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Journal articles on the topic 'Instructional design practice'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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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3

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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Harris, Kenya. "Multifarious instructional design: a design grounded in evidence-based practice." Teaching and Learning in Nursing 6, no. 1 (January 2011): 22–26. http://dx.doi.org/10.1016/j.teln.2010.07.002.

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Ayad, Fuad I. "Practice of Instructional Design Processes Among Technical Instruction Teachers in Gaza Strip." Journal of Educational & Psychological Sciences 11, no. 02 (June 2, 2010): 263–94. http://dx.doi.org/10.12785/jeps/110209.

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Park, Kiyong. ""Development of Instructional Model for Secondary Pre-service Teachers' Instructional Design Practice"." Journal of Educational Technology 30, no. 2 (June 30, 2014): 285–306. http://dx.doi.org/10.17232/kset.30.2.285.

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Reynolds, Krista M., Lindsay Michelle Roberts, and Janet Hauck. "Exploring motivation: integrating the ARCS model with instruction." Reference Services Review 45, no. 2 (June 12, 2017): 149–65. http://dx.doi.org/10.1108/rsr-10-2016-0057.

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Purpose This paper aims to provide an overview of Keller’s ARCS (attention, relevance, confidence and satisfaction) model of motivational design and explores how three instruction librarians at different institutions have integrated the model into their teaching practices to improve student motivation during information literacy (IL) sessions. Design/methodology/approach Case studies describe how instruction librarians began to incorporate the ARCS model into library instruction. Three librarians used self-reflective practice and a range of assessment techniques to evaluate and improve teaching practice. Findings ARCS is valuable for improving student engagement during IL instruction. The authors suggest best practices for learning about and integrating the model and propose instructional strategies that align with it. Originality/value This paper fills a gap in literature on practical applications of motivational design in library instruction and suggests best practices for teaching and assessment using the ARCS model.

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Jo, Jagyoung, Kiyong Park, and Echeol Kang. ""The Teacher's Epistemological Belief and Instructional Design Practice"." Journal of Educational Technology 25, no. 3 (September 30, 2009): 1–33. http://dx.doi.org/10.17232/kset.25.3.1.

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Lochmiller, Chad R., and Kathleen M. W. Cunningham. "Leading learning in content areas." International Journal of Educational Management 33, no. 6 (September 9, 2019): 1219–34. http://dx.doi.org/10.1108/ijem-03-2018-0094.

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Purpose The purpose of this paper is to report findings from a systematic literature review that explore how recent research on instructional leadership has addressed the role of mathematics and science instruction. Design/methodology/approach Using Hallinger’s (2014) approach to conducting systematic reviews, the review included 109 peer-reviewed articles published since 2008 in leading mathematics and science education journals. An a priori coding scheme based upon key leadership behaviors articulated in Hitt and Tucker’s (2016) unified leadership framework informed the analysis presented. Findings Results indicate that leaders support content area instruction by facilitating high-quality instructional experiences through curricular and assessment leadership. Leadership frequently involves establishing organizational conditions that support teachers’ efforts to improve their own practice instead of direct leadership action on the part of instructional leaders. This support takes different forms and can include distributing leadership to teacher leaders with content area experience as well as using resources strategically to provide professional development or instructional coaching. Originality/value The review strengthens the connections between the instructional leadership, mathematics and science literatures, and identifies some of the leadership practices that these literatures deem important for instructional improvement. The review also reveals the potential for future research exploring the influence of a particular content area on supervisory practice and leadership discourse.

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Mandai, Yasuhiro. "Practice for medical education using an instructional design process." Okayama Igakkai Zasshi (Journal of Okayama Medical Association) 128, no. 1 (2016): 47–50. http://dx.doi.org/10.4044/joma.128.47.

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Jeon, Hyeonjeong, Kiyong Park, and Echeol Kang. ""Faculty Members' Concerns of Teaching and Instructional Design Practice"." Journal of Educational Technology 25, no. 3 (September 30, 2009): 79–103. http://dx.doi.org/10.17232/kset.25.3.79.

