Instructional Design & Technology

Film and technology tend to be potential tools in defining the point of departure between traditional and contemporary teaching styles. Surveyed responses of randomly selected teachers reveal common standpoints on film and technology-based materials (FTBMs)'s sustainability as catalysts in language skills integration. Their assimilated viewpoints further corroborate that FTBMs can sustain teachers' innovation in situating learners to 21st century real-world-learning environment due to their proliferation, didactic features and accessibility. Furthermore, it is indicated that when teachers' productively incorporate FTBMs in pedagogy, they can have more promising instructive functions than their entertainment value. Moreover, the study demonstrates some language-related tasks models, implications and frameworks underpropped by congruent theories and others' investigations in presenting techniques through FTBMs. It is recommended that a quantitative inquiry of this teaching strategy utilizing these materials be administered to more specific sets of varied respondents to scientifically demonstrate the extent of teachers' practices and awareness sustained by advanced statistics to produce tangible principles that may facilitate effective language skills' integration. This investigation fundamentally used descriptive analysis where symmetrical data is explicated by the mean while the modal values construed collated nominal data in interpreting respondents' central tendencies. Percentages were employed in approaching other responses. Several formulated types of Likert Scales for analyses and descriptions played major roles in approximating used variables to engender responses about this edifying approach's fortification.

For learners unfamiliar with character-based or logosyllabic writing systems, the process of developing literacy in written Chinese poses significantly more obstacles than learning to read and write in a second language like Portuguese or Cherokee. In this article we describe the linguistic nature of Chinese characters; we outline traditional and new media approaches to Chinese character acquisition; we unpack how multimodal technologies combined with computational linguistics might be used to provide new types of support for Chinese character learning; and we offer a design that incorporates several of these concepts into a digital writing support tool that could work as a scaffold to enable Chinese language students to leverage their Chinese listening and speaking skills as well as their visual literacies in support of producing and learning Chinese characters.

Abstract

This study investigated blogging as an e-learning tool and the level at which it is becoming a medium for teaching and learning in communication tertiary institutions in Ghana. The study considered four theories; e-learning/online learning models; constructivism, interactivism, and connectivism to provide a context for the use of instructional technology, focusing on communication training institutions in Ghana. Using a quantitative methodology, the study adopted multi-stage sampling procedure to respond to three propositions: 1. Students who have blog sites are more comfortable with lecturers who use blogging as an e-learning tool for teaching and learning. 2. There is a significant positive relationship between students with blog sites and Communication training Institutions that consider e-learning as a teaching and learning platform. 3. Having a blog site influences the career development of students from Communication training Institutions. Findings were that; tutors and learners casually use e-learning tools, majority of students and lecturers in communication training institutions in Ghana would appreciate utilising e-learning tools for the delivery of various learning modules, but it is sparingly, casually and occasionally used. The study also provided a new model within the context of active patronage of e-learning tools and blogging for teaching and learning in tertiary institutions in Ghana.

In this study, to present an instructional model by considering the existing models of instructional design (ARCS, ADDIE, ASSURE, Dick and Carey, Seels and Glasgow, Smith and Ragan etc.) with the nature of technology-based education and to reveal analysis, design, development, implementation, evaluation, and to revise levels with lower levels of the instructional design model were aimed. The ASSURE model is extremely learner centered. Unlike many design models, it was created using cognitive theories of learning as its foundation. The directions of Assure Model are characteristic features of learners, getting stated objectives and selecting the best media and materials for the instruction program. In this study, document analysis method were used. As a result, two example lesson plans given can be updated according to all grades and lessons. With the use of these example plans are expected to perform more effective learning.

Exploring the Possibilities, Challenges, and
Processes of Governance in Online Education

Will online education revolutionize educational access and opportunity, or will it accelerate a downward spiral in educational quality? And what role does governance play in determining the outcome? How do we look at issues such as accountability, transparency, inclusiveness, and access in relation to education more generally, and specifically to online learning? In this virtual symposium, we will explore the possibilities, challenges, and processes of governance in online education.

This online symposium is being convened on 24th January 2019  by Project Ungoverned?, which takes place within the Bosch Alumni Network – a network which consists of people who’ve been supported in one way or another by the Robert Bosch Stiftung. The network is coordinated by the International Alumni Center (iac Berlin), a think and do tank for alumni communities with social impact.

