Instructional Technology

This paper investigates the perceptions about creativity and Social Networking Sites (SNS) among undergraduate design students. This is an under-researched area, and the use of phenomenography to examine this topic was deemed appropriate due to the objective of the study, which is to unpack the spectrum of views (referential aspects) and the respective causes (structural aspects) of the latter. The literature on creativity provides different perspectives on what can foster it. There is a lack of a commonly agreed definition of what creativity is. However, there is no dispute about the potential instructional benefits of SNS. The outcomes of this study suggest that there is a relationship between on the one hand the limited perceptions of SNS visa -vis creativity and on the other hand the lack of exposure to instructional strategies that embed in a systemic and effective manner the use of SNS in teaching and learning. If design education is to benefit from the synergies between creativity and SNS, it is suggested that instructional design needs to embed and explore in design curricula the use of SNS in a manner that promotes higher order thinking competencies and skills.

This chapter provides an overview of immersive virtual environments (IVEs) in education with an emphasis on augmented reality (AR). A related chapter “Educational Opportunities for Immersive Virtual Reality” focuses on the other main branch of IVE. The chapter begins with an attempt to clarify and define terms. Then, a review of research is presented for AR that highlights the current and potential impact in PreK-12, higher education, and professional development settings. Findings suggest that use of AR can lead to increased engagement. However, the synthesis also points mostly to theoretical argumentation for AR’s PreK-12 implementation.

This chapter provides a wide overview of Augmented Reality (AR) and Immersive Virtual Reality (IVR) in education. Even though their role in K-12 online learning and blended environments is still at an early stage, significant efforts have been made to frame their core affordances and constraints, and potential future developments are outlined. Therefore, in the following pages AR and IVR are introduced along with significant research and highlights from scholars and practitioners. Furthermore, a reflection about current challenges and next steps in terms of policies and integration is provided. Additionally, suggestions to help inform further investigations and inquiries are shared. Despite high costs, inadequate pedagogies, and continuously developing technology, these tools can provide a significant opportunity for immersion and will play a key role in future educational settings; therefore, scholars and practitioners need to be properly involved and trained.

This article investigates the phenomenon of open and participative development (e.g. beta testing, Kickstarter projects)—i.e. extended prototyping—in digital entertainment as a potential source of insights for instructional interventions. Despite the increasing popularity of this practice and the potential implications for educators and instructional designers, little efforts have been done in enlightening the topic. This study aims to address this lack by staging a bridge between Instructional Design and Game Design with an empirical inquiry. N:130 subjects (beta testers and Steam Early Access and Kickstarter users) were recruited with a quantitative questionnaire about their contribution to open development instances. Behavioral patterns, effective policies and managements, and subjective profiles and opinions were gathered and tied to instructional design models and concepts. Results point to successful techniques in designing and applying such a process, while mistakes and unproductive tactics are highlighted as well. To summarize, instruction can take advantage of an increased participation of targeted audiences/learners to its development phases. Benefits span transparency, engagement, and commitment. However, poor communication and incoherence between testing and final product may weaken the overall outcome.

Materi ini berisi tentang bagaiaman kita dapat mengembangkan Digital Learning Object (DLO), menggunakan Web Tools quizizz.com. DLO tersebut dapat digunakan untuk memberikan materi Pretest, Proses Pembelajaran, Penguatan Materi maupun Post Test, tergantung bagaimana seorang Pendidik dapat mengemasnya.

With the permeation of the Internet in teachers' personal and professional lives, teachers are going online to connect, share ideas and expand their learning opportunities. This qualitative study focuses on the use of digital applications that leverage opportunities for teachers in the design phase, that is, at the time they are developing and curating curriculum materials and designing learning sequences within their discipline areas before implementation in the classroom. Data drawn for this paper are part of a research project examining ICT-expert teachers' approaches to their ongoing online professional learning. Semi-structured interviews of internationally recognised ICT experts, specifically from Australia, Europe and the United States, are the main data source. The findings suggest that each teacher leveraged their online social media as their first approach or starting point within their design activities , with a curiosity to investigate the pedagogical application of a 'new' tool. These teachers looked first to the expertise of the colleague for their recommendation of the tool, engaging in little pedagogical reasoning before implementation. Additionally, elaboration of the term 'sharing' is provided for deeper understandings of the ways in which teachers engage in their professional learning networks.

Page 1. Volume 19, Number 2 / 77 Faculty Perception of the Costs and Benefits of Instructional Technology: Implications for Faculty Work J. Elizabeth Gibbs, Ph.D., Claire H. Major, Ph.D. and Vivian H. Wright, Ph.D. The University of Alabama ...

Page 1. Volume 19, Number 2 / 77 Faculty Perception of the Costs and Benefits of Instructional Technology: Implications for Faculty Work J. Elizabeth Gibbs, Ph.D., Claire H. Major, Ph.D. and Vivian H. Wright, Ph.D. The University of Alabama ...

Abstract: The requirements of the No Child Left Behind Act of 2001 (NCLB) have presented special challenges and opportunities for rural schools (Reeves, 2003). Researchers have suggested that one way rural schools may be able to overcome these challenges is through an increase in the level of technology integration in their school (Collins & Dewees, 2001). This case study reports on one school's attempt to use grant resources funded through NCLB to integrate specific instructional technologies to facilitate increased student ...

