Journal articles: 'Instructional Design Architecture'

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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.

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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.

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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.

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

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In designing a new teaching system, a challenging issue is how the system intelligently supports learners. This paper describes a methodology and a system design on the intelligent instruction support for software engineering education. For information science courses at a university, software engineering subjects are usually compulsory and students study dominant conceptions of implementation like software architecture, and the methodology of software design in software engineering lectures. To enhance learners’ understanding, the authors design a novel instructional model based on the 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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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Soh, Leen-Kiat, Ashok Samal, Suzette Person, Gwen Nugent, and Jeff Lang. "Closed laboratories with embedded instructional research design for CS1." ACM SIGCSE Bulletin 37, no. 1 (February 23, 2005): 297–301. http://dx.doi.org/10.1145/1047124.1047448.

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González, Luis Fernando Muñoz, and Vieyra Gerardo Quiroz. "Instructional Design in Online Education: a Systemic Approach." European Journal of Education 2, no. 3 (September 25, 2019): 64. http://dx.doi.org/10.26417/ejed.v2i3.p64-73.

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Online education is becoming more and more valid, but as a different modality from the face-to-face teaching-learning process, it has special characteristics that must be considered. Online education is much more than uploading material to a repository and using it in a linear manner. Electronic online education platforms, seen as an integral system, offer a large number of technological resources that must be used according to the educational model that is being applied. To achieve good performance, an online education model must be based on a harmonious architecture of the educational, administrative, legal and infrastructure aspects of ICT, that is, an integral model. The educational models created based on the prevailing pedagogical models - behavioral, constructivist, cognitive and connectivist - must be implemented through an instructional design, aligned with the pedagogical objectives and learning strategies, based on the proper use of the technological resources of The electronic platform. Instructional design models, such as ADDIE, ASSURE, Dick and Carey, and others, applied to online education, should take advantage of the resources of the technology platforms and the characteristics of each. These models, as a guide to instructional design processes, can also be enriched with other methodological processes, such as DevOps, which through continuous deliveries enrich and keep the educational content updated. This article proposes strategies for applying the technological resources of online learning platforms, aligned with the instructional design corresponding to the different pedagogical models.

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Peurach, Donald J., David K. Cohen, and James P. Spillane. "Governments, markets, and instruction: considerations for cross-national research." Journal of Educational Administration 57, no. 4 (July 8, 2019): 393–410. http://dx.doi.org/10.1108/jea-09-2018-0172.

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Purpose The purpose of this paper is to examine relationships among governmental organizations, non-governmental organizations and the organization and management of instruction in US public education, with the aim of raising issues for cross-national research among countries in which the involvement of non-governmental organizations is increasing. Design/methodology/approach The paper is structured in four parts: an historical analysis of the architecture and dynamics of US public education; an analysis of contemporary reform efforts seeking to improve quality and reduce inequities; an analysis of ways that legacy and reform dynamics manifest in two US public school districts; and a discussion of considerations for cross-national research. Findings In US public education, dependence on non-governmental organizations for instructional resources and services is anchored in deeply institutionalized social, political and economic values dating to the country’s founding and that continue to function as constraints on educational reform, such that new solutions always emerge in-and-from the same problematic conditions that they seek to redress. The consequence is that reform takes on an evolutionary (vs transformative) character. Research limitations/implications The US case provides a foundation for framing issues for cross-national research comparing among macro-level educational infrastructures, patterns of instructional organization and classroom instruction. Originality/value Such research would move beyond reductionist approaches to cross-national research toward new approaches that examine how histories, legacy architectures, contemporary reforms and patterns of instructional organization and management interact to shape students’ day-to-day lives in classrooms.

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HIGUCHI, Y. "An Interactive Multimedia Instruction System: IMPRESSION for Double Loop Instructional Design Process Model." IEICE Transactions on Information and Systems E89-D, no. 6 (June 1, 2006): 1877–84. http://dx.doi.org/10.1093/ietisy/e89-d.6.1877.

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Meisel, Helmut, and Ernesto Compatangelo. "An ontology‐based architecture for the design of knowledge bases in Intelligent Instructional Systems." Interactive Technology and Smart Education 1, no. 3 (August 31, 2004): 157–70. http://dx.doi.org/10.1108/17415650480000020.

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Sweller, John. "Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture." Instructional Science 32, no. 1/2 (January 2004): 9–31. http://dx.doi.org/10.1023/b:truc.0000021808.72598.4d.

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Pontes, Thiago, Guilhermina Miranda, and Gabriela Celani. "Algorithm-Aided Design with Python: Analysis of Technological Competence of Subjects." Education Sciences 8, no. 4 (November 15, 2018): 200. http://dx.doi.org/10.3390/educsci8040200.

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Difficulties in learning computer programming for novices is a subject of abundant scientific literature. These difficulties seem to be accentuated in students whose academic choice is not computation, like architecture students. However, they need to study programming, since it is part of the new academic curricula. The results presented here are part of a PhD research, which investigates the achievement motivation and the acquisition and transfer of programming knowledge from an online environment designed on the basis of the 4C-ID instructional design model. These results are a sociodemographic analysis, and the technological competence of these subjects. We concluded that most of the students of our sample do not know how to auto assess their ICT expertise level, because they believed that they had sufficient computational knowledge for their needs. However, most of them told that they had difficulties creating codes. However, they recognized the importance of learning to program, thought it was valuable for architectural students, and felt motivated to acquire this new skill.

