scholarly journals Data Mining for Instructional Design, Learning and Assessment

10.5772/8797 ◽  
2010 ◽  
Author(s):  
Lluis Vicent ◽  
Xavier Gumar
Keyword(s):  
Data Mining ◽  
Instructional Design ◽  
Design Learning

scholarly journals Synergetic Learning Model: The Sum is Greater

2020 ◽  
Vol 13 (1) ◽  
pp. 62
Author(s):  
Kevin S. Thompson
Keyword(s):  
Instructional Design ◽  
Human Resource Development ◽  
Learning Model ◽  
Learning Objectives ◽  
Evidence Based ◽  
Improve Performance ◽  
Design Models ◽  
Design Learning ◽  
And Performance ◽  
Extract Information

<p>Instructional design models provide process insight that guides learning solution designers in their work to meet learning objectives and improve performance. Human resource development scholars often focus on individual learning components that support meeting learning and performance objectives. Learning practitioners who design learning solutions must review significant amounts of research studies to extract information that may assist them in their roles. This paper introduces the evidence-based Synergetic Learning Model, focused exclusively on design, intended to leverage the work of scholars holistically for the benefit of learning practitioners.</p>

scholarly journals PENERAPAN PRINSIP DISAIN PEMBELAJARAN DAN LEARNING OBJECT UNTUK SITUS KELAS MAYA MATA KULIAH GIZI TERAPAN

2015 ◽  
pp. 95-112
Author(s):  
Dewi Salma Prawiradilaga Ari Istiany Diana Ariani
Keyword(s):  
Instructional Design ◽  
Learning Objects ◽  
Learning Object ◽  
Learning Design ◽  
Design Framework ◽  
Integrative Learning ◽  
Learning Materials ◽  
Web Based ◽  
Design Learning ◽  
Web Based Learning

Abstrak:Penelitian pengembangan ini bertujuan untuk menciptakan baik bahan belajar berbasis web mapun panduan belajar untuk mata kuliah Gizi Terapan. Pengembangan tersebut didasarkan pada prinsip desain pembelajaran, learning object, desain pesan dan pembelajaran mandiri personalisasi. Proses pengembangan menggunakan model Dabbagh & Bannan-Ritland yang dikenal dengan model “integrative learning design framework (IDLF)”. Model ini terdiri dari tiga tahapan, yaitu explorating, enactment, dan evaluation. Hasil tahap explorating adalah serangkaian permasalahan dan alternatif solusi untuk mengembangkan mata kuliah tersebut sebagai learning object. Tahap enacment menghasilkan hal-hal apa saja yang harus dikembangkan/diproduksi sebagai aspek pembelajaran seperti urutan topik, naskah, produksi prototipa (vide klip, slide presentasi, draft panduan belajar dll.), serta situs kelas maya mata kuliah Gizi Terapan tersebut pada http:://www.unj.web-bali.net. Evaluasi adalah tahap pembuktian melalui evaluasi satu-satu, review ahli, dan evaluasi kelompok kecil. Penelitian ini sendiri menggunakan tujuh siswa dari Program Studi Tata Boga dan lima dosen sebagai ahli lintas disiplin, yaitu ahli pembelajaran, desain pembelajaran, media (hypermedia) dan gizi terapan.Kata Kunci: gizi terapan, desain pembelajaran, learning object, model IDLF, bahan belajar berbasis web.Abstract:This is a development research which aims to create both web-based learning materials and a learning guide (LG) book for the course on Applied Nutrition. Its underlying theories are principles of instructional design, learning objects (LOs) as well as message design, personalization inindependent learning. The development process is through a model called Integrative learning design framework (IDLF) of Dabbagh & Bannan – Ritland. The IDLF consists of three phases; those are explorating, enactment, and evaluation. Explorating phase results a list of problems and its alternative solutions on how to develop topics chosen (Gizi Balita and Gizi Anak Sekolah) as learning objects. Then, these LOsare to be uploaded into learning paths in theLCMS claroline. Enactment is a process which allows research team to develop those topics into tangible aspects of instruction, such scripts, production of prototypes (slides, video clips, the draft of LG book etc), and a coursesite of Applied Nutrition (Gizi Terapan) at www.unj.web-bali.net. Evaluation consists of tryouts of one-to-one, expert review, and small group evaluation. The research invited seven students of Department of Food Management (Tata Boga) as subjects and five lecturers as transdisciplinary experts of instructional design, instruction, hypermedia and applied nutrition.Keywords : Applied Nutrition, instructional design, learning objects, model IDLF, web-based learning materials.

