scholarly journals Improving Learner-Computer Interaction through Intelligent Learning Material Delivery Using Instructional Design Modeling

Entropy ◽  
2021 ◽  
Vol 23 (6) ◽  
pp. 668
Author(s):  
Christos Troussas ◽  
Akrivi Krouska ◽  
Cleo Sgouropoulou
Keyword(s):  
Instructional Design ◽  
Adaptive Learning ◽  
Educational Software ◽  
Learning Experience ◽  
Learning Material ◽  
Java Programming ◽  
Undergraduate University Students ◽  
Intelligent Tools ◽  
Content Based Filtering ◽  
Computer Interaction

This paper describes an innovative and sophisticated approach for improving learner-computer interaction in the tutoring of Java programming through the delivery of adequate learning material to learners. To achieve this, an instructional theory and intelligent techniques are combined, namely the Component Display Theory along with content-based filtering and multiple-criteria decision analysis, with the intention of providing personalized learning material and thus, improving student interaction. Until now, the majority of the research efforts mainly focus on adapting the presentation of learning material based on students’ characteristics. As such, there is free space for researching issues like delivering the appropriate type of learning material, in order to maintain the pedagogical affordance of the educational software. The blending of instructional design theories and sophisticated techniques can offer a more personalized and adaptive learning experience to learners of computer programming. The paper presents a fully operating intelligent educational software. It merges pedagogical and technological approaches for sophisticated learning material delivery to students. Moreover, it was used by undergraduate university students to learn Java programming for a semester during the COVID-19 lockdown. The findings of the evaluation showed that the presented way for delivering the Java learning material surpassed other approaches incorporating merely instructional models or intelligent tools, in terms of satisfaction and knowledge acquisition.

scholarly journals PENGEMBANGAN DESAIN PEMBELAJARAN SISTEM BASIS DATA

Instruksional ◽  
2021 ◽  
Vol 2 (2) ◽  
pp. 7
Author(s):  
Ruliah Ruliah ◽  
Bahar Bahar ◽  
Andita Suci Pratiwi
Keyword(s):  
Instructional Design ◽  
Learning Experience ◽  
Field Trials ◽  
Database System ◽  
Design Model ◽  
Structured Learning ◽  
Learning Material ◽  
Learning Design ◽  
Average Value

Instructional design plays an important role in improving the quality of learning and the learning experience of students. But in fact, many universities (especially in the field of Information Technology) have not developed a structured learning design, so that the learning process becomes ineffective. This paper presents a database system learning design model using the Borg and Gall step 1 development model and adapting all stages in the Dick and Carey model. The research consists of four main stages: conducting a preliminary study to find information about the learning product to be developed; develop products based on research findings; conduct field trials on the products developed; and revise products based on test results. The product quality of the developed learning design model is measured from aspects of validity and aspects of practicality. Validity is assessed through expert validation (database system learning material expert, instructional design expert, graphic media expert, and linguist). The measurement results obtained an average value of 5 (on a scale of 1-5), which means that the product of the learning design model developed is included in the valid category. Practicality is measured based on the responses of students and teachers. The results of the practicality measurement obtained an average value of 4.56 (on a scale of 1-5), which means that the product of the learning design model developed is included in the Practically used category

A Framework for Adaptive Learning Points

2011 ◽  
pp. 117-141 ◽  
Author(s):  
Torsten Reiners ◽  
Imke Sassen
Keyword(s):  
Learning Environment ◽  
Adaptive Learning ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Special Focus ◽  
Learning Material ◽  
Holistic Learning ◽  
E Learning ◽  
Learning Scenarios

In this paper we present our e-learning approach and describe the technical and instructional design of an adaptive learning environment. In order to avoid several reasons for distrust or frustration on the learner’s side, we developed an approach called configurable adaptation including the concept of individualized and adaptive learning paths. In cases where a course is offered in various (media) forms, the learner should be able to decide on its own, which one to use for the acquirement of the learning material. We demonstrate different approaches for a holistic learning experience using several learning scenarios like classroom participation and e-learning in a virtual learning environment. A special focus will be set on the description of the didactical paradigm synchronized blended learning, which allows the combination of different learning scenarios and the usage of learning material within all settings. Furthermore, we demonstrate examples how a (virtual) learning environment can be integrated into the course allowing dynamic and adaptive presentation of learning material as well as the direct inclusion of new – generated by algorithms or written by the learner or tutor – content on-the-fly.

scholarly journals The implications of the research literature on learning styles for the design of instructional material

1999 ◽  
Vol 15 (3) ◽  
Author(s):  
Catherine McLoughlin
Keyword(s):  
Instructional Design ◽  
Individual Differences ◽  
Learning Styles ◽  
Learning Style ◽  
Adaptive Learning ◽  
Research Literature ◽  
Design Guidelines ◽  
Learning Cycle ◽  
Instructional Designers ◽  
Learning Material