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Cardellini, Liberato. "AN INTERVIEW WITH JOHN SWELLER." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 7, no. 3 (December 25, 2015): 127–34. http://dx.doi.org/10.48127/spvk-epmq/15.7.127.

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Emeritus Professor John Sweller is presently a professor of Education at the University of New South Wales, Sydney, Australia. After receiving the Bachelor’s degree in 1969 at the University of Adelaide, he completed a PhD degree at the same university in 1972.The name of John Sweller is associated with the cognitive load theory, an instructional theory based on our knowledge of human cognitive architecture. The theory is a contributor to both research and debate on issues associated with human cognition, its links to evolution by natural selection, and the instructional design consequences that follow.

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Gournay, Isabelle, and Marie-Laure Crosnier Leconte. "American Architecture Students in Belle Epoque Paris: Scholastic Strategies and Achievements at the Ecole des Beaux-Arts." Journal of the Gilded Age and Progressive Era 12, no. 2 (April 2013): 154–98. http://dx.doi.org/10.1017/s1537781413000054.

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The Gilded Age and Progressive Era witnessed the largest influx of American architecture students to the Paris Ecole des Beaux-Arts. The U.S. contingent—120 students admitted in the 1890s, 154 in the 1900s—accounted for 10 to nearly 20 percent of incoming students each year. This illustrated essay uses projects prepared by these students to introduce the major features and principles of the Ecole's architecture curriculum, in particular the physical and instructional framework of the atelier and the medium of the concours. The essay presents a step-by-step selection of projects by American students admitted between 1890 and 1909. These range from a twelve-hour sketch problem required for the admission competition to a diplôme (masters' thesis). Beyond introducing the Beaux-Arts method of instruction, these prints provide insight into the subsequent American career of their authors and thus of American architecture and urban design overall, given the enormous influence exerted by the Ecole des Beaux Arts and its anciens élèves. Drawings requested from Ecole students were not just artfully composed and brilliantly rendered pictures. They were problem-solving endeavors. Former students preserved them not only as study models, but also as status symbols, even trophies.

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Mendes, Elise, and Nathan Mendes. "An instructional design for building energy simulation e-learning: an interdisciplinary approach." Journal of Building Performance Simulation 12, no. 3 (February 10, 2019): 326–42. http://dx.doi.org/10.1080/19401493.2018.1560500.

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Beichner, Robert J. "Considering perception and cognition in the design of an instructional software package." Multimedia Tools and Applications 1, no. 2 (June 1995): 173–84. http://dx.doi.org/10.1007/bf01215937.

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Shen, Zheng, Hu He, Yanjun Zhang, and Yihe Sun. "A Video Specific Instruction Set Architecture for ASIP design." VLSI Design 2007 (November 15, 2007): 1–7. http://dx.doi.org/10.1155/2007/58431.

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This paper describes a novel video specific instruction set architecture for ASIP design. With single instruction multiple data (SIMD) instructions, two destination modes, and video specific instructions, an instruction set architecture is introduced to enhance the performance for video applications. Furthermore, we quantify the improvement on H.263 encoding. In this paper, we evaluate and compare the performance of VS-ISA, other DSPs (digital signal processors), and conventional SIMD media extensions in the context of video coding. Our evaluation results show that VS-ISA improves the processor's performance by approximately 5x on H.263 encoding, and VS-ISA outperforms other architectures by 1.6x to 8.57x in computing IDCT.

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Anuar, Roslaili, Shahriman Zainal Abidin, Wan Zamani Wan Zakaria, and Sharkawi Che Din. "The TPSACK Framework Implementation in Measuring the Technological, Pedagogical, Skills and Content Knowledge by Using Courseware." Environment-Behaviour Proceedings Journal 5, SI3 (December 28, 2020): 217–23. http://dx.doi.org/10.21834/ebpj.v5isi3.2553.

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This study examines the implementation of the TPSACK courseware, which was developed with artistic skills practice to discover the Technological, Pedagogical and Content Knowledge of the Art and Design Education (ADE) students. The courseware was developed based on Dick and Carey Instructional Design Model (2009), which addresses instruction as an entire system, focusing on the interrelationship between context, content, learning and instruction. Respondents from 130 students were gathered to analyze the courseware. Quantitative method was used to conduct a survey which is explored through SPSS. Results show a significant role in integrating technology with specific artistic skills to improve the students’ knowledge. Keywords: TPACK framework; TPSACK framework; artistic skills eISSN: 2398-4287© 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v5iSI3.2553

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Md Said, Junaida, Elizabeth Arul, Samsiah Abdul Razak, Nur Azila Yahya, and Nural Husna Jamian. "The Design and Implementation of Massive Open Online Course (MOOC) for Ordinary Differential Equations (ODE)." International Journal of Engineering & Technology 7, no. 4.33 (December 9, 2018): 119. http://dx.doi.org/10.14419/ijet.v7i4.33.23513.

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Ordinary Differential Equations (ODE) is taken by students in the mathematics, science or engineering programs in Universiti Teknologi MARA (UiTM). This course was originally taught in the traditional way with the lecturer as the instructor. In 2014, this course evolved into the blended-learning mode i.e. a combination of classroom sessions and online sessions using the university learning management system. In 2017, a team of lecturers in the Tapah campus of UiTM decided to develop an instructional design of ODE using the MOOC platform. Students would then use the MOOC during the blended-learning hour. Five modules are offered in this MOOC. Lecture notes are presented using Prezi together with instructional videos and self-checking exercises. 55 students enrolled for the MOOC and were surveyed to gauge the initial impact of the MOOC as an instructional tool. More than 50% of the students said that the MOOC absolutely helped them to better understand the classroom sessions. Most of the students put in maximum effort in accessing the MOOC. The MOOC also helped to build up self-confidence of students in the course material. It is hoped that as the MOOC is further refined and improved, more students will benefit from the MOOC.