Taxonomies for Technology

2011 ◽  
pp. 1-7
Author(s):  
Richard Caladine
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Technological Change ◽  
Human Resource Development ◽  
Human Resource ◽  
Learning Technologies ◽  
Theoretical Frameworks ◽  
Design Learning ◽  
Higher Education Organizations ◽  
Selection Of

Today there is a range of technologies available to those who design learning events, from the old and simple to the new and complex. Key attempts have been made to develop theoretical frameworks of learning technologies and have been reported in the literature of higher education, human resource development, and instructional design. These three fields are not discrete and some overlap occurs. For example, commentators in the field of instructional design state that their designs are provided for learning in many contexts including schools, higher education, organizations, and government (Gagné, Briggs, & Wager, 1992; Reigeluth, 1983). In many cases the theoretical frameworks are intended to guide the selection of learning technologies but often the conceptualizations have not kept pace with technological change.

scholarly journals PENGEMBANGAN DESAIN PEMBELAJARAN BERBASIS PROBLEM POSING DALAM UPAYA MENINGKATKAN KEMAMPUAN PENALARAN KONSEP LINGKARAN PADA SISWA SMP KELAS VIII

2018 ◽  
Vol 5 (2) ◽  
pp. 20
Author(s):  
Farman Farman ◽  
Yusryanto Yusryanto
Keyword(s):  
Instructional Design ◽  
Problem Posing ◽  
Reasoning Ability ◽  
Student Responses ◽  
Average Percentage ◽  
Student Activity ◽  
Design Learning ◽  
Devices And Instruments

This research aims to obtain a valid, practical, and effective instructional design of circle material for grade VIII of SMP-TQ Muadz Bin Jabal Kendari. Instructional design has developed based on Isman model (2011). To develop a design, learning devices and instruments were developed. The prototype were validated and the test showed by the average of validity value. The practicality was shown by the average percentage of achievement from the observation of teacher activity. The analysis result of the effectiveness of the design is measured based on the average of achievement from the observation of student activity, the average of circle reasoning ability and the average of the percentage of achievement of student responses questionnaire. Based on the finding, it can be concluded that the instructional design of circle material with Isman model for grade VIII of SMP-TQ Muadz Bin Jabal Kendari were valid, practice, and effective.

scholarly journals An instructional design for vocabulary acquisition with a hidden disability of dyslexia

2020 ◽  
Vol 15 (2) ◽  
pp. 305-318
Author(s):  
Zeynep Nesrin Coskun ◽  
Cagla Mitrani
Keyword(s):  
Instructional Design ◽  
Vocabulary Acquisition ◽  
Real Life ◽  
Language Learner ◽  
Report Cards ◽  
Game Based Learning ◽  
Design Learning ◽  
Multiple Data ◽  
Life Context ◽  
Spaced Repetition

The aim of the study is to design an effective instruction build on the Dick and Carey Model and game-based learning that enables an undiagnosed language learner of dyslexia, facing problems in vocabulary acquisition to acquire a pre-defined number of vocabularies in a given time. The method of the curriculum development study is based on a case study in a real-life context with quantitative and qualitative evidence that relies on multiple data collection tools such as checklist, interviews, questionnaire and report cards of the learner. The results of the study demonstrated that the capability of the dyslexic learner can be increased to acquire 55 vocabularies in a week, the same number expected from their peers. The performance increase of the learner can be attributed to a new method of learning English vocabulary through game-based learning supported with spaced repetition. Keywords: Instructional design, learning disability, dyslexic learners, game-based learning.

Taxonomies for Technology

2011 ◽  
pp. 833-838
Author(s):  
Richard Caladine
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Technological Change ◽  
Human Resource Development ◽  
Human Resource ◽  
Learning Technologies ◽  
Theoretical Frameworks ◽  
Design Learning ◽  
Higher Education Organizations ◽  
Selection Of

Today there is a range of technologies available to those who design learning events, from the old and simple to the new and complex. Key attempts have been made to develop theoretical frameworks of learning technologies and have been reported in the literature of higher education, human resource development, and instructional design. These three fields are not discrete and some overlap occurs. For example, commentators in the field of instructional design state that their designs are provided for learning in many contexts including schools, higher education, organizations, and government (Gagné, Briggs, & Wager, 1992; Reigeluth, 1983). In many cases the theoretical frameworks are intended to guide the selection of learning technologies but often the conceptualizations have not kept pace with technological change.

scholarly journals The topic of instructional design in research journals: A citation analysis for the years 1980-2008