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Schaaf, David N. "The Instructional Design Knowledge Base: Theory, Research, and Practice." Performance Improvement 52, no. 10 (November 2013): 45–47. http://dx.doi.org/10.1002/pfi.21381.

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오영범, LeeSangSoo, and 강정찬. "Practice Principles for Instructional Consultation: Using Design-Based Research." Journal of Korean Teacher Education 31, no. 2 (June 2014): 131–60. http://dx.doi.org/10.24211/tjkte.2014.31.2.131.

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Johan, Riche Cynthia, Deuis Pramida, Anah Rohanah, and Inaya Shintia Meidina. "INSTRUCTIONAL DESIGN COLLABORATION OF LIBRARIANS IN THE SCHOOL LITERACY MOVEMENT." Edulib 8, no. 1 (July 24, 2018): 29. http://dx.doi.org/10.17509/edulib.v8i1.12063.

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Conducting library learning activities in the classroom is one of the tasks and receivables in the Field Experience Practice (PPL) activities for all students of the Library of Education and Information Sciences University of Indonesia. Good practice research methodology is one of the alternative choices in estimating the steps that can be taken in the Field Experience Practice (PPL) program of students of the Library of Education and Information Sciences University of Indonesia, which will later become a product of collaboration between the school librarians and teachers at school, and can also present a school product design school learning product. Collaborating in the School Literacy Movement (GLS) activities is one of the bills that must be present in the program, wherein every student of the Library and Information Sciences University of Education program students is required to: 1) Be able to prepare the classroom learning collaboration design with coaching teachers, 2) Able to implement library learning practices, and 3) Able to describe Practical Review Results. Through the field experience (PPL) practice, the students of the Library of Education and Information Sciences University of Indonesia's Education program are able to obtain competencies relevant to their field in an optimal way to work in the workplace, especially in the field of school libraries.

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JAMIESON, JOAN, CAROL A. CHAPELLE, and SHERRY PREISS. "Putting principles into practice." ReCALL 16, no. 2 (November 2004): 396–415. http://dx.doi.org/10.1017/s0958344004001028.

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CALL evaluation might ideally draw on principles from fields such as second language acquisition, language pedagogy, instructional design, and testing and measurement in order to make judgments about criteria such as elaborated input, feedback, collaborative learning, authentic tasks, navigation, screen design, reliability, validity, impact, and practicality. In this study, a subset of criteria were used to evaluate the design of English as a second or foreign language (ESL/EFL) online courses and assessments, Longman English Online. This article illustrates how a set of principles suggested evaluation criteria which, in turn, suggested particular variables for the instructional design; these variables, again in turn, suggested potential operationalizations which could be implemented as task features in CALL materials. Results of the judgmental evaluation indicated that most of the criteria were met, although some better than others.

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Burns, Elizabeth. "School librarians online: integrated learning beyond the school walls." Information and Learning Sciences 121, no. 7/8 (July 27, 2020): 631–44. http://dx.doi.org/10.1108/ils-04-2020-0107.