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Carlos-Mancilla, Miriam A., Luis F. Luque-Vega, Héctor A. Guerrero-Osuna, Gerardo Ornelas-Vargas, Yehoshua Aguilar-Molina, and Luis E. González-Jiménez. "Educational Mechatronics and Internet of Things: A Case Study on Dynamic Systems Using MEIoT Weather Station." Sensors 21, no. 1 (December 29, 2020): 181. http://dx.doi.org/10.3390/s21010181.

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This paper presents the design and development of an IoT device, called MEIoT weather station, which combines the Educational Mechatronics and IoT to develop the required knowledge and skills for Industry 4.0. MEIoT weather station connects to the internet, measures eight weather variables, and upload the sensed data to the cloud. The MEIoT weather station is the first device working with the IoT architecture of the National Digital Observatory of Intelligent Environments. In addition, an IoT open platform, GUI-MEIoT, serves as a graphic user interface. GUI-MEIoT is used to visualize the real-time data of the weather variables, it also shows the historical data collected, and allows to export them to a csv file. Finally, an OBNiSE architecture application to Engineering Education is presented with a dynamic system case of study that includes the instructional design carried out within the Educational Mechatronics Conceptual Framework (EMCF) to show the relevance of this proposal. This work main contribution to the state of art is the design and integration of the OBNiSE architecture within the EMCF offering the possibility to add more IoT devices for several smart domains such as smart campus, smart cities, smart people and smart industries.

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Jones, Brett D., Mehdi Setareh, Nicholas F. Polys, and Felipe Bacim. "Application of an Online Interactive Simulation Tool to Teach Engineering Concepts Using 3D Spatial Structures." International Journal of Web-Based Learning and Teaching Technologies 9, no. 3 (July 2014): 18–36. http://dx.doi.org/10.4018/ijwltt.2014070102.

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Simulations can be powerful learning tools that allow students to explore and understand concepts in ways that are not possible in typical classroom settings. However, research is lacking as to how to use simulations most effectively in different types of learning environments. To address this need, we designed a study to examine the impact of using online interactive simulations on the learning and motivation of 109 undergraduate architecture students from two large public universities. The simulation tool allowed students to create models of spatial structures and analyze the effects of loads on structural member forces and deflections. The authors incorporated the simulations into our instructional design using an inquiry approach because it was consistent with our goals of teaching students concepts and the process of deriving the concepts. They documented that online interactive simulations delivered through inquiry-based instruction can be an effective means to help students learn and apply concepts.

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Wu, Yun-Wu, and Kuo-Hua Weng. "Using an analogical thinking model as an instructional tool to improve student cognitive ability in architecture design learning process." International Journal of Technology and Design Education 23, no. 4 (August 15, 2012): 1017–35. http://dx.doi.org/10.1007/s10798-012-9219-3.

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Woolcott, Geoff, Carolyn Seton, Raina Mason, Ouhao Chen, Warren Lake, Christos Markopoulos, and William Boyd. "Developing a New Generation MOOC (ngMOOC): A Design-Based Implementation Research Project with Cognitive Architecture and Student Feedback in Mind." European Journal of Open, Distance and E-Learning 22, no. 1 (July 1, 2019): 14–35. http://dx.doi.org/10.2478/eurodl-2019-0002.

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Abstract This paper describes a design-based implementation research (DBIR) approach to the development and trialling of a new generation massive open online course (ngMOOC) situated in an instructional setting of undergraduate mathematics at a regional Australian university. This process is underscored by two important innovations: (a) a basis in a well-established human cognitive architecture in terms of cognitive load theory; and (b) point-of-contact feedback based in a well-tested online system dedicated to enhancing the learning process. Analysis of preliminary trials suggests that the DBIR approach to the ngMOOC construction and development supports theoretical standpoints that argue for an understanding of how design for optimal learning can utilise conditions, such as differing online or blended educational contexts, in order to be effective and scalable. The ngMOOC development described in this paper marks the adoption of a cognitive architecture in conjunction with feedback systems, offering the groundwork for use of adaptive systems that cater for learner expertise. This approach seems especially useful in constructing and developing online learning that is self-paced and curriculum-based.

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Ososky, Scott, Keith Brawner, Benjamin Goldberg, and Robert Sottilare. "GIFT Cloud." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 60, no. 1 (September 2016): 1389–93. http://dx.doi.org/10.1177/1541931213601320.

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GIFT Cloud is the recently released web-based application version of GIFT, an open-source computer-based tutoring architecture that supports authoring, deployment, and evaluation of intelligent tutoring system technologies. This paper presents the GIFT Cloud Authoring Tools, through the lens of usability. Each major element within the authoring tools is described, along with usability design considerations that were made in order to reduce occurrence of error, to organize information, and to support end-user goals. The initial release of GIFT Cloud supports an iterative design approach, informed by user data and feedback, with an overall goal of making tutor authoring practical for subject matter experts without computer programming or instructional design knowledge. As such, lessons learned from this release, as well as plans for future research and usability improvements, are discussed.

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Chen, Jia, Cui-xia Ma, Hong-an Wang, Hai-yan Yang, and Dong-xing Teng. "Sketch Based Video Annotation and Organization System in Distributed Teaching Environment." International Journal of Distributed Systems and Technologies 1, no. 4 (October 2010): 27–41. http://dx.doi.org/10.4018/jdst.2010100103.