<span>An enduring question for educational research is the effect of individual differences on the efficacy of learning. Aspects of individual differences that have been much explored relate to differences in learning styles, strategies and conceptions of learning. Such differences present a profound challenge for instructional designers, as research has shown that the quality of learning material is enhanced if the material is designed to take into account learners' individual learning styles (Rasmussen, 1998; Riding &amp; Grimley, 1999). In the context of the present research, learning style is taken to mean a consistent or habitual of mode of acquiring or imparting knowledge through study, experience or teaching (Beishuizen &amp; Stoutjesdijk, 1999). The purpose of this article is to propose ways in which individual differences can be accommodated when designing self-instructional learning materials in print for distance learners. It is advocated that instructional designers turn to research on learning styles to inform the design of adaptive learning material. Kolb's (1984) learning cycle and associated learning styles are described with a view to providing instructional design guidelines which accommodate (i) each stage of the learning cycle (ii) individual differences between learners in processing and presenting information. Examples of learning activities for each stage of the learning cycle are provided from a tertiary bridging course for adult learners. It is recommended that in designing for a diverse student body, the research literature on learning styles can provide insights that have the potential to improve instructional design.</span>

ORAL HISTORY SOURCES AS LEARNING MATERIALS: A CASE STUDY OF THE NATIONAL UNIVERSITY OF SCIENCE AND TECHNOLOGY

2016 ◽  
Vol 3 (2) ◽  
pp. 82-93
Author(s):  
Gugulethu Shamaine Nkala ◽  
Rodreck David
Keyword(s):  
Oral History ◽  
Learning Experience ◽  
Science And Technology ◽  
Group Discussion ◽  
Human Interaction ◽  
Learning Material ◽  
Wide Range ◽  
National Archives ◽  
National University ◽  
Set Up

Knowledge presented by Oral History (OH) is unique in that it shares the tacit perspective, thoughts, opinions and understanding of the interviewee in its primary form. While teachers, lecturers and other education specialists have at their disposal a wide range of primary, secondary and tertiary sources upon which to relate and share or impart knowledge, OH presents a rich source of information that can improve the learning and knowledge impartation experience. The uniqueness of OH is presented in the following advantages of its use: it allows one to learn about the perspectives of individuals who might not otherwise appear in the historical record; it allows one to compensate for the digital age; one can learn different kinds of information; it provides historical actors with an opportunity to tell their own stories in their own words; and it offers a rich opportunity for human interaction. This article discusses the placement of oral history in the classroom set-up by investigating its use as a source of learning material presented by the National Archives of Zimbabwe to students in the Department of Records and Archives Management at the National University of Science and Technology (NUST). Interviews and a group discussion were used to gather data from an archivist at the National Archives of Zimbabwe, lecturers and students in the Department of Records and Archives Management at NUST, respectively. These groups were approached on the usability, uniqueness and other characteristics that support this type of knowledge about OH in a tertiary learning experience. The findings indicate several qualities that reflect the richness of OH as a teaching source material in a classroom set-up. It further points to weak areas that may be addressed where the source is considered a viable strategy for knowledge sharing and learning. The researchers present a possible model that can be used to champion the use of this rich knowledge source in classroom education at this university and in similar set-ups. 

scholarly journals In-Touch digital platform for unconventional learners

2021 ◽  
Author(s):  
Angelique Patrice Paul
Keyword(s):  
Pilot Study ◽  
Adaptive Learning ◽  
Learning Experience ◽  
Learning Technology ◽  
Traditional Classrooms ◽  
Student Centered ◽  
Digital Platform ◽  
On Demand ◽  
To Receive

In-Touch is an adaptive learning technology, which extends the learning experience beyond the classroom hours and environment for unconventional learners. It serves as a safe online space for students to receive customized help from their teachers. It also mediates and promotes conversation between parents and teachers. In-Touch integrates three elements crucial to promoting success of unconventional learners: on demand help, student-centered approach, and confidence-building. For the purpose of the study, unconventional learners were defined as someone who does not learn in the methods that are currently offered in traditional classrooms. The design of In-Touch is based on a pilot study that considered the needs of parents and teachers who are raising and teaching unconventional learners

Emergent Technologies Shaping Instructional Design

2020 ◽  
pp. 1607-1630
Author(s):  
Pascal Roubides
Keyword(s):  
Virtual Reality ◽  
Instructional Design ◽  
Literature Review ◽  
Human Behavior ◽  
Adaptive Learning ◽  
Past Century ◽  
Emergent Technologies ◽  
Professional Field ◽  
And Performance ◽  
Near Future

This chapter discusses emergent technologies that are currently shaping or expected to shape the field of instructional design in the near future. The discussion begins with a brief overview of instructional design as a professional field over the past century, then focuses on current and promising trends for the field based on advances in technologies supporting instructional development. This chapter intends to provide a centralized literature review of multiple pathways currently being carved in the field, encompassing several parallel trending areas, such as adaptive learning, digital storytelling, gamification, simulation technologies, augmented and virtual reality, cybernetics, the xAPI standard, mobile and ubiquitous learning, and offer a glimpse of how they are shaping or expected to shape the future of all those involved in designing and delivering learning or effecting human behavior and performance change.