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Purpose This study aims to explore preservice school librarians’ ability to develop and deliver integrated library lessons under remote teaching and learning conditions. This study will help school library educators identify the preparation required in coursework to effectively implement blended learning practices as well as identify perceived barriers and opportunities for implementing effective remote school library practice. Design/methodology/approach A participatory action research approach was used to explore online teaching strategies in coursework then implement them in K-12 practice. Findings The findings include six criteria selected, developed lessons and the analyzed reflections of the preservice candidates. These discussed findings identify trends in developed online inquiry lessons and suggest considerations for school library educators when scaffolding instruction in preparation coursework. Future planning also explores considerations of access and technology instruction prior to practice. Research limitations/implications The COVID-19 crisis presented a unique challenge ideal for exploration by an educator and candidates in a school librarian preparation program. Using a revised assignment to facilitate a deliberate, authentic experience designed to blend theory and practice (Grossman, 2011), the evidence presented in the sample lessons and participant reflections documents that candidates are able to develop online learning and articulate the American Association of School Librarians Learner Competencies through work samples. According to this brief exploration, this preparation program was able to adapt the requirements of the assignment and prepare candidates to develop quality instructional lessons when online teaching pedagogy was embedded along with scaffolded instruction on collaborative teaching and instructional design. The limitation to this study is that the COVID crisis was accepted as the problem in the participatory action research model. Practical implications When provided instruction on embedded librarianship models and pedagogy practices of online instruction and scaffolded instruction, school library candidates successfully integrated online K-12 instruction. These instructional supports provided the integration of theory and practice necessary for effective preparation. Additional challenges remain to include considerations of access and student motivation which should be addressed in preparation coursework. Originality/value Never before have we seen all schools closed and instruction moved online without warning. School library preparation programs must look anew at how well they are preparing school librarians for practice across a variety of circumstances. This study looks at the preparation for online instruction K-12 schools were faced with in Spring 2020.

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Goldman, Susan R., and James W. Pellegrino. "Research on Learning and Instruction." Policy Insights from the Behavioral and Brain Sciences 2, no. 1 (October 2015): 33–41. http://dx.doi.org/10.1177/2372732215601866.

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There is considerable rhetoric about the need for our educational system to promote deeper learning and the development of 21st-century skills. Missing from the discourse is recognition that much of what we know from research on learning and instruction has yet to affect the design and enactment of everyday schooling in the form of curriculum, instruction, and assessment. This article considers some of the key research-based principles on learning and knowing and their implications for the design of instruction and assessment. Among these principles are differences in naïve and expert forms of knowing and how the latter develops through a variety of instructional methods and materials. Another is the social nature of learning and the classroom instructional and assessment practices that support students taking control of and monitoring their own learning. Incorporating many of the findings from research on learning and instruction into the materials, structures, and practices of everyday schooling involves addressing systemic challenges of practice and policy. These include the development and implementation of curricular and instructional resources that incorporate proven, research-based features, the design of assessment systems that balance and align classroom assessment and system monitoring needs, and more effective approaches to teacher preparation and professional development. The knowledge base to support such changes exists but for research-based educational interventions to move beyond isolated promising examples and to flourish more widely, these larger systemic issues, many of them policy driven, will need to be addressed.

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Dempsey, John, Barbara Lucassen, William Gilley, and Karen Rasmussen. "Since Malone's Theory of Intrinsically Motivating Instruction: What's the Score in the Gaming Literature?" Journal of Educational Technology Systems 22, no. 2 (December 1993): 173–83. http://dx.doi.org/10.2190/2th7-5txg-tar7-t4v2.

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Instructional gaming is an alternative strategy that can be used for many applications including tutoring, promotion of self-esteem, and practice of existing skills. The article begins with an overview instructional gaming and discusses the impact of Thomas Malone's theory of intrinsically motivating instruction. Next, we look for common threads in the instructional gaming literature during the last dozen years. Our approach was to systematically examine five categories of articles in order to offer guidance to designers and educators. The article ends with implications of the gaming literature for the future study of gaming and instructional design.

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Macklin, Alexius Smith. "Theory into Practice: Applying David Jonassen’s Work in Instructional Design to Instruction Programs in Academic Libraries." College & Research Libraries 64, no. 6 (November 1, 2003): 494–500. http://dx.doi.org/10.5860/crl.64.6.494.

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The Association of College and Research Libraries (ACRL) recently updated the guidelines for instruction programs in academic libraries. This revised document includes the use of active learning techniques and instructional design tools for program development. Research in education currently contains a wealth of theories and strategies in these areas that are useful to instruction librarians. In particular, the work of David H. Jonassen is rich with guidance on designing active learning environments for problem solving and information retrieval. This article outlines how Jonassen’s research can provide a working context for using the ACRL guidelines to create successful instruction programs.

