Relevant bibliographies by topics / Instructional design practice

Contents

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

Academic literature on the topic 'Instructional design practice'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Instructional design practice"

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Anuar, Roslaili, Shahriman Zainal Abidin, and Wan Zamani Wan Zakaria. "THE DESIGN, DEVELOPMENT AND EVALUATION OF TPSACK COURSEWARE TO FACILITATE THE ART AND DESIGN EDUCATION STUDENTS ARTISTIC SKILLS KNOWLEDGE." Asian Journal of University Education 15, no. 3 (December 31, 2019): 56–69. http://dx.doi.org/10.24191/ajue.v15i3.06.

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This study examines the efficacy of the TPSACK courseware which was developed with artistic skills practice to discover the Technological, Pedagogical and Content Knowledge components in the design of the courseware. The courseware was developed based on Dick and Carey Instructional Design Model (2009) which addresses instruction as an entire system, focusing on the inter-relationship between context, content, learning and instruction. Respondents from 130 Art and Design Education (ADE) group were gathered to analyse the TPSACK courseware. The courseware is designed with artistic skills practice for Arts students aimed at developing their artistic skills using technological assistance. The artistic skills included in the courseware are vital for students in preparation of becoming future art educator. The TPSACK courseware was evaluated using questionnaire with 5 point Likert scale comprising elements of interface design, content, artistic skills practice and the usability of the courseware. Significant findings revealed that the courseware include satisfactory and appropriate practices of artistic skills for Art students to improve their personal skills. Not only that, the study also suggests that the Dick and Carey Instructional model (2009) may be an ideal model in providing an instructional framework for courseware development.
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Park, Kiyong. ""Instructional design model and practice: A survey of design practice"." Journal of Educational Technology 23, no. 4 (December 30, 2007): 1–30. http://dx.doi.org/10.17232/kset.23.4.1.

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Honebein, Peter C., and Darryl L. Sink. "The practice of eclectic instructional design." Performance Improvement 51, no. 10 (November 2012): 26–31. http://dx.doi.org/10.1002/pfi.21312.

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Anuar, Roslaili, Shahriman Zainal Abidin, and Wan Zamani Wan Zakaria. "THE DESIGN, DEVELOPMENT AND EVALUATION OF TPSACK COURSEWARE TO FACILITATE THE ART AND DESIGN EDUCATION STUDENTS ARTISTIC SKILLS KNOWLEDGE." Asian Journal of University Education 15, no. 3 (December 31, 2019): 69. http://dx.doi.org/10.24191/ajue.v15i3.7561.

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This study examines the effectiveness of the TPSACK courseware which was developed with artistic skills practice to discover the Technological, Pedagogical and Content Knowledge components in the design of the courseware. The courseware was developed based on Dick and Carey Instructional Design Model (2009) to address instruction as an entire system and focusing on the inter-relationship between various factors such as context, content, learning and instruction. A total of 130 respondents Art and Design Education (ADE) group were selected to analyse the TPSACK courseware. The courseware is aimed to develop the students’ artistic skills using technological assistance. The artistic skills included in the courseware are vital for students in preparation of becoming a future art educator. The TPSACK courseware was evaluated using questionnaire with a 5-point Likert scale comprising elements of interface design, content, artistic skills practice and the usability of the courseware. The findings revealed that the courseware indicated satisfactory and appropriate practices of artistic skills for Art students to improve their personal skills. Not only that, the study also suggests that the Dick and Carey Instructional model (2009) will be an ideal model to provide an instructional framework for courseware development.
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Woodward, John, Doug Carnine, Russell Gersten, Mary Gleason, Gary Johnson, and Maria Collins. "Applying Instructional Design Principles to CAI for Mildly Handicapped Students: Four Recently Conducted Studies." Journal of Special Education Technology 8, no. 1 (June 1986): 13–26. http://dx.doi.org/10.1177/016264348600800103.