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As the use of instructional video is becoming a key component of e-learning, there is an increasing need for a distributed system which supports collaborative video annotation and organization. In this paper, the authors construct a distributed environment on the top of NaradaBrokering to support collaborative operations on video material when users are located in different places. The concept of video annotation is enriched, making it a powerful media to improve the instructional video organizing and viewing. With panorama based and interpolation based methods, all related users can annotate or organize videos simultaneously. With these annotations, a video organization structure is consequently built through linking them with other video clips or annotations. Finally, an informal user study was conducted and result shows that this system improves the efficiency of video organizing and viewing and enhances user’s participating into the design process with good user experience.

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Lorange, Peter, and Howard Thomas. "Pedagogical advances in business models at business schools – in the age of networks." Journal of Management Development 35, no. 7 (August 8, 2016): 889–900. http://dx.doi.org/10.1108/jmd-11-2014-0150.

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Purpose – The purpose of this paper is to focus on potential advances in pedagogy and on the process of learning in business schools. It examines innovations in teaching and learning methods particularly in the context of networked organizations. Design/methodology/approach – It approaches, and examine the impact of, three key developments in business schools, namely, recent advances in IT, changes in the architecture of classrooms and learning spaces and advances in the way teaching is undertaken. Findings – The paper suggests that a blend between self-learning via distance approaches and face-to-face learning will increasingly become the norm. Face-to-face sessions might be in a “flat room” environment with a creative mix of short lectures, experiential, group learning and conceptual plenary lectures, software innovations, and digital textbooks “open plan” learning spaces would complement the instructional process. Research limitations/implications – There are clear implications for parallel IT (developments in course modules) and architectural innovations for the design of more effective and creative learning spaces. Practical implications – Improving pedagogy together with the physical design and layout of learning spaces is critical. The aim is, through enhanced participative pedagogy and “friendly” architecture, to improve learning by encouraging dialogue and closer interaction between students and professors from different disciplines and fields. Social implications – The authors argue that this model of collaborative learning and an interactive teaching framework should enable the same amount of learning material to be covered in a business school in approximately half-the-time required in conventional pedagogical approaches. Originality/value – It offers a prescription for a participative, technology enhanced and interactive teaching pedagogy that could produce more effective and efficient, teaching outcomes. This has strong implications for the sustainability, and funding capability, of many existing business schools and business school models.

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Sutiasih, Aminda Dewi, and Renny Permata Saputri. "Pengembangan mobile learning berbasis android sebagai media pembelajaran organisasi arsitektur komputer." Jurnal Inovasi Teknologi Pendidikan 6, no. 2 (October 30, 2019): 137–47. http://dx.doi.org/10.21831/jitp.v6i2.27772.

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Optimalisasi penggunaan smartphone dalam proses pembelajaran masih rendah. Maka sangat diperlukan merancang suatu proses pembelajaran dengan mengoptimalkan penggunaan smartphone. Penelitian ini bertujuan merancang proses pembelajaran menggunakan smartphone dengan sistem mobile learning berbasis android terhadap mata kuliah Organisasi Arsitektur Komputer di perguruan tinggi. Model yang digunakan adalah Instructional Development Institute (IDI) dalam metode Research and Development (R&D). Hasil penelitian ini menunjukkan bahwa mobile learning untuk matakuliah organisasi arsitektur komputer ini valid untuk dimanfaatkan sebagai media pendukung pembelajaran, sesuai dengan hasil uji validitas yang dilakukan dengan pakar media serta pakar materi didapatkan hasil dari Perhitungan validasi materi yaitu validator 1 (0,91), validator 2 (0,95) dan validasi desain yaitu validator 1 (0,9), validator 2 (0,89) , yang termasuk kategori valid. Hasil uji kepraktisan terhadap media pembelajaran mobile learning berbasis android berdasar respon dosen adalah pada nilai rata-rata 92%, dan berdasar respon mahasiswa adalah pada nilai rata-rata 87,61% yang termasuk kategori sangat praktis. Untuk uji efektifitas yang diujikan ke mahasiswa didapatkan hasil untuk kelas kontrol sebesar 74,56% dan eksperimen sebesar 82,25%. Sehingga penggunaan mobile learning berbasis Android ini valid, praktis dan efektif untuk dapat digunakan pada mata kuliah organisasi arsitektur komputer di Universitas Putera Indonesia YPTK Padang.Kata kunci: Mobile learning, organisasi arsitektur komputer, research and development Android-based mobile learning development as a learning media for computer architecture organization AbstractOptimizing the use of smartphones in the learning process is still low. So it is very necessary to design a learning process by optimizing the use of smartphones. This study aims to design the learning process using a smartphone with an Android-based mobile learning system for Computer Architecture Organization courses in universities. The model used is the Instructional Development Institute (IDI) in the Research and Development (R&D) method. The results of this study indicate that mobile learning for computer architecture organization courses is valid to be used as a learning support media, in accordance with the results of the validity test conducted with media experts and material experts obtained from the Calculation of material validation namely validator 1 (0.91), validator 2 (0.95) and design validation, namely validator 1 (0.9), validator 2 (0.89), which is included in the valid category. The results of practicality tests on Android-based mobile learning media based on lecturer responses are at an average value of 92%, and based on student responses is at an average value of 87.61% which is included in the very practical category. For the effectiveness test that is tested on students, the results for the control class were 74.56% and experiments were 82.25%. So that the use of Android-based mobile learning is valid, practical and effective to be used in computer architecture organization courses at the University of Putera Indonesia YPTK Padang.Keywords: computer architecture organization, mobile learning, research and development

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Sutiasih, Aminda Dewi, and Renny Permata Saputri. "Praktikalitas Perancangan dan Pengembangan Mobile Learning Berbasis Android Sebagai Media Pembelajaran Mandiri di Perguruan Tinggi." Prosiding Seminar Nasional Riset Information Science (SENARIS) 1 (September 30, 2019): 157. http://dx.doi.org/10.30645/senaris.v1i0.19.