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Rigby, Jessica G., Stephanie Forman, Alison Fox, and Elham Kazemi. "Leadership Development Through Design and Experimentation: Learning in a Research–Practice Partnership." Journal of Research on Leadership Education 13, no. 3 (June 4, 2018): 316–39. http://dx.doi.org/10.1177/1942775118776009.

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A core function of district leadership is providing instructional vision and support for school leaders and teachers. In this article, a Research–Practice Partnership focused on the improvement of elementary mathematics teaching and learning provides the context to study leadership development. We examine the process of one design team within the Research–Practice Partnership consisting of district leaders and university researchers using organizational learning. We found that as the team iteratively negotiated the design and implementation of a practical measure aimed at assessing and improving elementary mathematics instruction system-wide, the team’s learning transformed the tools and routines of its work.

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Urick, Angela. "Examining US principal perception of multiple leadership styles used to practice shared instructional leadership." Journal of Educational Administration 54, no. 2 (April 11, 2016): 152–72. http://dx.doi.org/10.1108/jea-07-2014-0088.

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Purpose – Decades of research on different leadership styles shows that effective school leadership is the degree of influence or synergy between teachers and principals around the core business of schools, instruction. While various styles, such as transformational, instructional, shared instructional, point to the similar measures of high organizational quality, the inconsistency in how these styles are defined and relate make it unclear how principals systematically improve schools. The paper aims to discuss these issues. Design/methodology/approach – This study used the 1999-2000 schools and staffing survey, n=8,524 of US principals, since it includes a nationally representative sample of administrators who responded to a comprehensive set of leadership measures around a time of school restructuring reforms. Confirmatory factor analysis was used to identify different styles, and to measure the extent of their relationship. These factors were used to test a theory about why principals practice each of these styles to a different degree based on levels of shared instructional leadership. Findings – Based on the theoretical framework, principals should have a similar high influence over resources, safety and facilities regardless of degree of shared instructional leadership since these tasks address foundational school needs. However, principal and teacher influence over these resources differed across levels of shared instructional leadership more than principal-directed tasks of facilitating a mission, supervising instruction and building community. Originality/value – Differences in the practice of styles by shared instructional leadership did not fit changing, higher ordered needs as theorized instead seemed to vary by a hierarchy of control, the way in which principals shared influence with teachers.

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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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McAlpine, Lynn. "Highlighting formative evaluation: An instructional design model derived from practice." Performance + Instruction 31, no. 10 (November 1992): 16–18. http://dx.doi.org/10.1002/pfi.4170311006.

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Gray, Colin M., Cesur Dagli, Muruvvet Demiral-Uzan, Funda Ergulec, Verily Tan, Abdullah A. Altuwaijri, Khendum Gyabak, et al. "Judgment and Instructional Design: How ID Practitioners Work In Practice." Performance Improvement Quarterly 28, no. 3 (October 2015): 25–49. http://dx.doi.org/10.1002/piq.21198.

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York PhD, Cindy S., and Peggy A. Ertmer. "Examining Instructional Design Principles Applied by Experienced Designers in Practice." Performance Improvement Quarterly 29, no. 2 (July 2016): 169–92. http://dx.doi.org/10.1002/piq.21220.

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Wedman, John, and Martin Tessmer. "Instructional Designers Decisions and Priorities: A Survey of Design Practice." Performance Improvement Quarterly 6, no. 2 (October 22, 2008): 43–57. http://dx.doi.org/10.1111/j.1937-8327.1993.tb00583.x.

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Quinn, James. "Connecting education and practice in an instructional design graduate program." Educational Technology Research and Development 42, no. 3 (September 1994): 71–82. http://dx.doi.org/10.1007/bf02298096.

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Kinzie, Mable B., M. Elizabeth Hrabe, and Valerie A. Larsen. "An instructional design case event: Exploring issues in professional practice." Educational Technology Research and Development 46, no. 1 (March 1998): 53–71. http://dx.doi.org/10.1007/bf02299829.