See PDF for more details and link to download submission form

This article examines a systematic approach to redesigning an introductory course in a graduate program in Instructional Design and Performance Technology (IDPT) to produce a more efficient and effective learning environment and to foster persistence in the course and program. The course redesign employed the systematic process of instructional design using the basic phases of the ADDIE process (Analysis, Design, Development, Implementation, and Evaluation). This paper highlights the steps taken to redesign the introductory course, as well as the collaborative approach to developing its instructional materials, course content, and student performance outcomes. The online course was developed in BlueQuill, Franklin University’s proprietary learning management system (LMS), and includes several multimedia learning objects developed using Camtasia Studio and Articulate Studio. Results of this redesign are presented.

Recently  science has proven much ancient wisdom is true when it comes to the common sense of being human (human sciences). For example,  positive health effects result from  positive emotion and interactions.  This has been shown true in studies including cardio, neuro, immune, genetics...    Doh!  Two  big science ideas are important.  First, biological plasticity - we are  constantly changing in response  to  repeated exposure to surroundings, moods, objects, relationships.  So positive surroundings, moods and relationships have a positive impact and vice versa.  Second, technology rub off - user interaction studies show repeated interactions with our devices is changing us.  Voila!  Knowing this, we can design technology with positive human science to support our bio systems. This is important not just for us but for our children, and our children's children.  For instance -  using knowledge about positive colors, fonts, layout on web pages can support mood.  A more sophisticated example is to give some devices compassionate intelligence.    Technology is everywhere, so there is a great potential to uplift humanity by bringing human science common sense into technology design.  We propose to inject human sciences into curricula for Technology Design, EE, CS,  but also to bridge between technology and other fields.  Human sciences should be integrated into tech education as fast as possible because it holds the key to future technology design.  In the talk i  reveal many new things about brain sciences and biological plasticity that show how helpful new paradigms for programming and designing technology can be for our future and generations to come. 
slide set from presentation of paper by same title,
given aaai-14 symposia, washington dc, 2014    appears in AAAI TR-FS-07, page 18

The aim of this paper is to discuss the process of implementing an effective and successful flipped learning model in a general education program course. As a case-study, we used data and information from an information literacy course delivered under the general education program at the United Arab Emirates University during the academic year 2016/2017. We will discuss in details the components of a flipped classroom learning model, its implementation, the learning activities, the assessment methods used to assess students " performance, the instruction design, what are the requirements for a successful implementation, and the learning environment settings. A large dataset has been collected during the delivery of the course which involved qualitative and quantitative data through focus groups, students " surveys, class visits and observations, course comparative analysis and evaluation, and detailed course grades. In order to gain more insights on the effectiveness of each factor of the learning process, a variety of statistical analysis have been used to measure the impact of each factor on the students " performance from descriptive to inferential statistical models. The results of the study showed an overwhelming positive impact of the flipped learning when properly implemented in a collaborative inquiry based learning environment.

Within the context of the international conference " Subjectivity and Digital Culture " , which will take place at the Technical University Dresden (Germany) from 5 to 7 September 2018, the organising committee has scheduled a panel of Ph.D. students, who will have the opportunity to present their work and research, and to discuss it with established scholars in their field. The conference aims to explore the theme of the relations between subjectivity and digital culture from a critical and interdisciplinary perspective. In particular, the underlying question addressed during the three study days will concern the feedback of digital cultural systems on (conscious and unconscious) techniques of subjectivization, which is to say of self-perception, self-knowledge and self-transformation, on the part of human subjects. The conference is organized by the Chair of Technikphilosophie (Philosophy of Technology) of TU Dresden, with the aim of bringing together the leading international scholars in the field to discuss a highly topical issue. It will foster an interdisciplinary reflection on the subject that will bring into focus its different and controversial aspects, offering an overview of the state of the art and some suggestions for future research. The guiding thread of the conference will be the methodologies and problems inherent to the philosophy of technology, the organizers' area of expertise, with an eye to phenomenological and post-phenomenological repercussions. The aim, therefore, is not just to hold an interdisciplinary conference on a technology-related topic, but to create an interdisciplinary dialogue between philosophy and those disciplines that may be seen to play a complementary role in contributing to a full critical understanding of the relation between subjectivity and digital culture. The organising committee is inviting Ph.D. students within Philosophy, STS, IT, Sociology, Anthropology, ICT, Cultural and Media Studies, and other fields related to the conference topic, to submit an abstract (max. 300 words) for the panel in question by 20 July 2018. Abstracts focusing on the following topics will be particularly welcome:-the issue of privacy and digital rights, and their impact on a new definition of digital juridical subjects;-digital politics, politics of the digital, and digital and E-democracy;-the ethics of digital design and related problems;-digital storytelling and digital narratives of subjectivity. However, proposals somewhat diverging from the above-listed topics will also be taken into consideration. By 31 July 2018, the organising committee will select two abstracts out of all those submitted, on the basis of which the candidates will prepare a paper to be held as part of the panel. The candidates will have twenty minutes to present their paper, followed by a twenty-minute discussion with the audience. The deadline for the submission of the paper will be communicated at a later stage.

