Instructional Design

Extensibility

by Donna Ekart

Computers in Libraries, March 2012, Tech Tips for Every Librarian

Learning to make simple videos for your library Learning to make simple videos for your library

Hickey, D. T. & Filsecker, M. K. (2012). Participatory assessment for organizing inquiry in educational videogames and beyond. In K. Littleton, E. Scanlon, & M. Sharples, (Eds.) Orchestrating inquiry learning: Contemporary perspectives on supporting scientific inquiry learning (pp. 146-174). London: Taylor and Francis.

by Daniel Hickey

Hickey, D. T. & Jameson, E. (in press). Designing for participation in immersive educational videogames. In D. Ifenthaler, D. Eseryel, X. Ge (Eds.), Assessment in game-based learning: Foundations, innovations, and perspectives. New York: Springer. (to appear in 2012).

by Daniel Hickey

Development of a Hybrid Simulation Course to Reduce Central Line Infections

by Timothy Clapper

Clapper, T. C. (2012). Development of a Hybrid Simulation Course to Reduce Central Line Infections. Journal of Continuing Education in Nursing, 43(5), 218-224. doi:10.3928/00220124-20111101-06.

Clinical educators are continually looking at ways to effectively deliver large amounts of information to their... more Clinical educators are continually looking at ways to effectively deliver large amounts of information to their learners. Whether as a part of pre-course work or as a separate phase of training, there are numerous benefits to making information available to learners before conducting sessions that allow the learners to practice the skills. Hybrid courses consist of a mixture of online and on-site instruction and offer a viable option for clinical educators to consider, especially when their intended audience consists of thousands of learners. This article describes the experiences of a medical simulation center and the use of a hybrid curriculum technique to reduce central line infections.

Role of Instructional Design Models And Their Place in Distance Learning

by Muntajeeb Ali

Eric Ashby asserts that “any technology which increases the rate of learning would enable the teacher to teach less... more Eric Ashby asserts that “any technology which increases the rate of learning would enable the teacher to teach less and the learner to learn more”, (as cited in (Singh, 2005, p. 2)). In our daily life we see, that learner learn better when taught through, haptic games, movies, animations and graphics, thus attractive, animated and learner centred activities helps retention of information in learner for longer duration of time. Also learner are more, enthusiastic and interested in using, sharing and communication tools like, Blogs, Instant Chats, Video conferencing and Social Software. Thus we adopt these technologies in distance education, to give better experiences to learner and to make our teaching learning process effective, efficient and accessible for learners. Therefore it is important to have understanding of a variety of instructional design models to give experiences and satisfy learners’ needs in an ever rapidly changing environment (Taylor, n.d.). As there are myriads of instructional design models, suited to distance learning, it is imperative that the proper model should be employed for the desired learning outcome.

Why your TeamSTEPPS program may not be working

by Timothy Clapper

Clapper, T. C., & Ng, G. M. (2012, in press). Why your TeamSTEPPS program may not be working. Clinical Simulation in Nursing. doi:10.1016/j.ecns.2012.03.007

Co-authored with Grace Ng

Team Strategies and Tools to Enhance Performance and Patient Safety ® (TeamSTEPPS) is a patient safety tool developed... more Team Strategies and Tools to Enhance Performance and Patient Safety ® (TeamSTEPPS) is a patient safety tool developed by the defense industry and based on four competencies: leadership, communication, situational monitoring, and mutual support. Unfortunately, there are barriers that prevent TeamSTEPPS from reaching its full potential, including: (a) lack of administrative support and resources, (b) lack of training focus to address hierarchal differences and incivility at all levels of health care practice and administration, (c) inadequate TeamSTEPPS instruction and simulation practices, and (d) educators’ resistance to change from crew resource management concepts. Suggestions for improvement include providing command and health care agency emphasis for the TeamSTEPPS program, providing adequate material and personnel resources, designing training that is geared to trainer implementation at the departmental level, prioritizing and saturating training, and striving toward a just culture.

Towards Advancing e-Learning through Digital Storytelling

by Dr Eva Dakich

Najat Smeda, Eva Dakich, Nalin Sharda

Accepted for submission to:
International Journal of Computer Information Systems and Industrial Management Applications.

