Criterion referenced objectives: a road map for course design

Instructional design is one of the newer educational trends in the learning/educational field. This book gives a thorough introduction into the theories and concepts behind this trend and can be used by any type of educator, academic, system educator, or unit educator. Instructional design's team process involves the instructor, instructional designer, technology, and resource (librarian). Also discussed is the need for time to create the content and document the need. It also covers the many things not always associated with traditional education. This includes things like the learners' technology skills and reading levels, how learners will meet the outcomes and objectives, and how learners can direct their own learning and be more interactive with fellow students. The book starts with an overview of the need for instructional design, how it came about, and the role that librarians or information professionals play in the process. Readers will realize this is something librarians already do to meet their patrons' information and instructional needs, only on a grander scale and outside of just library instruction. The author used the first chapters to give a comprehensive review of educational and learning theories at all levels of education. Teacher/instructor competencies, instructional learning, and the expectations of learning are also discussed. The Analysis, Design, Development, Implementation, and Evaluation (ADDIE) (Dick and Cary, 1985) education model is the foundation for the instructional design process and is described to readers. The book develops in a logical manner. It progresses from student learning needs to organization needs and assessment and how and why readers should align with school or organizational goals. Throughout the chapters are tips and suggestions for librarians. When describing models and processes, the author gives specific examples or opportunities for librarian interaction and involvement. Various ways to ensure successful integration are provided to aid in readers' success as a resource or the content driver in the instructional design process: “Not only should resources support the curriculum, but they must take into account the learner and the learning environment” (p. 92). This text discusses the technology needs of the kindergarten–twelfth grade (K–12) and adult learner, such as what each group may need and how technology is used to foster learning. Examples are given of how to encourage student-driven learning throughout the text. Most chapters end with a detailed lesson outline that reinforces and provides concrete examples for that chapter's content. Unfortunately, most of the examples are focused on K–12 and, therefore, are not directly related to health care librarians. While readers can make inferences related to content of the chapter, having examples related to the adult learner would have been beneficial. Each chapter has references, and an instructional design resources section follows chapter 9. While short, this resources section is a great start. A lengthy index is in the back of the book. This book would be an excellent starting point for anyone who is new to the instructional design process. The need for technology is explained by concept with specific current applications used to help illustrate the points, which allows readers to understand that any current or new application would serve the same technological function. This use of concepts helps keep this book from being dated soon after being published.

The Teaching Games for Understanding (TGfU) and Sport Education (SE) pedagogical models share several objectives and pedagogical processes. Despite this seemingly uncanny relationship, few studies have examined the efficacy of a hybrid TGfU/SE pedagogical model, particularly how a teacher’s utilization of such a model impacts on student motivation. The purpose of the current study was to investigate the effect a hybrid TGfU/SE unit, in comparison to direct instruction, on students’ perceptions of various aspects of their motivation to engage in physical education (autonomous motivation, basic psychological needs, enjoyment and intention to be physically active). A crossover design was utilized, using the technique of counterbalancing. One group experienced a hybrid SE/TGfU unit first, followed by a unit of direct instruction. A second group experienced the units in the opposite order. Participants were 55 students. The intervention was conducted over a total of 16 lessons. The hybrid unit was designed according to the characteristics of SE by using seasons, roles, persistent teams, etc. Learning tasks set by the teacher during individual lessons, however, were designed according to the pedagogical principles of TGfU. Student motivation data was generated using validated questionnaires. Results showed that regardless of the order of intervention, the two groups showed significant improvements in autonomy, competence and enjoyment when they were taught using the hybrid model. Instead, in the variables autonomous motivation, relatedness and intention to be physically active there were no significant improvements in one group. These results demonstrate that it is possible to design varied learning situations in which affiliation, leadership and trust are fostered, while tasks are adapted to the characteristics of the students. All this can cause greater autonomous motivation, and consequently, perceived competence in the student, a positive image of the sport to practice, and therefore greater enjoyment and to be physically active.