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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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Simmons, Deborah C., Edward J. Kameenui, and David J. Chard. "General Education Teachers' Assumptions about Learning and Students with Learning Disabilities: Design-of-Instruction Analysis." Learning Disability Quarterly 21, no. 1 (February 1998): 6–21. http://dx.doi.org/10.2307/1511369.

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Teachers' beliefs about learning and their ability to effect change largely influence classroom practice. In this study, we examined the theoretical, personal, and instructional assumptions of 29 general educators through a design-of-instruction and instructional efficacy framework. A three-part sequence of tasks (i.e., assignment of points to a theoretical model and analysis and modification of a curricular lesson) was used to examine primary and elementary educators' attributions and assumptions regarding the role of instructional tools (e.g., published programs) in student learning and teachers' ability to effect change. Findings indicate that general educators: (a) ascribe substantial emphasis to within-learner variables, (b) question the adequacy of commercial curricular programs for students with learning disabilities, and (c) believe they have adequate knowledge and skills to rectify the limitations of commercial curricular lessons for students with learning disabilities.

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Debattista, Martin. "A comprehensive rubric for instructional design in e-learning." International Journal of Information and Learning Technology 35, no. 2 (March 5, 2018): 93–104. http://dx.doi.org/10.1108/ijilt-09-2017-0092.

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Purpose The recognition of practice in online instruction is still subject to interpretation and different approaches as a result of the rapid changes in technology and its effect on society. The purpose of this paper is to address these differences through a synthesis that can be easily accessed and consulted by educators in the field of e-learning. Design/methodology/approach This paper reviews different examples of rubrics and instruments in higher education to propose a more comprehensive rubric that constitutes a synthesis of how some institutions in HE approach best practice in this field. Findings The proposed comprehensive rubric emanating from the synthesis of different approaches supports the development, remixing, sharing and integration of online modules and courses by providing a single reference point with as wide a range as possible of potential pedagogical tools, facilities and approaches to e-learning. Research limitations/implications It is not within the scope of this paper to review quality assurance processes and administrative components, but to propose a rubric for course design and self-review of faculty and higher education institutions for a better alignment with what is regarded as current standard best practice. Practical implications Instructional designers in e-learning have a new comprehensive rubric that can consult at design stage. Originality/value Different approaches towards what is called “good practice” are brought together and analysed to provide a synthesis and a single source that can be consulted by practitioners in the field of e-learning.

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Egan, John P. "Beyond the afterglow: Effective transfer of learning through instructional design." Teaching & Learning Inquiry 8, no. 1 (March 15, 2020): 173–86. http://dx.doi.org/10.20343/teachlearninqu.8.1.12.

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This article examines the experiences of students after completing an online postgraduate learning technologies applications course with respect to the transfer of learning of skills, knowledges, and perspectives to their professional educational practice. Transfer of learning was perceived to have occurred with respect to overall course design and specific learning activities. Transfer of learning from the course to educational practice was seen as effective for most study participants; however, the strong community of practice inculcated within the course eroded after the course ended.

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Foster, Margaret J., Suzanne Shurtz, and Catherine Pepper. "Evaluation of best practices in the design of online evidence-based practice instructional modules." Journal of the Medical Library Association : JMLA 102, no. 1 (January 2014): 31–40. http://dx.doi.org/10.3163/1536-5050.102.1.007.

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Howarth, Jeff T. "Strategies for teaching cartography from theory and practice." Abstracts of the ICA 1 (July 15, 2019): 1–2. http://dx.doi.org/10.5194/ica-abs-1-122-2019.