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This research is in the background behind the habits of students in using smartphones, most of which are only used to access social networks and have not taken an important role in the field of education. The purpose of this study is to design mobile learning for computer architecture organizational subjects. The research method used in this study is Research and Development (R & D) using the Instructional Development Institute (IDI) development model which includes three stages,namely(1)define:needs analysis, (2)develop:product development, and (3) evaluate:product trial. Based on the results of practical tests conducted with students and lecturers, it was found that this learning media can be categorized as practical to be used as an Android-based mobile learning. The results of this study indicate that mobile learning for computer architecture organizational subjects is practical to be used as a supporting media for independent learning, in accordance with the results of the lecturers' practical test of 91% and student practice results of 87.62% and includes very practical categories. From the results of the practical test, it can be concluded that the Android-based Mobile Learning media as a practical learning media is used for computer architecture organizational subjects in university.

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McCluskey, Frank, and Melanie Winter. "Cathedrals, Casinos, Colleges and Classrooms: Questions for the Architects of Digital Campuses." Higher Learning Research Communications 3, no. 3 (September 30, 2013): 8. http://dx.doi.org/10.18870/hlrc.v3i3.154.

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The bricks and mortar classroom has a long and storied history. The digital classroom is so new and different it may be wrong to even call it a “classroom”. The authors argue that architecture influences behavior. So in constructing our new digital classrooms we must pay attention to the architecture and what job we want that architecture to do. In thinking about the relation between instructional design and our pedagogical aims we must keep in mind that this new type of “space” may require us to rethink our views of both teaching and learning.

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Alstete, Jeffrey W., and Nicholas J. Beutell. "Designing learning spaces for management education: a mixed methods research approach." Journal of Management Development 37, no. 2 (March 5, 2018): 201–11. http://dx.doi.org/10.1108/jmd-08-2017-0247.

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Purpose The purpose of this paper is to focus on connecting recent conceptualizations of learning space design in management education by examining interior building and classroom design. Design/methodology/approach This study used mixed methods research: external benchmarking with same industry institutions (n=5) and two surveys of students (n=131) and faculty members (n=38). Findings The process helped to envision how a business school could improve by adapting design aspects from industry peers, understanding the needs of students and faculty, and incorporating new teaching methods and instructional technologies to inform learning space solutions. Research limitations/implications The small number of external benchmarking partners may make the findings more applicable to the institutional type examined. Yet, the findings and the mixed methods research have implications for learning space design more broadly. Practical implications With the business school building boom, the external architecture of new buildings appears to garner much of the attention. However, the researchers believe that the real impact of new business schools is the centrality of interior learning space design and technology. Originality/value This paper uses a mixed methods research approach to examine learning space theory and research in relation to a particular business school’s efforts to use this knowledge to design learning spaces in a new building.

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Sithole, Seedwell T. M. "Application of Cognitive Load Theory in Accounting Education." International Journal of Accounting and Financial Reporting 8, no. 4 (October 11, 2018): 197. http://dx.doi.org/10.5296/ijafr.v8i4.13744.

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The field of accounting education has recently adopted cognitive load theory (CLT), which originated in educational psychology. There are several empirical studies inspired by CLT which have demonstrated the practical implications of this theory. Although some articles have addressed the relationship of CLT and accounting education, none have considered the integration of the design principles and provide practical guidelines accounting educators may follow. Three techniques are described, by which educators may do so: (a) minimising instructional procedures that splits the attention of students, (b) tailoring instruction to levels of accounting students' expertise, and (c) minimising problem-solving exercises and utilising more worked examples. A detailed examination of these 3 techniques indicates that they assist students’ understanding of accounting. These techniques are not applicable to all accounting learners but are more appropriate to accounting students learning a specific topic for the first time than to expert learners (e.g., final year students who have been introduced to the accounting topic). All 3 guidelines are based on the importance CLT places on the human cognitive architecture, particularly our knowledge of working and long-term memory, schema construction and automation, and the different types of cognitive load affecting the students to absorb and retain information.

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Skliarova, Iouliia. "Project-Based Learning and Evaluation in an Online Digital Design Course." Electronics 10, no. 6 (March 11, 2021): 646. http://dx.doi.org/10.3390/electronics10060646.

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This paper reports an experience of an abrupt shift from traditional teaching to distance learning within a course on digital system design using programmable logic platforms. The course organization and evaluation model had to be modified on the fly due to the COVID-19 pandemic. The adopted teaching and assessment methodology puts a strong focus on the laboratory component, assigning a very significant weight to project-based evaluation. As the access to laboratory equipment was cut, all the previously accumulated experience had to be modified and adapted to new circumstances. The paper discusses teaching methods employed within the course and analyzes in detail a project-based evaluation accentuated on modeling of a simplified processor. The advantages and drawbacks of the reported teaching methods are appointed. Possible design extensions are also suggested, which permit assigning the same core project to different students. We believe that the proposed project is a valuable instructional tool, in particular, for remote learning/assessment.