Resumen

En un mundo globalizado, el ser humano busca cada día nuevas estrategias y nuevos métodos para ofrecer sus servicios profesionales y sus productos con mayor calidad y efectividad; en la década de los años 90 surge la internet de la información como estrategia para que las diferentes empresas y organizaciones y las personas en sí mismas logran interactuar apropiadamente en un mercado global de servicios y productos. Y es tal vez el factor de la economía mundial una de las primeras motivaciones que lleva a la sociedad a innovar más y más en el ámbito tecnológico, luego se permean otros sectores de dichas innovaciones tecnológicas, como ocurre con el ámbito educativo, que por efecto dominó termina involucrado de forma benéfica en la apropiación y uso de las tecnologías.
En este proceso innovador, ha llegado a los diferentes sectores de actividad social la cuarta revolución tecnológica que con la implementación de la Internet de las cosas se busca hacer virtual y digital las tareas cotidianas del ser humano de forma más amigable y eficaz, llega entonces entre los años 2013 y 2015 los primeros intentos de incorporar la tecnología “Blockchain” en el sector financiero dando origen a la “Internet del valor” que busca estructurar una amplia gama de ventajas respecto a la Internet de la información.

Se puede encontrar en la web un sinnúmero de escritos al respecto explicando el funcionamiento de esta tecnología y su aplicabilidad. Pero en el presente ensayo desde una perspectiva académica se pretende convocar al lector a una reflexión de cómo llevar esta tecnología por cadenas de bloques al sector educativo, pues es importante resaltar que todas las actividades de la sociedad tienen su columna vertebral en la educación. Y si se habla de una formación por competencias, que mejor que involucrar la cuarta revolución industrial en el proceso de aprendizaje y que, así como la Blockchain está cambiando el mundo de las transacciones, lo pueda hacer en beneficio para la educación.

Palabras clave: internet de la información, internet del valor, blockchain, educación superior.

Abstract

In a globalized world, every day human beings look for new strategies and new methods to offer their professional services and products with greater quality and effectiveness; In the 90s, the information internet emerged as a strategy for different companies and organizations and people themselves to interact appropriately in a global market of services and products. And it is perhaps the factor of the world economy one of the first motivations that leads society to innovate more and more in the technological field, then other sectors of such technological innovations are permeated, as it happens with the educational field, that by effect Domino ends up involved in a charitable way in the appropriation and use of technologies.

In this innovative process, the fourth technological revolution has reached the different sectors of social activity that, with the implementation of the Internet of Things, seeks to make virtual and digital the daily tasks of the human being in a more friendly and efficient way, then it comes between the years 2013 and 2015 the first attempts to incorporate the "Blockchain" technology in the financial sector giving rise to the "Internet of value" that seeks to structure a wide range of advantages over the Internet of information.

You can find on the web a number of writings on the matter explaining the operation of this technology and its applicability. But in this essay from an academic perspective it is intended to invite the reader to reflect on how to bring this technology through block chains to the education sector, because it is important to highlight that all the activities of society have their backbone in education. And if we talk about training by competencies, what better than to involve the fourth industrial revolution in the learning process and that, just as the Blockchain is changing the world of transactions, it can do so for the benefit of education.

Keywords: internet of information, value internet, blockchain, higher education.

This edited volume contains reports of current research, and literature reviews of research, involving self-efficacy in various instructional technology contexts. The chapters represent international perspectives across the broad areas of K- 12 education, higher education, teacher self-efficacy, and learner self-efficacy to capture a diverse cross section of research on these topics.  The book includes reviews of existing literature and reports of new research, thus creating a comprehensive resource for researchers and designers interested in this general topic. The book is especially relevant to students and researchers in educational technology, instructional technology, instructional design, learning sciences, and educational psychology.

Instructional based on coursewares’ interface face serious usability problem due to ineffective design towards content delivery. With restrictions in the interface design for diverse users, the conventional teaching and learning approaches requires people with disability to struggle more compared to their non-disabled counterpart learners. Meanwhile, the pedagogical applications that are specifically designed for the universality are highly scarce. This could be seen when most of the existing content applications that available in the market are designed for particular target user. This study presents an ongoing project, with the main objective to develop an instructional interface design principles in an attempt to cater for the needs of low vision and hearing impairment learners in their learning activities; called Courseware for Low Vision and Hearing Impairment (C4LVHI). Thus, to achieve the main objectives, this study comes up with specific objectives, which are: to determine the appropriate instructional interface elements and design principles of courseware design for low vision and hearing impairment learning. This could be as guidance for the developer or anyone who intend to develop courseware for low vision and hearing impairment. The recommended future works is to investigate the user experience of using C4LVHI among the low vision and hearing impairment learners in Learning Centres. The target participant would be low vision, hearing impaired and non-impaired learners from tertiary level.

Adders form an almost obligatory component of every contemporary integrated circuit. The prerequisite of the adder is that it is primarily fast and secondarily efficient in terms of power consumption and chip area. Therefore, careful optimization of the adder is of the greatest importance. This optimization can be attained
in two levels; it can be circuit or logic optimization. In circuit optimization the size of transistors are manipulated, where as in logic optimization the Boolean equations are rearranged (or manipulated) to optimize speed, area and power consumption. This paper focuses the optimization of adder through technology independent mapping. The work presents 20 different logical construction of 1-bit adder cell in CMOS logic and its performance is analyzed in terms of transistor count, delay and power dissipation. These performance issues are analyzed through Tanner EDA with TSMC MOSIS 250nm technology. From this analysis the optimized equation is chosen to construct a full adder circuit in terms of multiplexer. This logic optimized multiplexer based adders are incorporated in selected existing adders like ripple carry
adder, carry look-ahead adder, carry skip adder, carry select adder, carry increment adder and carry save adder and its performance is analyzed in terms of area (slices used) and maximum combinational path delay as a function of size. The target FPGA device chosen for the implementation of these adders was Xilinx ISE 12.1 Spartan3E XC3S500-5FG320. Each adder type was implemented with bit sizes of: 8, 16, 32, 64 bits. This variety of sizes will provide with more insight about the performance of each adder in terms of area and delay as a function of size.