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This report summarizes four recently conducted studies involving computer assisted instruction for mildly handicapped secondary students. A variety of CAI programs were used—drill and practice, tutorial, and simulation—and each study focused on the effects of specific instructional design variables. Three of the four studies produced statistically significant differences for the experimental treatments, indicating that sophisticated instructional design principles can make a considerable difference in the effectiveness of an instructional program. This research agenda also has implications for teaching practices which work in concert with the principles used in designing a practical CAI programs.
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Bailey, Kieren Laura-Marie, and Michele Jacobsen. "Connecting theory to practice." Journal of Information Literacy 13, no. 2 (December 3, 2019): 173. http://dx.doi.org/10.11645/13.2.2578.

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This design-based research study of library instruction was developed using the Community of Inquiry theoretical framework. Three different instructional approaches were developed and evaluated as part of this study: the one-shot session approach, the partially embedded librarian approach and the fully embedded librarian approach. Surveys, interviews and journaling were used to gather data from faculty, undergraduate students and the researcher–librarian about their experiences. This research study is unique given the combined use of design-based research methodology and the Community of Inquiry theoretical framework to collaboratively design and evaluate library instruction.
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DeLorme, Carolyn M. "Quilting a journey: decolonizing instructional design." AlterNative: An International Journal of Indigenous Peoples 14, no. 2 (April 11, 2018): 164–72. http://dx.doi.org/10.1177/1177180118769068.

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In many Indigenous communities, the star quilt is a symbol of honor given as a gift to recognize something about which the community is proud. The star quilt was used as a metaphor in this study to critically examine the practices of an instructional designer working in a tribal college context to identify culturally relevant instructional design practices. Instructional design is the systematic process of planning and developing learning environments, such as courses, curricula, or educational software. The researcher utilized an Indigenous approach to autoethnography as methodology to establish the community as the norm by which to critique the practices of the instructional designer—the researcher herself. The study findings culminated in the Star Quilt Framework for Culturally Competent Instructional Design, a relational person model for practice that incorporates the role of the instructional designer as an actor in the design process.
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박기용 and 최규린. "Perception and Practice of Instructional Design Experts." SECONDARY EDUCATION RESEARCH 56, no. 1 (April 2008): 75–104. http://dx.doi.org/10.25152/ser.2008.56.1.75.

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Lounsbery, Monica Fabian, and Tom Sharpe. "Effects of Sequential Feedback on Preservice Teacher Instructional Interactions and Students’ Skill Practice." Journal of Teaching in Physical Education 19, no. 1 (October 1999): 58–78. http://dx.doi.org/10.1123/jtpe.19.1.58.

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This study, conducted within an undergraduate Methods of Teaching Physical Education and School-Based Practice Teaching course, used an AB maintenance-across-participants design to (a) sequentially describe preservice teachers’ (N = 4) instructional interactions with students, (b) examine the effects of sequential feedback on the sequential nature of preservice teachers’ instructional interactions with students, and (c) assess the influence of differential sequential preservice teacher instructional interactions on student skill practice. Instructional interaction sequential data indicated that explicit teacher instruction and refinement were sequentially connected to student-appropriate skill practice, while general teacher instruction was sequentially connected to student-inappropriate skill practice. The data indicated that the sequential feedback protocol (a) consistently increased the incidence of refinement and explicit instruction within preservice teacher sequential instructional interactions for all participants, and (b) preservice teacher sequential pattern changes positively influenced the incidence of student-appropriate skill practice. This study also supports a strong relationship between explicit instruction and refinement and student-appropriate skill practice. Implications for further research into the sequential behavior determinants of the teaching and learning process in situational context are discussed last.
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Wasson, Barbara, and Paul A. Kirschner. "Learning Design: European Approaches." TechTrends 64, no. 6 (May 13, 2020): 815–27. http://dx.doi.org/10.1007/s11528-020-00498-0.