Digital Storytelling is an innovative pedagogical approach that has the potential to engage learners in... more Digital Storytelling is an innovative pedagogical approach that has the potential to engage learners in student-centered learning, and improve the learning outcomes across the curriculum. It enhances learners motivation, provides learners with a learning environment conducive for communication, reflection, construction, and collaboration. It is a pedagogical approach that intends to provide students with the opportunities to explore, create, and evaluate their ideas both individually and collaboratively. When it is used with the latest technologies effective and efficient e-learning systems may be developed. This responds to the needs of the new generation of students, who are very familiar with the digital world. Despite the fact that many educationists have recognized the potential of digital storytelling, a well-designed framework for the same is still required.

This paper introduces a framework for advancing e-Learning systems through digital storytelling. It gives an overview of digital storytelling and the level of contemporary research and literature on the pedagogical benefits of digital storytelling. It describes the storytelling types as well as the current models of digital storytelling. Then, it explains the proposed e-Learning digital storytelling framework. It concludes with an overview of the research that needs to be conducted to test the efficacy of the proposed e-Learning digital storytelling framework on several dimensions.

Service Technician Training Classroom and Work Area Auxiliary File 2 (3/3)

by Linnie Emmons

This auxiliary file is required for the Service Technician Training Classroom and Work Area Report. The two auxiliary files contain the floor plan, legend, emergency escape route, and accident report form.

This is a classroom design of a service technician training classroom and work area created for a class titled... more This is a classroom design of a service technician training classroom and work area created for a class titled Management of an Instructional Environment.

Service Technician Training Classroom and Work Area Auxiliary File 1 (2/3)

by Linnie Emmons

This auxiliary file is required for the Service Technician Training Classroom and Work Area Report. The two auxiliary files contain the floor plan, legend, emergency escape route, and accident report form.

This is a classroom design of a service technician training classroom and work area created for a class titled... more This is a classroom design of a service technician training classroom and work area created for a class titled Management of an Instructional Environment.

Service Technician Training Classroom and Work Area Report (1/3)

by Linnie Emmons

Two auxiliary files are required for this report. They contain the floor plan, legend, emergency escape route, and accident report form.

This is a classroom design of a service technician training classroom and work area created for a class titled... more This is a classroom design of a service technician training classroom and work area created for a class titled Management of an Instructional Environment.

Abstract, Dedication, and Acknowledgments for the Hobbs (2011) dissertation published by SAS.

by Robert Dean Hobbs

The Hobbs (2011) doctoral study is published in the ProQuest Dissertations and These database, UMI No. 3484309

The purpose of the qualitative research was to assess models of education developed for the study to investigate how... more The purpose of the qualitative research was to assess models of education developed for the study to investigate how and when to incorporate second and third languages into the curriculum to improve language acquisition. Research indicates that L3 enhances and reinforces L2 and L1. The stratified systematic grounded theory study explored the perspectives of neurolinguists, psycholinguists, sociolinguists, and interdisciplinary education researchers to derive variables for constructing a new model of education. The outcome of the Internet survey revealed that 100% of the participants agreed that education must change and that teacher training must improve. Variables from the cross-disciplinary data contributed to the construction of an integrated model of multilingual education consisting of four primary models and other models to serve as tools for designing curriculum, instruction, and assessment as well as determining demographics and student meta-analysis of language abilities and storage in the brain. The first model emerged from the data to offer multilingual principles of education. The other primary models are macro, meso, and micro models. The macro model represents schools, instruction, assessment, and the curriculum cycle. The meso model depicts the developmental domains of the individual learner and includes a cyclical equation. The micro model delineates multilingual processing in the brain based on neurolinguistic research, variables from the current study, and Kees de Bot's bilingual adaptation of Levelt's language processing model. Recommendations include the incorporation of notional-functional pragmatic-aesthetic concepts as depicted in the models developed for the study and enhanced by input from published researchers with unique language and research repertoires who were located on four continents.

Design for Learning (2003)

by Paul Kleiman

Keynote Speech, Learning Based on the Process of Enquiry Conference, University of Manchester

Design for Learning: a guide to the principles of good curriculum design

by Paul Kleiman

Published by PALATINE

Good design has become a major strategic factor in enabling companies, organisations and institutions to achieve and... more Good design has become a major strategic factor in enabling companies, organisations and institutions to achieve and maintain a sustainable advantage. Having trained as a professional designer, Paul Kleiman casts a critical designer's eye on some of the problems that confront those learning and teaching in higher education. He finds that poor design lies at the heart of many of the problems, and he offers ten established principles of good design for designing educational curricula and systems.

Formative Research on an Instructional Design Theory for Online Learning Communities: A Higher Education Faculty Development Case

by Elizabeth Yagodzinski

Ph.D. Dissertation Report

The steady and consistent growth of online learning and the rapid development of Web 2.0 technologies such as wikis... more The steady and consistent growth of online learning and the rapid development of Web 2.0 technologies such as wikis and blogs have led to innovative methods of training and instruction. As a result, continuing research is needed to develop and validate instructional design theories and models that support teaching and learning in today’s technology-rich learning environment.

The goal of this research was to refine the Creating Online Learning Communities for Adults (COLCA) instructional design (ID) theory by using the theory to design an online faculty development course. A formative research design guided the investigation.  Formative research seeks to identify improvements for an instructional design theory based on a designed instance of the theory, in this case an online faculty development course in Web 2.0 tools and techniques. This research is a designed case applying the COLCA instructional design theory to an online faculty development course. Data sources included course documents and observations, email messages, and participant interviews. These data were used to determine which methods prescribed by the COLCA ID theory work well, what methods could be improved, and in which specific situations each method works best.

As an original contribution to the discipline of information technology as applied to teaching and learning, this study sought to improve upon an instructional design theory currently in its early stages of development and informs the design of online learning communities for adults. This research is important to continued growth and advancement of contemporary instructional design theories that provide support for emerging technologies, adult learners, and online learning methods that facilitate the development of online learning communities and communities of practice.

Leveraging the Power of Web 2.0 Tools: A Wiki Platform as a Multimedia Teaching and Learning Environment in Dental Education

by Florin D. Salajan

This article presents the development and implementation of a wiki-based application for the delivery of educational... more This article presents the development and implementation of a wiki-based application for the delivery of educational content in dentistry. The Dental Procedure Education System (DPES) is a new web application that uses SharePoint to combine online collaborative authoring characteristic of wiki spaces with instructional video documentaries. Harnessing the wiki’s versatility, DPES offers faculty members an avenue to develop an authoritative source of information for both students, through DPES Pro, and the public at large, through DPES Public. Principles of cognitive theory of multimedia learning, constructivist theory, and collaborative writing were employed in the development of DPES. An authoring protocol, with a clearly defined sequence of steps, was established in order to keep the production of the DPES procedures consistent and predictable. Initial, anecdotal user reports indicate that DPES is well received among dental students and faculty members. Expected outcomes and benefits of DPES use are discussed, and directions for research are proposed.

Retention in online courses: Surviving the first week.

by Timothy Clapper

Clapper, T. C. (2012). Retention in online courses: Surviving the first week. Evolllution. http://www.evolllution.com/curriculum_planning/retention-in-online-courses-surviving-the-first-week/

Understanding retention in online learning means understanding the learners and the issues that are involved in their... more Understanding retention in online learning means understanding the learners and the issues that are involved in their decision to stay or go. There are some consistent variables that occur in the first week that a course developer and facilitator must consider.

E-learning design and Second Life: a research on affordances

by laura fedeli

International Conference Proceedings (2011):E-Learning 2011,  Belgrade Metropolitan University, Belgrade, 29-30 September, 2011

Cognitive Load Theory-considerations for instructional design

by Tatiana Abras

Pedagogical and interface modifications: What instructors change after teaching online

by Patricia Delich

This case study was based on a naturalistic inquiry approach to investigate the modifications instructors made to... more This case study was based on a naturalistic inquiry approach to investigate the modifications instructors made to their online courses after gaining experiential knowledge teaching in an online environment. The goal of this research is to assist novice online course developers in making their development process more efficient and effective.

Technological pedagogical content knowledge – a review of the literature

by Jo Tondeur

Joke Voogt, Petra Fisser, Natalie Pareja Roblin, Jo Tondeur & Johan van Braak, In Journal of Computer Assisted Learning

Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge... more Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a specific educational context benefits from a careful alignment of content, pedagogy and the potential of technology, and that teachers who want to integrate technology in their teaching practice therefore need to be com- petent in all three domains. This study is a systematic literature review about TPACK of 55 peer-reviewed journal articles (and one book chapter), published between 2005 and 2011. The purpose of the review was to investigate the theoretical basis and the practical use of TPACK. Findings showed different understandings of TPACK and of technological knowledge. Impli- cations of these different views impacted the way TPACK was measured. Notions about TPACK in subject domains were hardly found in the studies selected for this review. Teacher knowledge (TPACK) and beliefs about pedagogy and technology are intertwined. Both deter- mine whether a teacher decides to teach with technology. Active involvement in (re)design and enactment of technology-enhanced lessons was found as a promising strategy for the develop- ment of TPACK in (student-)teachers. Future directions for research are discussed.