Because ethical reasoning is an inherent part of the Education profession, our College is positioned to generate quality scholarship in this area. However, few faculty can claim ethics as their primary area of specialty. This project aims to draw on the collective experiences and literature reviews of faculty in our College, and their school and community partners, to develop a representative case study guidebook titled, Dilemmas in Education: A Case Book for Ethical Reasoning. This will be published in the JMU Scholarly Commons. We hope to generate a much deeper understanding of the dilemmas, perspectives and strategies used to apply the Madison Collaborative 8 key questions framework in Education.

Article Info Abstract In this study, instructional design process with the goal of helping prospective teachers gain media literacy is conducted, and it is applied and evaluated. ASSURE model were used in the instructional design process. The study was conducted in two stages. In the first stage, 44 prospective teacher studying at Süleyman Demirel University (in Isparta, Turkey), Education Faculty in Spring Year of 2013-2014 participated, and in the second stage 32 prospective teacher from the same group participated voluntarily. This study used one group pre-test post-test experimental model. During the study, personal information form, media literacy achievement test, media literacy diagnostic test, semi-structured interview form, and material usability tests were conducted with the study group. As a result of the pilot implementation, results show that media literacy knowledge level of prospective teachers has improved positively, but however no significant change was found in media literacy perception levels. Consequently, media literacy trainings shall be organized for prospective teachers and in this context different instructional designs can be developed, and media literacy courses shall be added to the teacher training curriculum.

This paper investigated the awareness and utilization of instructional media (IM) based on gender of the lecturers of tertiary institutions in Nigeria. It was a descriptive type of survey research. All lecturers of Colleges of Education in Southwest geo‐political zone of Nigeria formed the population. Some 621 lecturers were randomly selected. There were two instruments for the study. A checklist containing instructional media as recommended by the National Commission for Colleges of Education (NCCE) and a researcher designed questionnaire with items drawn to elicit responses from the lecturers. There were four research questions and two hypotheses in the study. The overall average awareness of the lecturers stands at 73%, while their overall mean of media use stands at 1.4 out of 4.0 points. A t‐test statistical tool was used to analyze the data on the hypotheses for the study. Results indicated that: (i) there were adequate instructional media in colleges of education; (ii) the lecturers had moderate awareness of IM; (iii) they used media less frequently; and (iv) their awareness and use of IM were not influenced by gender. Based on the results, it is recommended that the school authorities should constantly organize workshops, seminars and motivate lecturers to attend in order to improve their instructional activities.

In this study, attempt was made to evaluate photo-series self instructional package (PSIP) developed for junior secondary school students in Fine-Arts. Two groups of experts, Educational Technology Experts and Fine-Arts Teachers assessed the overall quality, objectives, contents as well as the technical quality of the PSIP. Both groups of experts (15 either way) were served with the PSIP and visual evaluation forms to assess individually and independently. The results showed that out of the five maximum points for all items assessed, every item was assessed above four points in all cases. They had overall mean of 4.58 and 4.73 by Educational Technology Experts and Fine-Arts Teachers respectively. From the findings of the study, it is recommended that the PSIP be taken to actual classroom situation to test its effectiveness. Also, that it should be mass produced in order to reduce the dearth of instructional resources in schools.