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Abstract Research on instructional and learning design is ‘booming’ in Europe, although there has been a move from a focus on content and the way to present it in a formal educational context (i.e., instruction), to a focus on complex learning, learning environments including the workplace, and access to learner data available in these environments. We even see the term ‘learning experience design’ (Neelen and Kirschner 2020) to describe the field. Furthermore, there is an effort to empower teachers (and even students) as designers of learning (including environments and new pedagogies), and to support their reflection on their own practice as part of their professional development (Hansen and Wasson 2016; Luckin et al. 2016; Wasson et al. 2016). While instructional design is an often heard term in the United States and refers to “translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” (Smith and Ragan 1999), Europe tends to lean more towards learning design as the key for providing efficient, effective, and enjoyable learning experiences. This is not a switch from an instructivist to a constructivist view nor from a teacher-centred to a student-centred paradigm. It is, rather, a different mind-set where the emphasis is on the goal (i.e., learning) rather than the approach (i.e., instruction). Designing learning opportunities in a technology enhanced world builds on theories of human learning and cognition, opportunities provided by technology, and principles of instructional design. New technology both expands and challenges some instructional design principles by opening up new opportunities for distance collaboration, intelligent tutoring and support, seamless and ubiquitous learning and assessment technologies, and tools for thinking and thought. In this article, the authors give an account of their own and other research related to instructional and learning design, highlight related European research, and point to future research directions.
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Dissertations / Theses on the topic "Instructional design practice"

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Banks-Hunt, Joan Maria. "Exploring Design Thinking for Instructional Practice." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/102341.

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This dissertation entitled, Exploring Design Thinking for Instructional Practice, is situated in the cognitive rigor of design thinking instructional practice and engineering design-based capstone courses. The content of the instructional practice connects with educators employing a wide range of intellectual activities or cognitive tasks in formulating their curriculum. Key attributes of design thinking were identified through a focused literature review with an emphasis on theoretical propositions applicable to instructional practice. This dissertation contains two manuscripts: (a) an exploration of the theoretical literature related to design thinking explicating implications for instructional practice, and (b) a case study involving a small, purposive, sample of undergraduate faculty members teaching engineering design-based courses with findings broadly applicable to design processes in college curricula. The faculty participants in the case study were educators at a large, public, research-intensive university in the southeastern region of the United States. The data analyses involved triangulation of semi-structured interviews conducted with faculty participants and their design-based course materials, including syllabi and lesson plan materials. The study's thematic findings were not tied to engineering but rather course design, design process, and course management. The findings show the utility of artifact creation for learning with understanding for everyone, not just engineers and other traditional designers. Overall, the dissertation contributes to pedagogy that promotes student-centered engagement for learning with understanding. It recommends design thinking instructional practice for inclusion in designing and making artifacts of constructed knowledge for learning with understanding engagements across the academy.
Doctor of Philosophy
This dissertation entitled, Exploring Design Thinking for Instructional Practice, integrates a wide range of intellectual activities also referred to as cognitive tasks of student-centered design thinking activities. In this dissertation, these tasks are useful for tackling problems that are not well-defined, such as, open-ended, real-world problems. Examples of this pedagogy are useful for educators considering and/or implementing design thinking in their curricula. This dissertation contains two manuscripts: (a) an exploration of the theoretical literature related to design thinking from theory to artifact making, and (b) a case study involving undergraduate faculty members teaching design thinking in design-based courses. The study's faculty participants were educators teaching engineering capstone courses at a large, public, research university in the southeastern region of the United States. Their students design and make solutions for open-ended, real-world problems that are not in textbooks and do not have "right" answers. The study's data collection phase involved interviews with the faculty participants and course materials (syllabi, lesson plan materials, handouts, and course websites). Data analysis produced three robust themes: course design, design process, and course management. These themes suggest that a design thinking instructional practice belies perceptions that design thinking is tied exclusively to engineering and other traditional design disciplines. The findings suggest that design thinking pedagogy engages students in creation of artifacts, learning with understanding, hands-on experiential learning in iterations, use of productivity tools, teamwork, and new starting points when outcomes do not meet expectations. Overall, the findings suggest design thinking pedagogy promotes student-centered design thinking activities.
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Twilley, Jennifer. "An Examination of the Practice of Instructional Design and the Use of Instructional Design Models." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6373.

