scholarly journals Designing for Liberation: A Case Study in Antiracism Instructional Design

2021 ◽  
Vol 10 (4) ◽  
Author(s):  
Ryan Ikeda
Keyword(s):  
Instructional Design

Teaching Computing in a Multidisciplinary Way in Social Studies Classes in School – A Case Study

2017 ◽  
Vol 1 (2) ◽  
pp. 3 ◽  
Author(s):  
Christiane Gresse Von Wangenheim ◽  
Nathalia Cruz Alves ◽  
Pedro Eurico Rodrigues ◽  
Jean Carlo Hauck
Keyword(s):  
Instructional Design ◽  
Social Studies ◽  
21St Century ◽  
Multidisciplinary Approach ◽  
Design Approach ◽  
Instructional Unit ◽  
Computing Education ◽  
Interest And Motivation

In order to be well-educated citizens in the 21st century, children need to learn computing in school. However, implementing computing education in schools faces several practical problems, such as lack of computing teachers and time in an already overloaded curriculum. A solution can be a multidisciplinary approach, integrating computing education within other subjects in the curriculum. The present study proposes an instructional unit for computing education in social studies classes, with students learning basic computing concepts by programming history related games using Scratch. The instructional unit is developed following an instructional design approach and is applied and evaluated through a case study in four classes (5th and 7th grade) with a total of 105 students at a school in (omitted for submission). Results provide a first indication that the instructional unit enables the learning of basic computing concepts (specifically programming) in an efficient, effective and entertaining way increasing also the interest and motivation of students to learn computing.

scholarly journals EFL Textbook Analysis: A Case Study

2012 ◽  
Vol 14 (3) ◽  
pp. 27 ◽  
Author(s):  
Harison Mohd Sidek
Keyword(s):  
Instructional Design ◽  
Secondary Students ◽  
Grade Level ◽  
Textbook Analysis ◽  
Secondary Curriculum ◽  
Upper Secondary ◽  
Below Grade Level

The purpose of the present study was to determine how well Malaysian EFL Secondary Curriculum prepares upper secondary students for tertiary reading in English. This study is explorative in nature. The data for this study were acquired from a Malaysian national EFL upper secondary textbook. The data were in the form of comprehension reading passages in the selected EFL textbook. In this case study, reading instructional design in the EFL textbook was analyzed in terms of types and the grade-level length of passages used in the textbook. The findings show that reading instructional design in the EFL textbook significantly emphasizes the use of narrative passages with the majority of the passages being below grade-level texts.

scholarly journals The development of science process skills in visually impaired students: analysis of the activities

2019 ◽  
Vol 8 (1) ◽  
pp. 90 ◽  
Author(s):  
Aydın Kızılaslan
Keyword(s):  
Instructional Design ◽  
Life Skills ◽  
Visually Impaired ◽  
Visual Cues ◽  
Learning Needs ◽  
Process Skills ◽  
Scientific Process ◽  
Second Stage ◽  
Visually Impaired Students

<span>Students with visual impairments face tremendous challenges in daily life while learning life skills as they do not have the benefit of visual cues. The skills that visually impaired students are expected to learn include not only everyday life skills, but also scientific process skills too. In this study, case study was used to develop an instructional design to teaching science concepts to visually impaired students. The aim of this study is to analyze the efficacy of science activities of this developed instructional design. The study consists of three basic stages. In the first stage, visually impaired students’ learning needs are identified. In the second stage teaching materials and activities are designed and developed. In the last stage, these activities were analyzed in terms of scientific process skills through observation forms. As a result, most of the developed activities are suited for development of the scientific process skills.</span>

How to Design an Active E-Course?

2020 ◽  
pp. 197-224
Author(s):  
Lilia Cheniti Belcadhi ◽  
Sonia Ayachi Ghannouchi
Keyword(s):  
Instructional Design ◽  
Design Process ◽  
Student Attitudes ◽  
Online Courses ◽  
Teaching Method ◽  
Online Version ◽  
Web Based ◽  
Face To Face ◽  
Instructional Design Process

Active Learning improves student attitudes and develops thinking and writing skills. It is increasingly recommended as a teaching method to improve learning. In this paper the authors are interested in the transformation of a face-to-face active course into a web-based active course. An instructional design approach based on meta-models for transforming active-based courses into online courses is proposed. This approach provides a detailed description of meta-models and processes of instructional design for active e-courses as well as the main involved actors. In order to evaluate and validate the proposed meta-models a case study has been carried out. It concerned the transformation of an entrepreneurship active course into an online version and its deployment. The proposed instructional design process constitutes the kernel of an authoring tool for the design of an active e-course, which permits to support the instructional designer in the production of active e-courses.

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.

LMS Adoption at the University of Genova

2012 ◽  
pp. 271-291
Author(s):  
Maura Cerioli ◽  
Marina Ribaudo ◽  
Marina Rui
Keyword(s):  
Instructional Design ◽  
Organizational Support ◽  
Resource Sharing ◽  
Degree Program ◽  
Traditional Teaching ◽  
Teaching Process ◽  
Network Technologies ◽  
The University ◽  
The Impact

The last two decades have seen the spread of LMS among schools, universities, and companies to augment the traditional teaching process with ICT and network technologies. This chapter presents the process leading to the adoption of a Moodle based LMS at the University of Genova in the last decade. By analyzing the data collected from the LMS logs and from questionnaires proposed both to students and teachers, we found out that the needs of the stakeholders are largely limited to resource sharing and organizational support, satisfactorily provided by the current service. Further improvements could be achieved by the introduction of a policy encouraging or forcing the teachers to use the provided LMS. A project on instructional design and, as a case study, the evolution of some of the courses involved in it are also presented. Though the redesign of such courses has improved their results, the impact on the overall organization of the degree program has been negative. We infer that this is due to the excessive freedom the students enjoy in taking their exams in Italy.

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