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Guerrero-Osuna, Héctor A., Luis F. Luque-Vega, Miriam A. Carlos-Mancilla, Gerardo Ornelas-Vargas, Víctor H. Castañeda-Miranda, and Rocío Carrasco-Navarro. "Implementation of a MEIoT Weather Station with Exogenous Disturbance Input." Sensors 21, no. 5 (February 27, 2021): 1653. http://dx.doi.org/10.3390/s21051653.

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Due to the emergence of the coronavirus disease (COVID 19), education systems in most countries have adapted and quickly changed their teaching strategy to online teaching. This paper presents the design and implementation of a novel Internet of Things (IoT) device, called MEIoT weather station, which incorporates an exogenous disturbance input, within the National Digital Observatory of Smart Environments (OBNiSE) architecture. The exogenous disturbance input involves a wind blower based on a DC brushless motor. It can be controlled, via Node-RED platform, manually through a sliding bar, or automatically via different predefined profile functions, modifying the wind speed and the wind vane sensor variables. An application to Engineering Education is presented with a case study that includes the instructional design for the least-squares regression topic for linear, quadratic, and cubic approximations within the Educational Mechatronics Conceptual Framework (EMCF) to show the relevance of this proposal. This work’s main contribution to the state-of-the-art is to turn a weather monitoring system into a hybrid hands-on learning approach thanks to the integrated exogenous disturbance input.

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Mishchenko, Evrim Demir. "Towards Inclusive Campus Environments: Evidence-Based Research of A University Campus." Open House International 38, no. 1 (March 1, 2013): 31–42. http://dx.doi.org/10.1108/ohi-01-2013-b0004.

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Planning and design of university campuses is as important as the instructional philosophy of universities for determining academic and social development of university students. However, mainstream university campuses have often been designed with typical “normal” or “abled” users in mind and have neglected the needs of students with physical, sensory, and developmental disabilities. Universal design perspective with its equality, social inclusion and social justice agenda can be helpful in giving insights for inclusive educational environments. This study presents a research based design process conducted at a university campus in Turkey to create an inclusive educational environment for the students with disabilities, and to improve their participation in campus' academic and social life. For this purpose, existing campus spaces were evaluated for their inclusiveness both objectively through a checklist and subjectively through participatory workshops and meetings. The findings from both studies were used to identify the needs of the users with disabilities in the campus' settings. The results obtained from these studies were used to inform the implementations, and a holistic plan for creating an inclusive campus environment was developed. This study provides the implications for architectural and urban needs of users with physical, sensory, and vision disabilities or restraints in campus environments, develops methodology for future studies with similar context, and informs about the challenges and opportunities present in the process of creating inclusive university campus environments. .

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Rodiawati, Atik. "WORKED EXAMPLE USING ILL-STRUCTURED PROBLEM: TRAINED HIGH ORDER THINKING SKILL." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 7, no. 2 (September 29, 2018): 308. http://dx.doi.org/10.24127/ajpm.v7i2.1402.

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Cognitive Load Theory (CLT) is design theory instructional that uses human cognitive architecture. One of the cognitive load theory types is worked example. This study aims to analyze theoretically the ability of worked example using ill-structured problem in training high order thinking skill. This article is designed by reviewing literatures of worked example, ill-structured problem, and high order thinking skill; arranging them to get their primary relation; finally concluding the aim of this study. The main relation of them is one characteristic of high order thinking skill is ill-structured and challenging problems. The result of this research shows theoretically that worked example using ill-structured problems can train high order thinking skill. It is caused by worked example which contains ill-structured problems can train students to analyze and evaluate problem solving through examples without high cognitive load, so that students obtain ill-structured problems solving strategy. Furthermore, giving a wider problem to students' practice as a follow-up action from worked example will train students to create innovative solutions to wider problems.

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DOROJEVETS, MIKHAIL. "ARCHITECTURE AND DESIGN OF AN 8-BIT FLUX-1 SUPERCONDUCTOR RSFQ MICROPROCESSOR." International Journal of High Speed Electronics and Systems 12, no. 02 (June 2002): 521–29. http://dx.doi.org/10.1142/s0129156402001435.

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The first single-chip superconductor FLUX-1 microprocessor has been designed in the Rapid Single Flux Quantum (RSFQ) logic and fabricated using 4 kA/cm2, 1.75-μm Nb/AlOx/Nb Josephson junction technology as a result of the collaboration between SUNY Stony Brook and TRW, Inc. A FLUX-1 chip represents an 8-bit deeply pipelined microprocessor prototype with a target clock frequency of 17-20 GHz. A new parallel partitioned architecture has been developed in order to tolerate interconnect delays and fill long FLUX-1 processor pipelines with useful instructions. The processor includes the 16 × 32-bit pipelined instruction memory, 8 integer arithmetic-logic units interleaved with 8 registers, the branch unit, and I/O ports for 5-GHz chip-to-chip communication over Nb microstrip lines on a chip carrier. The FLUX-1 instruction set consists of ~25 arithmetic, logical, and control instructions. A FLUX-1 microprocessor chip contains 65,759 Josephson junctions on a 10.6 mm × 13.2 mm die with flip-chip packaging. First FLUX-1 chips fabricated in August 2001 are currently under testing at TRW, Inc.

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Nordin, Norshidah, Nurhazwani Abd Halim, and Melissa Malik. "Assessing Readiness for Self-Directed Learning among College Students in the Provision of Higher Learning Institution." Environment-Behaviour Proceedings Journal 1, no. 3 (August 3, 2016): 91. http://dx.doi.org/10.21834/e-bpj.v1i3.352.