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<p><strong>Abstract.</strong> If Robinson (1952, 4) suggested that the essential task of the cartographer was “to make the data intelligible for the reader”, perhaps the essential problem for those of us that teach cartography is to make information <i>learnable</i> for students. As a design problem, teaching has three main components: we <i>present</i> instructional materials to students, we <i>create environments</i> for students to engage with what we present, and we provide <i>feedback</i> that aims to measure and motivate learning. This paper aims to help cartography educators design effective instruction in two ways: (1) by defining principles and patterns for effective instructional design that are gleaned from empirical studies of cognitive theories of learning and from pedagogical patterns of reflective practice; (2) by illustrating how these principles and patterns can inform cartography education with specific examples from an undergraduate course on cartographic design.</p><p>Cognitive theories of learning can inform instructional design based on the premise that “designs that are consistent with the way the human mind works are more effective in fostering learning than those that are not” (Mayer 2009, 13). They provide three key insights (Mayer 2005). First, working memory has a limited capacity to process information at one time. Second, we have two separate channels for processing visual and auditory information (both with limited capacities). Third, we don’t acquire knowledge passively but rather we actively engage in learning. This active engagement involves three key tasks: (1) figuring out or selecting the key information that we should pay attention to, (2) organizing this information into models, and (3) relating these models with previous knowledge. Within this theoretical framework, empirical studies have identified principles for instructional design that deal largely with presentation methods. In addition, they offer some helpful prescriptions for designing task environments that support learning by solving problems, for assessing learning, and for promoting learning through reflection.</p><p>Pedagogical patterns aim “to offer a format and a process for sharing successful practices in a way that allows each practice to be used by a variety of people in many different ways” (Bergin 2012, iii). A pedagogical pattern is a template for instructional design that identifies a recurring problem and offers a general strategy for solving the problem. They do not originate from controlled experiments of theory, but rather they are discovered through the practice of teaching and by reflecting on these experiences. As such, they are similar to advice a junior colleague might receive from a senior mentor. They complement cognitive-based principles because they deal with aspects of teaching that are often missing from the controlled laboratory environments of empirical research. This includes strategies for designing social learning environments and active learning environments, and for providing constructive feedback.</p><p>From these two sources, I compile a list of strategies organized by each design component. For designing presentations, strategies deal with questions of <i>substance</i> (what should you include in a presentation?), <i>arrangement</i> (how should you arrange or sequence elements of a presentation?), and <i>modality</i> (what should be the mode or form of a presentation?). For designing environments, strategies deal with questions of <i>social environments</i> (how should students interact with each other and with the instructor?) and <i>task environments</i> (how should students engage in activities or problems?). For feedback design, strategies deal with questions of <i>assessment</i> (how should you measure meaningful learning?), <i>motivation</i> (how should you deliver feedback to motivate learning?), and <i>reflection</i> (how should students reflect on their learning outcomes?).</p><p>Because empirical principles and pedagogical patterns were developed for instruction in other domains, this article illustrates them with specific examples of instructional materials that I have developed for teaching cartographic design to undergraduate students. Examples include lecture activities, software tutorials, task scaffolding, and feedback methods.</p><p>The main contribution of this article is to illustrate a framework that makes two important connections. First, it bridges principles from theory with patterns from practice. Second it links general principles/patterns with specific examples of their implementations. For experienced teachers, the principles, patterns, and examples described here may appear obvious or old hat, but for educators with little previous experience teaching, they may be especially helpful. In the future, it would be helpful if experienced educators contributed towards a resource for principles, patterns, and examples in cartography that young educators could draw from as they learn how to teach cartography.</p>

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Boyd, Maureen P., Elizabeth A. Tynan, and Lori Potteiger. "Trusting the local: opening up the script with response-able talk practices." English Teaching: Practice & Critique 17, no. 1 (April 9, 2018): 2–15. http://dx.doi.org/10.1108/etpc-09-2017-0125.