2009 ◽  
Vol 25 (4) ◽  
Author(s):  
Zehra Ozcinar
Keyword(s):  
Instructional Design ◽  
Citation Analysis ◽  
Far East ◽  
Worked Examples ◽  
Subject Area ◽  
Key Words And Phrases ◽  
Educational Design ◽  
Professional Journals ◽  
Design Learning ◽  
Key Phrases

<span>This study examines research publication and trends in instructional design, as found in selected professional journals during the period 1980-2008. Citation analysis was used to investigate documents relating to instructional design, as indexed in the </span><em>Web of Science</em><span>. </span><em>Instructional design; instruction design; educational design; learning design; teaching design; ID</em><span>, etc, were the key phrases used for searching the documents, and a total of 758 analysed documents were judged relevant to the field of instructional design. The results of the study were explored according to the journal of publication; document type; year of publication; author; author affiliation; country of publication; most frequently used words and phrases; subject; language; cited by years and </span><em>h</em><span> index rating. Notable findings include the most frequently used key words and phrases (after </span><em>instructional design</em><span>, these are </span><em>cognitive load theory</em><span> and </span><em>worked examples</em><span>); regarding subject area, </span><em>education, educational research</em><span>, and </span><em>educational psychology</em><span> dominate. With regards to country of origin, 87% of authors came from only 7 countries, with countries in the Far East being poorly represented.</span>

scholarly journals Workshop on Models for Copyright Education in Information Literacy

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Lisa Janicke Hinchliffe
Keyword(s):  
Instructional Design ◽  
Open Access ◽  
Information Literacy ◽  
Learning Theory ◽  
Information Science ◽  
Literacy Programs ◽  
Library And Information Science ◽  
Special Issue ◽  
Design Learning ◽  
Limitations And Exceptions

The Workshop was organized the IFLA Information Literacy Section and the IFLA Copyright and Other Legal Matters Advisory Committee to provide a forum for discussing models for education on copyright, licensing, and related legal matters within the framework of library information literacy programs. With more than 14 countries represented, the papers and discussions were far-ranging and comprehensive, touching on issues of pedagogy, instructional design, learning theory, author rights, copyright limitations and exceptions, applications of the law nationally, international copyright, open access, and education for library and information science practitioners. The papers in this special issue started as presentations at the workshop but were further developed based on feedback and then through peer review before publication.

Instructional design: How to design the expected learning outcomes of students?

2021 ◽  
pp. 4-10
Author(s):  
A. A. Kuznetsov ◽  
E. V. Chernobay
Keyword(s):  
Instructional Design ◽  
General Education ◽  
Learning Outcomes ◽  
Design Model ◽  
Federal State ◽  
Lesson Design ◽  
Distinctive Features ◽  
Understanding By Design ◽  
Design Learning ◽  
State Educational

The article is devoted to current issues of lesson design based on student expected learning outcomes. One of the distinctive features of recently approved new Federal State Educational Standards for primary and basic general education is refined and detailed requirements for the expected educational outcomes. In this regard, tools for the teacher to develop those outcomes in order to plan a lesson or a study course in a logical way taking into account the educational interests of students are in dire need. The authors of the article consider the Understanding by Design model as such a tool, since this framework makes it possible to design learning outcomes (distinguishing between understanding, acquisition and transfer goals) and direct the learning process towards desired results. The article provides theoretical foundations for the development of an instructional design model, examines the stages of the design of learning outcomes, the selection of study activities and the identification of teaching strategies. A description of the first stage of design — the design of the expected learning outcomes according to different facets of understanding and of the acquisition and transfer goals — is given in detail.

The Context

2008 ◽  
pp. 29-41
Author(s):  
Richard Caladine
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Human Resource Development ◽  
New Technologies ◽  
Learning Technologies ◽  
Review Of The Literature ◽  
Theoretical Frameworks ◽  
Design Learning ◽  
Higher Education Organizations ◽  
Selection Of

Today there is a range of technologies available to those who design learning events, from the old and simple to the new and complex. Key attempts have been made to develop theoretical frameworks of learning technologies and are reported in the literature of the fields of higher education, human resource development, and instructional design. These three fields are not discrete and some overlap occurs. For example, commentators in the field of instructional design state that their designs are intended for learning in many contexts including schools, higher education, organizations, and government (Gagné, Briggs, & Wager, 1995; Reigeluth, 1983). In many cases the theoretical frameworks are intended to guide the selection of learning technologies but often the conceptualizations have not kept pace with the changes in existing technologies and with the advent of new technologies. A review of the literature of these fields will help to evaluate the suitability of conceptualizations of learning technologies to their selection in the process of designing learning events.

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