scholarly journals Socio-emotional Orientation as a Mediating Variable in the Teaching‐Learning Interaction: Implications for instructional design

2000 ◽  
Vol 44 (3) ◽  
pp. 293-306 ◽  
Author(s):  
Sanna Jarvelä ◽  
Erno Lehtinen ◽  
Pekka Salonen
Keyword(s):  
Instructional Design ◽  
Teaching Learning

scholarly journals From Culture to Classroom: Study Ethnomathematics in House of Using Banyuwangi

2019 ◽  
Vol 2 (2) ◽  
pp. 76 ◽  
Author(s):  
Rachmaniah Mirza Hariastuti ◽  
Mega T. Budiarto ◽  
Manuharawati Manuharawati
Keyword(s):  
Instructional Design ◽  
Development Research ◽  
Two Dimension ◽  
Data Collecting ◽  
Classroom Study ◽  
Contextual Teaching ◽  
Addie Model ◽  
Observation Method ◽  
Teaching Learning ◽  
Development Step

Banyuwangi is a town part of Java island, Indonesia. Cultural of Banyuwangi still run by original society named Using tribe. One of the culture which still defended by Using tribe is custom house. The paper describe about house of Using Banyuwangi and instructional design that made from the result of explore activity. This research joining ethnography method and development research. While the data collecting done with observation method, interview, and documentation. As for study device developed with ADDIE model that limited at development step. The result showed that house of Using’s construction show the existence of mathematics concepts specially geometry two dimension, pythagoras, and similarity. This result used to developed the instructional design based on contextual teaching – learning. Selected items is pythagoras. The instructional design will be implementing at research hereinafter.

scholarly journals Developing Instructional Design in Teacher Education for Blended Learning Environment: A Needs Analysis

2020 ◽  
Vol 1 (4) ◽  
pp. 273-281
Author(s):  
Alina Raza ◽  
Prof. Dr. Samina Malik ◽  
Prof. Dr. N. B. Jumani
Keyword(s):  
Instructional Design ◽  
Learning Environment ◽  
Blended Learning ◽  
Prospective Teachers ◽  
Media Analysis ◽  
Needs Analysis ◽  
Performance Gap ◽  
Need Analysis ◽  
Analysis Phase ◽  
Teaching Learning

The Instructional Design is a framework to integrate multimedia features in the curriculum to create a facilitated, interactive, and student-centered teaching-learning environment as the latest trends in instructional strategies are moving towards incorporating instructional technologies into the classroom. The present study intended to conduct a needs analysis: to identify the needs and problems of the prospective teachers to measure the performance gap. This study is focused upon the need analysis phase based on the generic ADDIE (Analysis, Design, Development, Implementation, and Evaluation) approach to develop an instructional design specifically for the blended learning environment. This study was experimental, and the sample of the study was taken through purposive sampling technique that included twenty Prospective teachers of BS Education 7th semester. A self-developed detailed need analysis questionnaire was used to collect data for the need analysis phase. The needs-analysis plan was developed and implemented on the following parameters: leaners’ analysis, environmental analysis, content analysis, instructional analysis, and instructional media analysis. The results of the need analysis revealed that there was a need to adopt planned instructional procedures to overcome the performance gap of prospective teachers in terms of their needs, requirements, problems, and expectations in the teaching-learning process, based on which the instructional design would be designed, developed implemented and evaluated for blended learning environment according to ADDIE approach.

A Framework to Analyze Teaching-Learning Objects (T-LO)

2010 ◽  
pp. 303-322
Author(s):  
Ingrid Kleist Clark Nunes ◽  
Elena Maria Mallmann
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Research Result ◽  
Learning Objects ◽  
Multidisciplinary Teams ◽  
Specific Context ◽  
Teaching Learning

The pedagogical mediation in Distance Education (DE) is sustained by hypermediatic didactic materials, which are marked by principles of autonomy, interaction, interactivity, motivation and cooperation. The main thought in this article is to know if the developed Teaching-Learning Objects (T-LO) are potentially meaningful answering these principles. The planning and elaboration of the T-LO are highlighted processes in Brazil. Therefore, the authors present the conceptual singularities of the T-LO; the Instructional Design (ID) processes and the importance of the Instructional Project (IP) elaboration to guarantee a meaningful potentiality of the T-LO. As a research result, the authors center attention on the contribution of a framework (called the T-LO List), which is used to analyze the T-LO developed, implemented, and evaluated in a specific context of a didactic module elaboration. In conclusion, it is important to realize that the usage of a framework to analyze the T-LO can orient theoretical methodological steps of planning, developing, implementing, observing, reflecting, and re-planning, all carried out by multidisciplinary teams.

A Noble Eightfold Path

2012 ◽  
pp. 143-164
Author(s):  
Julia Penn Shaw
Keyword(s):  
Instructional Design ◽  
Teaching And Learning ◽  
Instructional Designer ◽  
Teacher Expertise ◽  
Instructional Designers ◽  
Novice Instructors ◽  
Expert And Novice ◽  
E Learning ◽  
Expert Novice ◽  
Teaching Learning

Teachers teach to the level of their ability: novices can teach students to be novices: experts can teach students to be experts. Using the Buddhist Eightfold Path as a model, this chapter explores the expert/novice paradigm as a framework for e-learning, particularly as offered through instructional design that can both scaffold novice instructors to teach to a higher level of learning, and also support experts to help students reach higher goals. Three facets of the teaching/learning dialogue are explored: expertise in a domain of knowledge (teacher), expertise in acquiring deep knowledge in a new domain through learning (learner), and expertise in the instructor/learner learning interface (instructional designer). Expert and novice teaching and learning and their relationship through instructional designers will be discussed.

scholarly journals Models of Instructional Design in Gamification: A Systematic Review of the Literature

2022 ◽  
Vol 12 (1) ◽  
pp. 44
Author(s):  
Alberto González-Fernández ◽  
Francisco-Ignacio Revuelta-Domínguez ◽  
María Rosa Fernández-Sánchez
Keyword(s):  
Systematic Review ◽  
Instructional Design ◽  
Teacher Training ◽  
Personal Development ◽  
Methodological Principle ◽  
Review Of The Literature ◽  
Scientific Publications ◽  
Design Models ◽  
Teaching Learning

Gamification allows for the implementation of experiences that simulate the design of (video) games, giving individuals the opportunity to be the protagonists in them. Its inclusion in the educational environment responds to the need to adapt teaching–learning processes to the characteristics of homo videoludens, placing value once again on the role of playful action in the personal development of individuals. The interest that has arisen in studying the implications of gamification processes in the different educational stages, in order to determine their impact and suitability, has led to an increase in scientific publications. With the intention of studying the presence and implications of gamification in teacher training as a methodological principle implemented in the teaching–learning process, both in its initial and permanent stages, this systematic review of the literature identifies those instructional design models applied in the field of gamification, as well as its educational significance. Thus, the need to introduce gamified practices in the field of teacher training is observed, providing an experiential learning that allows teachers to apply this methodology in a relevant way in their professional development, based on their own experience.

scholarly journals THE GAP BETWEEN LEARNING NEEDS AND ITS IMPLEMENTATION IN ENGLISH FOR HOSPITALITY SPECIFIC PURPOSES PROGRAM

2017 ◽  
Vol 6 (1) ◽  
pp. 125
Author(s):  
Dian Kardijan
Keyword(s):  
Instructional Design ◽  
Learning Process ◽  
Hospitality Industry ◽  
Teaching Method ◽  
Communicative Competence ◽  
Learning Needs ◽  
English Learning ◽  
Structured Interviews ◽  
Learning Program ◽  
Teaching Learning

This study is to reveal the gap between the English language communicative competence required by students of the hospitality department and English learning program provided at state of Vocational High School 1 Tasikmalaya, Indonesia, drawing through qualitative evaluation approach, including semi-structured interviews and observations. It explores how learning needs is implemented in teaching-learning process and the respondents description, what they saw and what they felt. Findings show inconsistency between learning needs in enrichment students English communicative competence and teaching-learning process. This prompts a re-instructional design of English learning for hospitality specific purposes program at this department currently. It provides to support of graduating required at hospitality industry workplace. Lead of recommendations, in terms of both the instructional design including materials development, teaching method usage and the professional development of ESP teachers, to address an understanding of the gap identified, so that students will enable to communicate more effectively with the English, in such contexts graduates can hire at the hospitality industry workplace.Keywords: learning needs, pre-vocational English field, authentic materials and teaching methods

scholarly journals Aplicabilidad del modelo ASSURE en la didáctica de lenguas

2017 ◽  
Vol 1 (2) ◽  
pp. 83
Author(s):  
Hilda Buitrago
Keyword(s):  
Second Language ◽  
Instructional Design ◽  
Language Teaching ◽  
Learning Goals ◽  
Ministry Of Education ◽  
Learning Modalities ◽  
The Face ◽  
Educación Virtual ◽  
E Learning ◽  
Teaching Learning

El presente trabajo examina los lineamientos del Ministerio de Educación Nacional respecto a la enseñanza de una segunda lengua, sus objetivos, alcance y requerimientos didácticos y tecnológicos para alcanzar las metas de aprendizaje propuestas. Posteriormente, describe los pasos del modelo de diseño instruccional ASSURE y explica las razones por las cuales este tipo de diseño permite la puesta en práctica de algunos de los principales postulados teóricos en los que se basa la didáctica de los idiomas extranjeros y el uso efectivo de las TIC para fomentar la participación del estudiante en los procesos de enseñanza-aprendizaje. Se recomiendan estudios adicionales que permitan determinar con mayor precisión la eficacia del Modelo Instruccional ASSURE en las modalidades e-learning y blended learning.Palabras claves: Educación virtual, diseño instruccional, TIC, didáctica de lenguas. AbstractThis paper examines the standards issued by the Colombian Ministry of Education regarding second language teaching, its objectives, scope and teaching, and technological requirements in order to achieve learning goals. It later describes the steps of the ASSURE instructional design model and explains the reasons why this type of design allows for the implementation of some of the main theoretical postulates about foreign language teaching and effective ICT use that encourage student participation in the intended teaching-learning processes. Further research is recommended to more accurately measure the effectiveness of the ASSURE instructional model in the e-learning and blended learning modalities for teaching a second language, in order to determine the extent to which the face-to-face sessions are necessary and how they can be enriched through the use of ICT.Keywords: E-learning, instructional design, ICT, language teaching.

Instructional Design in the Face of COVID-19: Learned Lessons and Pending Tasks

2022 ◽  
Vol 5 (1) ◽  
pp. 27
Author(s):  
Gerardo Quiroz Vieyra ◽  
Luis Fernando Muñoz González
Keyword(s):  
Instructional Design ◽  
Online Education ◽  
Information And Communication Technologies ◽  
Lessons Learned ◽  
Hybrid Education ◽  
Face To Face ◽  
The Face ◽  
Information And Communication ◽  
Addie Model ◽  
Teaching Learning

Faced with confinement due to COVID-19, educational institutions with face-to-face models had to continue their activities under conditions and with resources not used up to that moment. For this, the institutions formulated and put into operation continuity plans, which involved everything from remote education to hybrids between the latter and online education. Institutions that already had online or hybrid education programs were able to apply that experience to their face-to-face programs, allowing them to respond more quickly than those that did not. The stages of the teaching-learning process that were "adjusted" during this emergency in order to give continuity to educational activities were the last two, namely: the development of instructional material and teaching. In this work, an intervention is proposed in a previous stage of the process, that is, in the instructional design (ID), using the ASSURE model derived from the ADDIE model or approach. This intervention is based on the lessons learned during the pandemic, for the preparation or reformulation of study plans that consider information and communication technologies as a platform to enhance the effectiveness of learning, selecting them and establishing their use strategy from the stage in which the materials are designed, which may be useful considering that even if the students return to the classrooms, a virtual part will be preserved, that is, a hybrid model, in which the face-to-face-virtual ratio will be determined by the educational strategy of the institution.

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