The Future of Immersive Instructional Design for the Global Knowledge Economy

2012 ◽  
pp. 115-135
Author(s):  
Lia DiBello ◽  
Whit Missildine
Keyword(s):  
Instructional Design ◽  
Virtual Worlds ◽  
Knowledge Economy ◽  
Second Life ◽  
Global Economy ◽  
Learning Experience ◽  
Global Knowledge ◽  
Immersive Learning ◽  
High Level ◽  
And Training

Instructional design has not kept pace with the growth of the globalized knowledge economy. In the area of project management, a volatile global economy requires immersive learning and training exercises targeted to expert learners that have not yet been widely adopted. The authors developed a 16-hour, immersive collective learning experience for mid- to high-level project managers. The exercise was carried out in the Second Life Virtual Worlds platform and aimed to accelerate learning among participants. In addition, the authors tested a number of questions about the capacity of Virtual Worlds to be used for running complex, immersive learning and training. Results indicate that participants experienced high levels of engagement with exercise and, in the second iteration, were able to achieve goals within the exercise. Various technological breakdowns pointed to both the downsides as well as the opportunities for Virtual Worlds to be used for immersive rehearsal engagements.

Using Moodle to Teach Constructivist Learning Design Skills to Adult Learners

2012 ◽  
pp. 561-572
Author(s):  
Douglas L. Holton
Keyword(s):  
Instructional Design ◽  
Adult Learners ◽  
Open Source ◽  
Management System ◽  
Online Courses ◽  
Learning Experience ◽  
Learning Design ◽  
Design And Implementation ◽  
Design Skills

This chapter describes a case study of the design and implementation of an online project-based course for learning constructivist instructional design techniques. Moodle, a free and open source learning management system, was chosen as a tool to meet both the goals of the course and the needs and abilities of the adult learners in this course. Despite the instructor’s and students’ inexperience with both Moodle and online courses, Moodle greatly facilitated the process, resulting in a largely successful and motivating learning experience.

Strategic and Tactical “Focused Time Learning” Design for Online Learning

2020 ◽  
pp. 54-64
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Problem Solving ◽  
Research Collaboration ◽  
Learning Experience ◽  
Learning Design ◽  
High Concentration ◽  
Time Awareness

The design of learning does not often emphasize on how much high-concentration “focused time” and other time learners spend on particular endeavors: reading, viewing, listening, writing, assessing, problem-solving, researching, communicating, collaborating, and others. And yet, how time is spent in purposeful learning—in assignments, fieldwork, research, collaboration, invention, co-design, and assessments—is thought to have a clear impact on the learning and the learning experience. This work explores some of the research in the area of time in learning and proposes some methods for including “focused time” design and time awareness in instructional design for online learning, particularly given the available tools for learner check-ins, time monitoring, and other tools.

Pedagogical Agents and the Efficiency of Instructional Conditions in Educational Applications

2012 ◽  
pp. 121-133 ◽  
Author(s):  
Eliseo Reategui ◽  
Leila Maria Araújo dos Santos ◽  
Liane Tarouco
Keyword(s):  
Social Interaction ◽  
Task Performance ◽  
Relative Efficiency ◽  
Educational Software ◽  
Pedagogical Agents ◽  
Learning Material ◽  
Conversational Agent ◽  
Individualized Learning ◽  
Learning Research ◽  
Educational Applications

This chapter discusses how the use of pedagogical agents in educational applications may influence the relative efficiency of instructional conditions, a concept proposed by Paas & Merriënboer (1993), which combines the measures of mental effort and task performance to determine, for example, how efficient certain settings are regarding their potential to promote learning. The authors describe an experiment carried out with 179 students who were enrolled in a distance learning course about educational software. The results of the study demonstrated that the conversational agent contributed to the improvement of the efficiency of instructional conditions. Such results make a relevant contribution to interactive learning research as they demonstrate that the use of pedagogical agents may improve the efficiency of learning material. Furthermore, by simulating social interaction, these agents may expand the boundaries of educational applications, which have been often designed mainly for individualized learning.

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