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Purpose The purpose of this paper is to deflate some of the pressure-orienting teachers toward following a curricular script. Design/methodology/approach The authors connect effective classroom teaching and learning practices to a dialogic instructional stance that values local resources and student perspectives and contributions. The authors argue that effective teachers have agency to make decisions about content and pacing adjustments (they call this agentive flow) and that they practice response-able talk. Response-able talk practices are responsive to what is happening in the classroom, responsibly nurture joint purposes and multiple perspectives, and cultivate longer exchanges of student exploratory talk. These talk practices are not easily scripted. Findings The authors show what these effective, local and dialogic instructional practices look like in a second-grade urban classroom. Practical implications The authors call upon every teacher to robustly find their local ways of working. Originality/value In this paper, the authors argue that harnessing the local is an essential aspect of dialogic instruction and a critical component of a dialogic instructional stance.

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Ramsay, Crystal M., Jenay Robert, and Jennifer Sparrow. "Promoting Pedagogical Agility in Learning Spaces: Toward a Comprehensive Framework of Faculty Support and Innovation." Journal of Teaching and Learning with Technology 8, no. 1 (August 6, 2019): 60–75. http://dx.doi.org/10.14434/jotlt.v8i1.26747.

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Postsecondary instructors routinely face novel and complex challenges in physical classrooms and informal learning spaces. Instructors often bring these challenges, along with creative and aspirational solutions, to the attention of centers for teaching and learning (CFTL). Issues span a wide range of topics including blogs, clickers, immersive experiences, active learning, learning analytics, and more. We embrace these challenges and seek to co-create solutions by providing a wide net of resources and support characterized by: (1) Instructional technologies (2) Instructional design, (3) Faculty development, and (4) Research. These elements emerge as a generalizable framework that represents a dynamic research-to-practice cycle. The cycle begins with a combination of problem definition and existing research. An approach is then planned and executed that includes instructional technologies, instructional design, faculty development, and original research. In accord with the cyclical nature of the framework, research findings inform development of future instructional design and faculty development opportunities. These, in turn, inform future practice, and the cycle continues. In our CFTL an educational research team collaborates with an instructional design and development team to support and facilitate this research-to-practice cycle. In this manuscript, we illustrate the practical implementation of this recursive and generalizable framework as we report on a case study of one technology-enhanced experimental classroom space. We conclude with a discussion of how the framework might inform larger efforts to integrate research with instructional technology implementation, instructional design, and faculty development.

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Park, Sanghoon, Howard Kaplan, Rudy Schlaf, and Eric Tridas. "Makecourse-Art: Design and Practice of a Flipped Engineering Makerspace." International Journal of Designs for Learning 9, no. 1 (May 9, 2018): 98–113. http://dx.doi.org/10.14434/ijdl.v9i1.22660.

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The Makecourse-Art is a makerspace designed to promote undergraduate students’ aesthetic design skills as well as functional design skills using an interdisciplinary team approach at the University of South Florida. To overcome the unique challenges of the Makecourse (earlier version) and to maximize students’ design efforts working on an engineering project in the classroom, the Makecourse-Art incorporated a flipped classroom model utilizing two instructional methods with corresponding activities. First, the explicit form of instruction is delivered through asynchronous video lectures/tutorials, including topics such as Arduino programming, CAD modeling with the Autodesk Maya, Mudbox, and coding skills. Second, interactive team-based classroom activities are offered to students based on student-centered learning theories such as peer-assisted collaborative learning and problem-based learning. In this paper, we present the design case of the Makecourse-Art with detailed descriptions of the components, and explain the key design decisions, obstacles during the design process, and how the challenges were resolved. In addition, we provide step-by-step examples of students’ engineering design experiences with visual images.

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Boudah, Daniel J., Jean B. Schumacher, and Donald D. Deshler. "Collaborative Instruction: Is it an Effective Option for Inclusion in Secondary Classrooms?" Learning Disability Quarterly 20, no. 4 (November 1997): 293–316. http://dx.doi.org/10.2307/1511227.