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This dissertation in practice utilized a sequential mixed methods research design to investigate the performance or exclusion of instructional design activities commonly prescribed by instructional design models during a typical instructional design project. The purpose of this study was to compare the performance of instructional design activities by practicing instructional designers with the performance of an experienced instructional designer to determine if instructional design models are being used to guide the practice of instructional design. In this study, quantitative data was collected from a sample of 224 instructional designers to determine the activities routinely performed and excluded from typical projects. Qualitative data was collected from a single case study of an instructional design project to assess whether or not the performance or exclusion of the same instructional design activities were identified in the work of an experienced instructional designer. Analysis of the data revealed the activities that are not routinely performed by instructional designers, reasons for the exclusion of activities, and possible factors for the decisions to exclude activities. The findings of this study indicate instructional designers may be sacrificing the quality and effectiveness of instruction in an attempt to increase the pace and reduce the cost of the instructional design process. The study concluded that instructional designers are not following the prescriptions of instructional design models during the practice of instructional design by routinely eliminating the fundamental activities involving the development of learner assessments, the performance of formative evaluations during the instructional design process, and summative evaluations after the implementation of the instruction.
Ed.D.
Doctorate
Education and Human Performance
Education
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De, Villiers Mary Ruth. "The dynamics of theory and practice in instructional systems design." Diss., Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-02212003-180121.

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Stewart, Alexander McColl. "Practice, principles, and theory in the design of instructional text." Thesis, University of Glasgow, 1986. http://theses.gla.ac.uk/2500/.

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This study is concerned with an analysis of the research arising from three quite different perspectives on instructional text - the `physical characteristics' research (legibility, layout, and readability), the `improvement of text' research (visual illustrations, adjunct aids, and typographical cueing), and the `learning theories' research (representation of knowledge, human memory, and quality of learning). From this analysis there is synthesised principles for the design of instructional text against which heuristic practice in text design is evaluated and from which a nascent theory of instructional text design is evolved. The principles derived from the various research perspectives provide a basis for the manipulation of text design elements in order to ensure that (a) existing knowledge in the reader can be activated, and (b) new knowledge can be assimilated in a manner facilitative of comprehension by (i) presentation in a structured and organised way, and (ii) appropriately highlighted through verbal and typographic cueing supported, as required, by verbal illustration and organisation. The emerging theory of instructional text design suggests: a topical analysis to determine the heirarchic relationship of ideas within the topic and the desired learning outcomes or objectives; a consideration of the linguistic aspects of the text; a consideration of the role of visual illustrations; and a consideration of the physical parameters of the text. These activities are concerned, respectively, with the design areas of structure and organisation, readability, visual illustration, and legibility, and are summed up in the acronym SORVIL.
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Crane, Melissa R. "Synchronous Online Training Employing Practice and Feedback in the Hospital Environment| A Basic Qualitative Study." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10617124.

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The purpose of this basic qualitative study was to determine practice and feedback strategies used by instructional designers when creating synchronous online instruction. Practice and feedback have survived through many modes of learning including classroom, asynchronous online learning, and synchronous online learning. The research design consisted of open-ended questions administered during a telephone interview. A pre-qualifying questionnaire was posted on social media to recruit participants to determine the sample population; the qualifying survey produced 14 participants who met the requirements to participate in a telephone interview. The participants answered nine questions during the phone interview. The interviews were recorded, transcribed, and coded. Based on the participant responses, five themes emerged. The results of the study contribute to the field of instructional design by providing suggestions of the current use of practice and feedback in synchronous online instruction and how they use motivation strategies to encourage adult learner participation. Similarities were found between the results and reviewed literature. This study was limited by only interviewing instructional designers who work, or have worked, in a hospital environment. Suggestions for future research would be to repeat this study on a larger scale by recruiting more participants that work in different work environments as an industry, higher education, and computer technology.

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South, Joseph B. "Views and Use of Theory by Practicing Instructional Designers." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1645.

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Formal instructional design (ID) theories, intended to guide instructional designers' decision-making and design practices, have grown in abundance in recent years. These ID theories are based on learning theories that form the foundation for applied work in the field. However, researchers are concerned that these theories may not be applicable to the day-to-day practice of instructional designers. While some studies investigate the application of ID process models, studies of learning theory and ID theory in practice are rare. Consequently, there is little information about the nature and extent of the gap between our field's theory and its practice. This qualitative study investigated whether theory is actually being used by practicing instructional designers and why. Researchers interviewed seven practitioners on three occasions and examined the artifacts of their work. Drawing upon hermeneutic, phenomenological, and ethnographic traditions of inquiry, results were analyzed, generating eight themes and four suggestions. These themes highlighted that these practitioners generally valued learning and ID theory, but also found theoretical ideas from other disciplines applicable. Few referenced theory regularly and most did not spend much time updating themselves on the theory of the field. Most said they rely on intuition to make design decisions in their work, and that theory is one among several significant influences that impact their decisions. Most said that their training in theory would have been more useful if it was more practice oriented. The four suggestions were (a) to create reference implementations of new theories in multiple context via industry partnerships, (b) to create theories that adapt to practical pressures, (c) to allocate significant time for learners in ID training programs to apply theory in practical settings under expert theoretical guidance, and (d) to expand professional development opportunities for practitioners that focus on exemplary implementations of theory in practical settings. The overarching implication of this study is that the relevance of theoretical work to practitioners is directly impacted by the practicality of the theory in the hands of typical practitioners and that more measures can be readily implemented by theorists and by those who train and mentor practitioners to bring this about.
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Williams, Gregory Spencer. "Empathy and the Instructional Designer." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5808.

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The purpose of this study was to understand how instructional designers define empathy in the context of instructional design technology and how empathy was manifest in their daily work. Through a series of in-depth interviews with six designers, three definitions of empathy emerged including caring for the learner, referencing personal experience in service of the learner, and taking on somebody else's viewpoint. Additionally, analysis of empathy in participants' daily work resulted in six themes: personal experience, metacognition or self-awareness, project management constraints, multiple stakeholders, practical processes and traditional learner analysis, and navigating learner goals and motivation. Several complexities regarding empathy and learner analysis were revealed, including those pertaining to institutional constraints, managing empathetic relationships with various stakeholders beyond learners, the amount of learner analysis necessary for a good design, the degree to which interaction between designer and learner is necessary, and whether increased content knowledge helps designers effectively empathize with learners. In addition to these complexities of practice, the gap in research regarding learner analysis and empathy in instructional design were recommended as important topics for further research.
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Wohlrabe, Mary Durkin Rhodes Dent. "An instructional model for publication design classes incorporating current professional practice." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9219091.

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Thesis (Ed. D.)--Illinois State University, 1991.
Title from title page screen, viewed January 6, 2006. Dissertation Committee: Dent Rhodes (chair), John David Reed, William Semlak, Robert Chandler. Includes bibliographical references (leaves 257-270) and abstract. Also available in print.
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Mattaparthy, Jaya Vinay. "Cognitive work analysis for design of instructional practice in engineering education." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Bese, Terry Lane. "Effective online lectures| Improving practice through design and pedagogy." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10027826.

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The purpose of this research project was to improve the practice of using online lectures at a small private university. Using action research methodology, the researcher worked with a group of five university instructors to refine the use of online lectures through design and pedagogical practice. Beginning with a template or guide based on the literature, the instructors developed online lectures connected with a student activity. Following the principles of the TPACK framework, instructors were urged to develop student activities that worked best for their specific content as well as their desired student outcomes. Two cycles of implementation, analysis, and modification were used to refine the template and the student activities.

Data were gathered from the students who viewed the online lectures and from the faculty through focus group meetings after each cycle. Analysis of both the students’ experience and the instructors’ experience led to minor changes in the template but more significant changes to the associated student activities.

Findings suggest that the effective use of online lectures depends largely on the student activity included with the lecture; in other words, pedagogy is at least as important as design. Other factors, such as practice and experience with developing online lectures are needed to develop the instructors’ expertise with both technical issues as well as pedagogical issues. Although the online lecture template and suggested activities list were honed to a degree of effectiveness, it will take an ongoing process of analysis and modification to keep this tool relevant in the coming years.

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Books on the topic "Instructional design practice"

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Instructional design for teachers: Improving classroom practice. Milton Park, Abingdon, Oxon: Routledge, 2010.

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Susan, Magliaro, ed. Instructional design: A systematic approach for reflective practice. Boston, MA: Pearson/Allyn and Bacon, 2006.

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Koschmann, Timothy D. Theories of learning and studies of instructional practice. New York: Springer, 2011.

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1968-, Green Timothy D., ed. The essentials of instructional design: Connecting fundamental principles with process and practice. 2nd ed. Boston: Prentice Hall, 2011.

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Brown, Abbie. The essentials of instructional design: Connecting fundamental principles with process and practice. 2nd ed. Boston: Prentice Hall, 2011.

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1968-, Green Timothy D., ed. The essentials of instructional design: Connecting fundamental principles with process and practice. Upper Saddle River, N.J: Prentice Hall, 2006.

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Donnelly, Roisin. Critical design and effective tools for e-learning in higher education: Theory into practice. Hershey, PA: Information Science Reference, 2010.

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Danielson, Charlotte. Implementing the framework for teaching in enhancing professional practice. Alexandria, VA: ASCD, 2010.

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Darlene, Axtell, ed. Implementing the framework for teaching in enhancing professional practice. Alexandria, Va: ASCD, 2009.

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Danielson, Charlotte. Implementing the framework for teaching in enhancing professional practice. Alexandria, VA: ASCD, 2010.

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Book chapters on the topic "Instructional design practice"

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Seel, Norbert M., Thomas Lehmann, Patrick Blumschein, and Oleg A. Podolskiy. "The Practice of Instructional Design." In Instructional Design for Learning, 19–44. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-941-6_2.

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Spector, Jonathan Michael. "Instructional Design Methods and Practice." In ICT in Education in Global Context, 59–73. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-47956-8_3.

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Shearer, Rick L., and Eunsung Park. "Theory to Practice in Instructional Design." In Handbook of Distance Education, 260–80. Fourth edition. | New York : Routledge, 2019. | Previous edition: 2013.: Routledge, 2018. http://dx.doi.org/10.4324/9781315296135-21.

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Hubal, Robert, and Thomas Parsons. "Synthetic environments for skills training and practice." In The sciences of learning and instructional design, 152–85. New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315684444-11.

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Spector, J. Michael. "Adventures and Advances in Instructional Design Theory and Practice." In Learning and Instructional Technologies for the 21st Century, 1–14. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-09667-4_1.

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Norton, Priscilla, Shahron Williams van Rooij, Marci Kinas Jerome, Kevin Clark, Michael Behrmann, and Brenda Bannan-Ritland. "Linking Theory and Practice Through Design: An Instructional Technology Program." In Educational Media and Technology Yearbook, 47–59. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-09675-9_4.

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Valverde-Berrocoso, Jesús, and María Rosa Fernández-Sánchez. "Instructional Design in Blended Learning: Theoretical Foundations and Guidelines for Practice." In Lecture Notes in Networks and Systems, 113–40. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45781-5_6.

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Yanchar, Stephen C. "Instructional Design as a Moral Ecology of Practice: Implications for Competency Standards and Professional Identity." In Learning, Design, and Technology, 1–20. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-17727-4_77-1.

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Lu, Zhen, and Lyna Kwan. "Video Case Instruction: A New Approach to Instructional Design and Practice for Preservice Chemistry Teachers." In Chinese Science Education in the 21st Century: Policy, Practice, and Research, 413–25. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-9864-8_19.

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Cobb, Paul. "The Contributions of the Transactional Perspective to Instructional Design and the Analysis of Learning in Social Context." In Theories of Learning and Studies of Instructional Practice, 291–305. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-7582-9_17.

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Conference papers on the topic "Instructional design practice"

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Campbell, Katy, and Diane Janes. "INSTRUCTIONAL DESIGNERS’ METAPHORS OF PRACTICE: DISRUPTING THE MASTER NARRATIVE OF INSTRUCTIONAL DESIGN." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0069.

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He, Ling, and Jin Lian. "Instructional Design of Practice Course of Logistics System Planning and Design Based on Visio." In 2018 9th International Conference on Information Technology in Medicine and Education (ITME). IEEE, 2018. http://dx.doi.org/10.1109/itme.2018.00122.

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Hastie, Megan, Nian-Shing Chen, and Yen-Hung Kuo. "Best Practice Instructional Design in the Synchronous Cyber Classroom for Early Childhood Students." In Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007). IEEE, 2007. http://dx.doi.org/10.1109/icalt.2007.84.

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Lee, Yann-Long, Ming-Yu Hsiao, Jan-Nan Chen, and Chun-Kuan Wu. "The Connection between Music and Science Education, and the Practice of Innovative Instructional Design." In 2018 1st IEEE International Conference on Knowledge Innovation and Invention (ICKII). IEEE, 2018. http://dx.doi.org/10.1109/ickii.2018.8569058.

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Wang, Changping, Chunbo Wei, Jianbo Wang, and Pengxia Zhang. "The problems and countermeasures of the application of instructional design theory in teaching practice." In 2016 International Conference on Social Science, Humanities and Modern Education (SSHME 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/sshme-16.2016.1.

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Company, Pedro, Jeffrey Otey, Jorge Camba, and Manuel Contero. "Leveraging Mechanical 3D CAD Systems Through Improved Model Quality Based on Best Practices and Rubrics." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-34489.

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CAD data quality may be leveraged by quality-oriented CAD instructional strategies, but current mechanical CAD practice fails in enforcing quality. The concept of CAD model quality is reviewed to discover how to convey different dimensions of quality through rubrics. The paper describes lessons learned from pilot studies designed to gain knowledge on introducing best practices throughout the training period of novice product designers. Best practices are conveyed by rubrics, so leading to increased quality in CAD models. Rubrics must adapt to the specific concept practiced at each stage of the training period. In this way, they become helpful in disclosing which currently available strategies and tools to enforce quality may be early comprehended and how they are better introduced. Lessons learned from pilot studies are proposed to be reformulated as strong hypothesis that should be validated or rejected in the future, by way of experiments with suitable statistical power.
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Jiamei, Xu, and Hui Peng. "Research and Practice on Network Instructional Design of Blended Learning Promoting the Optimization of Teaching Process." In 2009 International Conference on Education Technology and Training (ETT). IEEE, 2009. http://dx.doi.org/10.1109/ett.2009.51.

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Sarfo, Frederick Kwaku. "The Views of Educational Practitioners in Ghana on ICT Use and Instructional Design Practice for Promoting Quality Education." In Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007). IEEE, 2007. http://dx.doi.org/10.1109/icalt.2007.255.

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Pelleh, Moshe, Bruria Haberman, Tammy Rosenthal, and John English. "Linking Theory Practice and System-Level Perception: Using a PBL Approach in an Operating Systems Course." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3236.

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Courses on Operating Systems (OS) are essential in computer science education. The topic provides the students with an excellent opportunity to experience the interplay between theory and practice. Specifically, a project-based-learning (PBL) instructional design for an OS course can provide the students with opportunities to engage in practical projects. The PBL approach enables students to take part in learning activities which are essential for grasping underlying theoretical concepts, linking theory, practice and system-level perception. In this paper we present our experience in teaching an operating systems course with a continuing evolving project using a PBL approach. The findings of a preliminary assessment indicated a highly positive attitude on the part of the students towards the PBL approach used in the course as well as towards the qualitative evaluation method that was used to assess their achievements.
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Goede, Roelien. "Rescuing Project Based Learning in Computer Science with Reflective Practice A critical systems reflection on the instructional design of a data warehousing module." In Annual International Conference on Computer Science Education: Innovation & Technology. Global Science and Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2251-2195_cseit15.15.

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Reports on the topic "Instructional design practice"

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Piper, Benjamin, Yasmin Sitabkhan, Jessica Mejia, and Kellie Betts. Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization. RTI Press, May 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0053.1805.

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This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers’ guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers’ guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers’ guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide.
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DeJaeghere, Joan, Vu Dao, Bich-Hang Duong, and Phuong Luong. Inequalities in Learning in Vietnam: Teachers’ Beliefs About and Classroom Practices for Ethnic Minorities. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/061.

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Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequality in learning. But national data and international test outcomes may mask the hidden inequalities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers across 10 provinces, we examine the role of teachers’ beliefs, curricular design and actions in the classroom (Gale et al., 2017). We show that teachers hold different beliefs and engage in curricular design – or the use of hegemonic curriculum and instructional practices that produce different learning outcomes for minoritized students compared to Kinh students. It suggests that policies need to focus on the social-cultural aspects of teaching in addition to the material and technical aspects.
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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.
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Olsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.

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Findings from a 3-year (2006-2009) evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to address three questions: 1) What is the PROMISE Model ?; 2) What changes occurred in schools as a results of implementing the PROMISE Model ?; and 3) What are the lessons learned from the PROMISE Model pilot that can contribute to an understanding of school reform for English Learners? A qualitative, ethnographic approach allowed for exploration of the research questions. The researcher identified five foundational elements to the PROMISE Model. Implementation of the PROMISE Model increased use of EL specific research-based approaches to student grouping, placement, instruction, school structures, curriculum choices, program design and practices in addition to more knowledgeable and advocacy-oriented leaders and distributive leadership. The brief presents five lessons learned that contribute to a deeper understanding of the impact of a school reform model on English Learners. Two policy recommendations include: 1) broadly disseminate research on effective EL education and provide an infrastructure of support with EL expertise; and 2) adopt the PROMISE Model or components of the model as a viable school improvement strategy.
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Lessons on literacy training for adolescent girls: Considerations for SWEDD safe spaces. Population Council, 2021. http://dx.doi.org/10.31899/sbsr2021.1001.

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Literacy training for girls and young women can bridge the gap between girls’ low rates of schooling in the Sahel region and their desire for lifelong knowledge and skills. Literacy programs may also help promote community behavioral and attitudinal change by making the benefits of girls’ education visible. Sahel Women’s Empowerment and Demographic Dividend (SWEDD) has increased literacy training for adolescent girls (AGs) to add to the assets they need to improve health outcomes. As a response to the need to strengthen literacy training components in Safe Spaces, practical lessons from evidence-based programming were compiled. These lessons center the learning experience on AGs and emphasize the need for materials that actively engage participants and thus increase the likelihood of their retaining information. As noted in this brief, within Safe Spaces, literacy training curriculum content should be informed by AG subject matter suggestions to increase relevance to the girls’ lives, regardless of the setting (community spaces or schools). Additionally, instructors need dedicated training using simple instructions and evidence-based curricula. Community involvement may help ensure longterm community support for girls’ education.
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