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Readiness for self-directed learning (SDRLS) is a necessary skill for 21st-century learners. Learners are expected to be responsible for their own learning. However, to what extend Malaysian students are ready to facilitate their own learning or are they still being spoon-fed? This study was intended to assess SDLRS among college students. It utilized a survey method research design. There were 136 diploma students participated in this study. The finding revealed that respondents' levels of SDRLS were high. There was significant difference between SDRLS and gender but no significant differences between academic achievement and hometown. The discussion addresses implications to educators in designing instructional strategies© 2016. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.Keywords: innovation, self-directed learning, readiness, 21st-century learners

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Rezgui, Kalthoum, and Hédia Mhiri. "Towards a Semantic Framework for Lifelong Integrated Competency Management and Development." Computer Journal 63, no. 7 (August 15, 2019): 1004–16. http://dx.doi.org/10.1093/comjnl/bxz067.

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Abstract In the domain of technology-enhanced competency-based learning and training, there is an increased interest in the integration of competency-related information for supporting competency-driven decision-making purposes. Indeed, since competency development draws upon several related areas, including teaching subjects, instructional design, learning resource annotation, e-Portfolios and motivated by the need for an integrated and semantic-based approach to competency management and development, a series of ontological structures have been formalized and developed for each of these areas. This paper aims to provide a framework specification for lifelong competency management and development, called LCMDF. The main advantage of this framework lies in its ability to provide a unifying semantic foundation in the form of a set of controlled vocabularies for describing competencies and their related details within the contexts of technology-enhanced competency-based learning and training. Moreover, this framework provides a novel integrated model to support a wide range of use cases. The proposed framework results from reusing widespread international standards for competency modeling which helps designing and implementing interoperability architecture of semantically-enhanced competency-based learning/human resource (HR) systems.

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Itou, Tsutomu, and Nobuyuki Yamasaki. "Design and Implementation of the Multimedia Operation Mechanism for Responsive Multithreaded Processor." Journal of Robotics and Mechatronics 17, no. 4 (August 20, 2005): 456–62. http://dx.doi.org/10.20965/jrm.2005.p0456.

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Responsive Multithreaded (RMT) Processor is designed for distributed real-time systems. This paper focuses on the multimedia processing architecture of RMT Processor. Multimedia processing requires high-throughput calculation for bulky data processing. RMT Processor architecture is based on eight-way prioritized simultaneous multithreading, which executes each thread in order of priority. Since the priority of hard real-time threads is higher than that of multimedia processing threads, instruction issue slots used by the multimedia processing threads are few in RMT Processor when hard real-time threads are executed simultaneously. Therefore multimedia processing threads need to utilize instruction issue slots effectively to achieve high performance. We have designed a novel vector operation mechanism to process multimedia data efficiently in parallel. Because the same instructions are iterated in multimedia processing, the compound operation mechanism is designed to calculate more data per instruction in multimedia processing.

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HU, YI-QIANG, BING-FEI WU, and CHORNG-YANN SU. "A DISCRETE WAVELET TRANSFORM CODEC DESIGN." Journal of Circuits, Systems and Computers 13, no. 06 (December 2004): 1347–78. http://dx.doi.org/10.1142/s021812660400201x.

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This manuscript presents a VLSI architecture and its design rule, called embedded instruction code (EIC), to realize discrete wavelet transform (DWT) codec in a single chip. Since the essential computation of DWT is convolution, we build a set of multiplication instruction, MUL, and the addition instruction, ADD, to complete the work. We segment the computation paths of DWT according to the multiplication and addition, and apply the instruction codes to execute the operators. Besides, we offer a parallel arithmetic logic unit (PALU) organization that is composed of two multipliers and four adders (2M4A) in our design. Thus, the instruction codes programmed by EIC control the PALU to compute efficiently. Additionally, we establish a few necessary registers in PALU, and the number of registers depends on the wavelet filters' length and the decomposition level. Yet, the numbers of multipliers and adders do not increase as we execute the DWT or the inverse DWT (IDWT) in multilevel decomposition. Furthermore, we deduce the similarity between DWT and IDWT, so the functions can be integrated in the same architecture. Besides, we schedule the instructions; thus, the execution of the multilevel processes can be achieved without superfluous PALU in a single chip. Moreover, we solve the boundary problem of DWT by using the symmetric extension. Therefore, the perfect reconstruction (PR) condition for DWT requirement can be accomplished. Through EIC, we can systematically generate a flexible instruction codes while we adopt different filters. Our chip supports up to six levels of decomposition, and versatile image specifications, e.g., VGA, MPEG-1, MPEG-2, and 1024×1024 image sizes. The processing speed is 7.78 Mpixel/s when the operation frequency, for normal case, is 100 MHz.

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Stojcev, Mile, Teufik Tokic, and Ivan Milentijevic. "The limits of semiconductor technology and oncoming challenges in computer micro architectures and architectures." Facta universitatis - series: Electronics and Energetics 17, no. 3 (2004): 285–312. http://dx.doi.org/10.2298/fuee0403285s.

