee, Debapriya, Anatoly Koyfman, Ronny Morad, Avi Ziv, and Valeria Bertacco. "Checking architectural outputs instruction-by-instruction on acceleration platforms." In the 49th Annual Design Automation Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2228360.2228531.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Wu, I.-Wei, Zhi-Yuan Chen, Jyh-Jiun Shann, and Chung-Ping Chung. "Instruction Set Extension Exploration in Multiple-Issue Architecture." In 2008 Design, Automation and Test in Europe. IEEE, 2008. http://dx.doi.org/10.1109/date.2008.4484771.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Kim, A., Seok Joong Hwang, and Seon Wook Kim. "Effective Instruction Fetch Stage Design for 16-Bit Instruction Set Architecture." In 2008 IEEE 8th International Conference on Computer and Information Technology Workshops. CIT Workshops 2008. IEEE, 2008. http://dx.doi.org/10.1109/cit.2008.workshops.107.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Jantz, Marianne J., Katherine Wu, and Prasad A. Kulkarni. "Properties of Dynamically Dead Instructions for Contemporary Architectures." In 2014 17th Euromicro Conference on Digital System Design (DSD). IEEE, 2014. http://dx.doi.org/10.1109/dsd.2014.108.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Eun, Hee Kwan, Sung Jo Hwang, and Myung Hoon Sunwoo. "Novel IME instructions and their hardware architecture for ME ASIP." In 2010 International SoC Design Conference (ISOCC 2010). IEEE, 2010. http://dx.doi.org/10.1109/socdc.2010.5682954.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Borodin, D., B. H. H. Juurlink, and S. Kaxiras. "Instruction Precomputation for Fault Detection." In 2009 12th EUROMICRO Conference on Digital System Design, Architectures, Methods and Tools (DSD 2009). IEEE, 2009. http://dx.doi.org/10.1109/dsd.2009.209.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Hara-Azumi, Y., T. Azumi, and N. D. Dutt. "VISA synthesis: Variation-aware Instruction Set Architecture synthesis." In 2013 18th Asia and South Pacific Design Automation Conference (ASP-DAC 2013). IEEE, 2013. http://dx.doi.org/10.1109/aspdac.2013.6509603.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Instructional Design Architecture' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography