Instructional Development and Faculty Rewards

1978 ◽  
Vol 49 (4) ◽  
pp. 316 ◽  
Author(s):  
Eugene H. Jabker ◽  
Ronald S. Halinski
Keyword(s):  
Instructional Development ◽  
Faculty Rewards

Instructional Development and Faculty Rewards

1978 ◽  
Vol 49 (4) ◽  
pp. 316-328 ◽  
Author(s):  
Eugene H. Jabker ◽  
Ronald S. Halinski
Keyword(s):  
Instructional Development ◽  
Faculty Rewards

Tinjauan Kritis Jurnal Ilmiah: Pengembangan dan Evaluasi Formatif Studi Kasus Multimedia untuk Siswa Desain dan Teknologi Pembelajaran

2018 ◽  
Vol 18 (1) ◽  
pp. 146-158
Author(s):  
Anthony Anggrawan ◽  
Christofer Satria
Keyword(s):  
Instructional Development ◽  
Video Use

Tinjauan kritis dari tulisan ini memberikan kritisi dimaksudkan untuk melihat kekurangan dari artikel ilmiah yang berjudul Pengembangan dan Evaluasi Formatif Studi kasus Multimedia untuk Siswa Desain dan Teknology Pembelajaran.  Tinjauan kritis yang dilakukan diungkapkan dengan sepenuhnya mengacu pada teori dan fakta buku-buku referensi dan jurnal ilmiah yang relevan. Hasil tinjauan kritis memperlihatkan beberapa kelemahan dari artikel ilmiah tersebut, diantaranya adalah:  artikel tersebut terpaku pada desain pembelajaran dan produksi multimedia, dan tidak ada acuan model atau pendekatan sistem desain pembelajaran, sehingga terjadi bias. Padahal setiap pengembangan pembelajaran (Instructional Development) sama artinya dengan mengembangkan model pembelajaran yang ada meliputi proses  perencanaan, pemilihan strategi pembelajaran, pemilihan media, dan pemilihan/pembuatan bahan, dan evaluasi. Penulis artikel ilmiah tersebut tidak melihat bahwa selain desain pembelajaran dan produksi multimedia ada satu hal penting lagi yang harus dilihat adalah permintaan khusus dari klien atau sama artinya dengan kebutuhan yang ingin dicapai pada desain/rancangan multimedia/produksi multimedia. Penulis artikel ilmiah tersebut seakan-akan desain pembelajaran dan produksi multimedia sebagai dua bagian yang berdiri sendiri, padahal merupakan satu kesatuan yang tak terpisahkan jika didasarkan pada pada berbagai model desain dan implementasi model multimedia yang dikenalkan oleh berbagai ahli, misalnya pada  model pembelajaran ADDIE, Dick & Carey, Minerva, dan AT & T Instructional Development produksi multimedia adalah bagian dari perancangan pembelajaran/desain pembelajaran; kegiatan desain pembelajaran dan/atau produksi multimedia; hanya satu tema media yang muncul yaitu: penggunaan video (video use), padahal komponen  multimedia terdiri dari teks, audio, visual (gambar, foto, grafik), dan video.

Selected references related to the practice of instructional development: A place to start

1979 ◽  
Vol 2 (4) ◽  
pp. 19-22 ◽  
Author(s):  
Joseph J. Durzo ◽  
Robert M. Diamond ◽  
Philip L. Doughty
Keyword(s):  
Instructional Development

scholarly journals PENYUSUNAN PAKET PELATIHAN PENGEMBANGAN KECERDASAN INTRAPERSONAL UNTUK MAHASISWA

2007 ◽  
Vol 16 (VIII) ◽  
pp. 22-31
Author(s):  
Rina Sukawati
Keyword(s):  
Educational Technology ◽  
Instructional Development ◽  
The Other ◽  
Development Model ◽  
State University ◽  
School Of Education ◽  
Training Package ◽  
Intrapersonal Intelligence ◽  
The University ◽  
Intelligence Development

The purpose of this research was to develop training package for intrapersonal intelligence development for the students of Educational Technology Department, School of Education, State University of Jakarta. The package was develop by employing Instructional Development Model. The research resulted in training package for intrapersonal intelligence development for the university students which is expected to be applicable or adjustable for trainings and the other universities for the similar purposes. A set of recommendation is given in using this package to be effective and efficient.

scholarly journals Flipped Classroom Instruction as a Teaching Tool for Meaningful Learning of the core Subjects in Junior High School: Basis for Instructional Development Plan

2021 ◽  
Vol 2 (3) ◽  
pp. 97-104
Author(s):  
Renz Jervy Book
Keyword(s):  
Instructional Development ◽  
Teaching Methods ◽  
Flipped Classroom ◽  
Classroom Instruction ◽  
Junior High ◽  
Meaningful Learning ◽  
Conventional Instruction ◽  
The Core ◽  
Core Subjects ◽  
Post Test

This study aimed to determine the effects of two teaching methods namely, flipped classroom instruction and conventional instruction in teaching the least mastered competencies in the core subjects among Grade 8 students in one of the Junior High Schools in Zamboanga City who were purposively selected. A Quasi-Experimental Research using the non-randomized pre-test - post-test control group design and qualitative approach explored the effectiveness of the two teaching methods. The findings indicated that students in flipped classroom instruction and conventional instruction obtained higher scores in the post-test than the pre-test results in the core subjects. But, flipped classroom students got slightly higher mean scores as compared to those students who have been taught in the conventional instruction. However, statistically, no significant difference was found between the two methods in learning the least mastered competencies in Science, Mathematics and English. Further, results revealed that the students who were exposed to flipped classroom instruction and the conventional instruction improved in their level of knowledge in mastering the least learned concepts in the core subjects. The problems encountered in the flipped classroom model, however, were identified based on the interview conducted. It was found out that teachers were unfamiliar with the flipped classroom model and lack of time and resources hindered them to utilize the approach in their classes. Students were also challenged particularly on the availability of resources like gadgets and internet connection that resulted to disengagement of the students to watch the flipped videos at home. This study revealed that whatever method or approach used in teaching least mastered competencies would be considered effective in achieving life-long and meaningful learning. An instructional development program was developed to capacitate and elevate the performance of teachers in the implementation of the flipped classroom instruction to improve students’ performance.

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