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Through the use of a four-part experimental design, this study examined the effects of a collaborative instructional model in inclusive secondary classes in which students with mild disabilities and low-achieving students were enrolled. Measures included the instructional actions of teachers, teacher satisfaction with the instructional model, student engagement, student use of four strategic skills, and student performance on content tests. After receiving training in the model, teachers' mediation of student learning and their involvement in instructional roles increased over baseline levels. Teachers were satisfied with the model as well. Mixed results on the student measures suggest that prevailing assumptions about the effectiveness of collaborative instruction in inclusive secondary classes need to be reexamined. Study findings have implications for educational policy, teacher training, and classroom practice.

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Lierman, Ashley, and Ariana Santiago. "Developing online instruction according to best practices." Journal of Information Literacy 13, no. 2 (December 3, 2019): 206. http://dx.doi.org/10.11645/13.2.2649.

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To meet the growing online and face-to-face library instruction needs of a large research university, a team of librarians set out to develop asynchronous online instruction of sufficient quality to supplement and replace classroom teaching. This report describes the best practices that were identified from a review of the literature, the instructional design process that was used to implement these practices in a pedagogically effective way, the results of pilot testing of the instruction, and implications for future practice. The result is a template for development that can be used by other librarians seeking to develop robust, effective, and accessible online learning objects, whether to reach out to online learners or improve the scalability of information literacy instruction.

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Ralph, Vanessa R., and Scott E. Lewis. "Introducing randomization tests via an evaluation of peer-led team learning in undergraduate chemistry courses." Chemistry Education Research and Practice 21, no. 1 (2020): 287–306. http://dx.doi.org/10.1039/c9rp00187e.

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The methodological limitations education researchers face in the evaluation of reformed instruction have led to debates as to the evidence advancing evidence-based practices. To conduct more effective research, methodological pluralism in the evaluation of educational reforms can be used to complement the strengths and limitations of a corpus of literature informing the impact of an evidence-based practice. This study seeks to introduce randomization tests, a nonparametric statistical analysis incorporating a random-assignment component that can be applied to a single-subject (N = 1) research design, as a methodology to be counted amongst evaluations of instructional reforms. To demonstrate the utility of this approach, an evaluation of peer-led team learning (PLTL) for classes of second-semester general chemistry spanning 7 semesters was conducted using randomization tests. The design contributes novel understandings of PLTL including differences in effectiveness across instructors, trends in effectiveness over time, and a perspective as to the appropriateness of assumptions concerning statistical independence when applied to educational settings. At the research setting, four instructors (each constituting an individual case) alternated implementing lecture-based instruction and PLTL by term. Across these four instructors, the treatment effects of peer-led team learning when compared to lecture-based instruction ranged in impact (from d = 0.233 to 2.09). For two instructors, PLTL provided a means by which to significantly reduce the differential performances observed of students with variable preparations in mathematics, thereby advancing the equitability of their courses. Implications of this work include the incorporation of single-subject research designs in establishing evidence-based instructional practices, the effectiveness of PLTL as interpreted in a methodologically pluralistic context of the research literature, and enacting measurements of equity when gauging the success of instructional reforms in science. Further, this introduction to randomization tests offers another methodology for the evaluation of instructional reforms more widely applicable in educational settings with smaller sample sizes (e.g., reforms conducted within a single classroom or upper-level courses with small class sizes).

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Fisher, Linda M. Willis, and Elizabeth Manley Delacruz. "Design for Inquiry: Instructional Theory, Research, and Practice in Art Education." Journal of Aesthetic Education 33, no. 1 (1999): 110. http://dx.doi.org/10.2307/3333744.

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Leigh, Hillary N., and Monica W. Tracey. "A review and new framework for instructional design practice variation research." Performance Improvement Quarterly 23, no. 2 (2010): 33–46. http://dx.doi.org/10.1002/piq.20080.

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McMurtry, Kim. "Review of The Instructional Design Knowledge Base: Theory, Research, and Practice." TechTrends 58, no. 3 (April 21, 2014): 97–99. http://dx.doi.org/10.1007/s11528-014-0757-2.

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