scholarly journals Exploring Teacher Intervention in the Intersection of Digital Resources, Peer Collaboration, and Instructional Design

2015 ◽  
Vol 99 (5) ◽  
pp. 837-862 ◽  
Author(s):  
TORUNN AA. STRØMME ◽  
ANNIKEN FURBERG
Keyword(s):  
Instructional Design ◽  
Peer Collaboration ◽  
Teacher Intervention ◽  
Digital Resources

scholarly journals Creación de un recurso educativo digital abierto de acentuación en español: una propuesta para abordar dificultades básicas en el desarrollo de la comunicación escrita a nivel universitario

2016 ◽  
Vol 13 (1) ◽  
pp. 60
Author(s):  
Sergio Álvarez Uribe ◽  
Francisco Moreno Castrillón ◽  
Paulina Esther Delgado Pachón
Keyword(s):  
Educational Technology ◽  
Instructional Design ◽  
University Students ◽  
Educational Material ◽  
Educational Resource ◽  
Written Communication ◽  
Digital Resources ◽  
The Creation ◽  
Tecnología Educativa ◽  
Estudiantes Universitarios

ResumenLa creación de un recurso educativo digital abierto (REDA) de acentuación en español responde a una de las dificultades básicas de los estudiantes universitarios frente al dominio de la comunicación escrita. La dinámica del proceso de creación permitió identificar la ausencia de recursos de calidad sobre acentuación y la falta de procedimientos claros y accesibles para profesores no expertos en tecnología, interesados en ofrecer recursos digitales acordes a las expectativas del estudiante de hoy. La experiencia de la creación del REDA de acentuación en español muestra una posible ruta para enfrentar retos similares.Palabras clave: ortografía, acentuación en español, comunicación escrita, material educativo digital, REDA, tecnología educativa, diseño instruccional.********************************************************************************** Creation of an open digital educational resource for marking Spanish accentuation: a proposal to solve basic challenges in the developmentof written communication at the tertiary levelAbstract:The creation of an open digital educational resource for marking Spanish accentuation (REDA) responds to one of the basic challenges university students face in the achievement of written communication. The development of the process allowed the authors to identify the absence of quality resources for marking orthographic accent in Spanish and the lack of clear and accessible procedures for teachers who are not experts in technology and who are interested in offering digital resources that meet the expectations of nowadays students. The creation of accent marking REDA in Spanish shows a possible route to face such challenges.Key words: orthography, Spanish accent marking, written communication, digital educational material, REDA, educational technology, instructional design.************************************************************************Criação de um recurso educativo digital aberto de acentuação em espanhol.Uma proposta para abordar dificuldades básicas no desenvolvimentoda comunicação escrita a nível universitário ResumoA criação de um recurso educativo digital aberto (REDA) de acentuação em espanhol responde a uma das dificuldades básicas dos estudantes universitários diante o domínio da comunicação escrita. A dinâmica do processo de criação permitiu identificar a ausência de recursos de qualidade sobre acentuação e a falta de procedimentos claros e acessíveis para professores não adestrados em tecnologia, interessados em oferecer recursos digitais concordes às expectativas do estudante de hoje. A experiência da criação do REDA de acentuação em espanhol mostra uma possível rota para enfrentar retos semelhantes.    Palavras chave: Ortografia, acentuação em espanhol, comunicação escrita, material educativo digital, REDA, tecnologia educativa, desenho instrucional.

An Exploration of Differences Among Community of Inquiry Indicators in Low and High Disenrollment Online Courses

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Philip Ice ◽  
Angela M. Gibson ◽  
Wally Boston ◽  
Dave Becher
Keyword(s):  
Instructional Design ◽  
Student Retention ◽  
Student Satisfaction ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Public University ◽  
Cognitive Presence ◽  
Cognitive Integration ◽  
Face To Face ◽  
Rapid Pace

Though online enrollments continue to accelerate at a rapid pace, there is significant concern over student retention. With drop rates significantly higher than in face-to-face classes it is imperative that online providers develop an understanding of factors that lead students to disenroll. This study examines course-level disenrollment through the lens of student satisfaction with the projection of Teaching, Social and Cognitive Presence. In comparing the highest and lowest disenrollment quartiles of all courses at American Public University the value of effective Instructional Design and Organization, and initiation of the Triggering Event phase of Cognitive Presence were found to be significant predictors of student satisfaction in the lowest disenrollment quartile. For the highest disenrollment quartile, the lack of follow-through vis-à-vis Facilitation of Discourse and Cognitive Integration were found to be negative predictors of student satisfaction.

Designed Learner Interactions in Blended Course Delivery

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Reba-Anna Lee ◽  
Brian Dashew
Keyword(s):  
Instructional Design ◽  
Best Practices ◽  
Design Process ◽  
Course Delivery ◽  
Student Interactions ◽  
Face To Face ◽  
Instructional Design Process ◽  
Hybrid Delivery ◽  
Academic Technology ◽  
Blended Course

In transitioning to a hybrid delivery model, faculty are presented with an opportunity to engage in a systematic instructional design process which can bring coursework in line with pedagogical best practices that may not exist in traditional face-to-face classes. This paper presents a model whereby Marist College Academic Technology & eLearning staff focuses faculty attention on designing effective student interactions with content, the instructor, and other students. These interactions promote deeper levels of engagement in student learning.

Effective instructional design for value dominant education in Malaysian public universities

2008 ◽  
Vol 5 (2) ◽  
pp. 61
Author(s):  
MOHD NOR MAMAT ◽  
Fattawi Mokhtar
Keyword(s):  
Instructional Design ◽  
Environmental Ethics ◽  
Holistic Education ◽  
Environmental Attitude ◽  
National Education ◽  
Instructional Activities ◽  
Attitude Test ◽  
Ethics Course ◽  
Education Today ◽  
Document Review

Education is an important medium to ensure sustainability of human civilization. Holistic education must contain three main objectives to be achieved; cognitive, psychomotor and affective domains which involve knowledge transfer, skill enhancement and value or attitude inculcation. Our national education today regardless in primary, secondary or tertiary level seems to be more on producing graduates with knowledge and skill, but not much on value as major. This doesn't mean that value-education should be dominant in educational curriculum but it could be dominant within specific value dominant courses. Ethics or moral courses are among value-dominant courses that must prioritize value or attitude effects as main objectives. This needs different and specific instructional design (ID) in which value become major objectives in learning outcomes, activities, evaluation and etc. The study selected environmental ethics course as a case study. The study has recognized unique instructional activities for three different groups in UiTM A, UiTM B and UPSI (n=108). ID also includes learning objectives, learning object and content itself, other than instructional activities. All these have been identified using document review and interviews. The effects of environmental attitude (EA) have been measured using New Environmental Paradigm (NEP) which is endorsed by UNESCO and Behaviour-based Environmental Attitude Test by F J. Kaiser (2007) at the end of the semester to identify the effects of environmental paradigm and attitude. In this study, the result ofEA would be correlated with the different unique objectives, contents and activities to recognize the best ID for producing value effects, which is the environmental attitude. This led to few main findings as the best practices; religious elements, practical contents and environmental-related activities which have affected much on student's paradigm and attitude towards environment.

A Proposed Multimedia Cone of Abstraction: Updating a Classic Instructional Design Theory

2013 ◽  
Vol 9 (4) ◽  
pp. 15-24 ◽  
Author(s):  
Charles E. Baukal ◽  
◽  
Floyd B. Ausburn ◽  
Lynna J. Ausburn ◽  
◽  
...  
Keyword(s):  
Instructional Design ◽  
Design Theory ◽  
Instructional Design Theory
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