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In the last three decades the world of computers and especially that of microprocessors has been advanced at exponential rates in both productivity and performance. The integrated circuit industry has followed a steady path of constantly shrinking devices geometries and increased functionality that larger chips provide. The technology that enabled this exponential growth is a combination of advancements in process technology, micro architecture architecture and design and development tools. Together, these performances and functionality improvements have resulted in a history of new technology generations every two to three years, commonly referred to as-Moore Law. Each new generation has approximately doubled logic circuit density and increased performance by about 40%. This paper overviews some of the micro architectural techniques that are typical for contemporary high-performance microprocessors. The techniques are classified into those that increase the concurrency in instruction processing, while maintaining the appearance of sequential processing (pipelining, super-scalar execution out-of-order execution, etc), and those that exploit program behavior (memories hierarchies, branch predictors, trace caches, etc). In addition the paper also discusses micro architectural techniques likely to be used in the near future such as micro architectures with multiple sequencers and thread-level speculation, and micro architectural techniques intended for minimization of power consumption.

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Amir, Hasaruddin, Asta Juliarman Hatta, and Andi Abidah. "Study of Dramaturgy Applied by The Selected Bureau of Architectural Consultants in Indonesia." International Journal of Environment, Architecture, and Societies 1, no. 02 (August 31, 2021): 54–63. http://dx.doi.org/10.26418/ijeas.2021.1.02.54-63.

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Every architect has a different view and thought about something in designing a building. The basis of ideas design to a building is gained from experience, imagination, creativity, education, etc. Every professional architect also owns cognitive to express how the architecture works implemented through the design of a building. In architecture, there is a theory that connects drama and architecture in everyday life, dramaturgy. This article aims to see the concepts of dramaturgy in the works of the architectural consulting bureau responsible for, Omah Boto building, Aceh Tsunami Museum, and Phinisi Unm Tower. This study uses a qualitative method with data collection carried out using literature studies. Furthermore, the analyzed data is then presenting in descriptive for a more informative series. Data analysis aims to explore the relevance of the dramaturgy application in architecture to the thinking of architects in Indonesia. The results of the study show dramaturgy in architecture is used as a match between contemporary theater art and architecture. All three architectural consultants have used elements of dramaturgy in the design process. The three architectural consultants have used aspects of dramaturgy in their design process. The application of the basic concepts of dramaturgy used is an exterior setting of the building, Goals or ideas, building layout settings, visual instructions, and motion direction.

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Zhang, Song, Yi Zhang, Lian Fa Bai, and Wen Jiang Li. "Design on Embedded Processor with Configurable Divider." Applied Mechanics and Materials 336-338 (July 2013): 1504–9. http://dx.doi.org/10.4028/www.scientific.net/amm.336-338.1504.

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By analyzing Cortex-M3 Instruction Set and AHB Bus protocol, a Cortex-M3 Instruction Set compatible 32-bit RISC embedded microprocessor with built-in an optimized 5+2-stage pipeline was realized in this paper. The performance of the 32-bit RISC processor is optimized by deepening pipeline and optimizing functional modules compared with Cortex-M3. According to division instructions, a configurable hardware divider in different realization ways was realized for different applications. The design of the system architecture was completed using Verilog hardware description language (Verilog HDL) and Top-down methodology. The logic function was corrected by VCS simulation FPGA verification. Design Compiler synthesis result shows that, the maximal dominant frequency of the RISC embedded microprocessor could be up to 95MHz with the 0.18um CMOS process of SMIC, and is improved by 31.94% compared with STM32 Cortex-M3 (72MHz).

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P. Siosan, Rosie Jane, Josephine R. Lavilla, Ma Asuncion Christine V. Dequilla, and Joel T. De Castro. "Android interactive word game in mother tongue for early childhood learners." Indonesian Journal of Electrical Engineering and Computer Science 22, no. 3 (June 1, 2021): 1787. http://dx.doi.org/10.11591/ijeecs.v22.i3.pp1787-1795.

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As ownership of mobile devices increases, the trend in the use of information and communications technology (ICT) in education also advances. In line with the mandate of the department of education to develop interactive strategies, this study aimed to design, develop, and evaluate an android interactive word game in Mother Tongue on the level of acceptability of the system based on content, instructional quality, technical quality, presentation and organization, and accuracy and up-to-dateness to address the gap for interactive mobile learning. This study used developmental and quasi-experimental research. The first phase of the study used developmental research to design, develop, and evaluate the acceptability of the android word game. The second phase of the study used quasi-experimental to evaluate the effectiveness of the developed android word game on the pupils' academic performance in mother tongue. The evaluation of the information technology (IT) experts resulted to a very acceptable rating for the android interactive word game, which was observed to be effective based on the higher post-test mean score or higher mean score of the pupils in the spelling skills after their exposure to the android interactive word game.

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DAI, ZIBIN, LONGMEI NAN, XUAN YANG, and XIAONAN LI. "DESIGN AND IMPLEMENTATION OF CONFIGURABLE LFSR INSTRUCTIONS TARGETED AT STREAM CIPHER PROCESSING." Journal of Circuits, Systems and Computers 22, no. 10 (December 2013): 1340036. http://dx.doi.org/10.1142/s0218126613400367.

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By analyzing the operation characteristic of linear feedback shifter registers (LFSRs) in many public stream cipher algorithms and its bottleneck realized by general processor, each specific instruction and reconfigurable hardware cell are proposed in this paper, which can neatly execute LFSR computing operation in parallel with high performance. The LFSR instructions can sustain different operation data widths, different operating models. Instruction-level parallelism based on VLIW system structure and instruction inner parallelism by operating several steps at one time are exploited too. Corresponding reconfigurable hardware units to sustain the implementation of each instruction forcefully by configurating is also developed. The circuit can be used as an important accelerated unit in special processing for stream cipher.

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Journal articles on the topic 'Instructional Design Architecture'

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