Accessibility design over the past several years has focused much of its attention on the development of a universal standard or a set of guidelines for delivering a diverse array of both content and instructional processes. Universal design for learning (UDL), for example, promotes providing multiple means of (a) representation, (b) action and expression, and (c) engagement for learners who have a wide range of disabilities as well as their typical peers. And while each instructional design element that represents a means of providing the differentiation required by the principle generally has a strong evidence-based support individually, it is difficult to assess any one of them within the larger ULD “multiple means” milieu of options. It is especially difficult to do this in regard to learners associated with any particular disability category. When it comes to targeted instruction, learner characteristics matter. It follows then that when it comes to developing an instructional design, that the learning characteristics of a targeted population be first and foremost considered as the point of departure in the design and development process. This chapter considers a wide range of instructional targets within the context of specific disability groups with a focus on learning goals, instructional design supports for those goals, and underlying cognitive processes that may help clarify the goals themselves as well as the instructional supports to achieve those goals.

This study explored the interaction of multimedia production competencies of expert and novice instructional designers on the design decisions made during the instructional design process / workflow. This multiple measures study used qualitative survey instruments to access and measure the production competencies of participants, then a design aloud protocol to capture and measure the instructional design decision-making process for those same participants. A follow-on interview after the initial design aloud session was conducted in order to triangulate and confirm any trends or findings uncovered during the earlier design aloud session. Ultimately, the objective of this study was to provide some evidence that suggests whether certain production skills are influencing instructional design decision-making. Employer influence on the instructional designer’s decision-making was also explored. Results indicated that a substantial number of instructional designers (n=30) who participated in this study were selecting media as a preliminary step in their workflow process, and were often then using analysis as a measure to confirm the early media selection. Expert instructional designers appeared to be less susceptible to the early media selection behavior, though not immune. Results indicate that one reason the expert instructional designers were less likely to adopt media as a preliminary instructional design step was that the experts conducted a more diverse set of analysis activities. Additionally, results indicated that instructional designers were often experiencing pressure to adopt media based on employer demands, and project constraints such as budget and time.

Problem. The Seventh-day Adventist church had no empirically developed instructional product in the form of an educational curriculum designed to enhance the cognitive awareness of and the modification of affect toward the disability condition. The purpose of this project was to develop empirically an instructional product in disability awarenesstraining for Seventh-day Adventist church members and their guests so to better build aninteractive, empowered, and inclusive sense of community. Method. The developmental process of Baker and Schutz (1971) was used to produce and validate the instructional product. First, the content of the curriculum to train Seventh-day Adventist church members and their guests was identified through an examination of disability and disability awareness training literature. The developing materials were divided into instructional units, arranged into a logical sequence, and introduced with behavioral objectives. It was established that the productwould be successful only when at least 80% of the attending learners achieved at least 80% on each objective. In the developmental process, the instructional product was revised numerous times. Some of the learning units were streamlined, while others were expanded. Specific weaknesses, exposed during the tryout stages, were appropriately corrected and a participants' and instructor's manual were prepared. At the conclusion of the final presentation, the required standard for mastery was attained on all objectives. Results. The instructional product, called the D.A.R.T. Seminar or Disability Awareness Reality Training Seminar, includes the instructor's manual with textual information covering each of the 20 points of the disability training seminar divided into four sections in combination with a separate participant's manual inclusive of review questions, pictorial representations of textual examples, and the general outline in progressive detail of each of the 20 disability training points. This instructional product met an arbitrarily established criteria that held true to theresearcher's chosen methodology and represented a realistic majority of a convenient sample: 80% of the subjects on the final presentation reached each objective at or above the 80% arbitrarily chosen mastery level. The modification of affect was considered significant when the difference between the affective post-test and pre-test scores reached the 15.35% difference level. A t-test for dependent means, significant at the .05 level, was utilized.

The purpose of this study was to develop a content analysis model for a set of test assignments in a lab lesson and laboratory manuals in electricity and electronics laboratories. Structured observations were carried out according to the laboratory classes' observation model on learning and instruction processes, both in the conventional method and in the simulation method. Structured observation findings indicated the main lab manuals in the electric and electronics labs. An innovative content analysis model was developed. This model is based on six principles for analyzing assignments in the lab manuals. Content analysis findings indicated the advantages of learning and instruction processes in the simulation method over the conventional method. The Content Analysis Model was developed in this study as a content analysis tool for measuring skill development and cognitive processes of students in conventional versus simulation laboratory settings and as a further way of improving learning and instruction processes.

This chapter will focus on the instructional design process used to create Alelo’s language and culture training programs. The objective of the design process is not just a serious game, but an integrated learning environment which combines serious games with other supporting learning activities. Learners apply their newfound communication skills and cultural knowledge to complete tasks in a simulated environment. The chapter will specifically focus on the design and development phases of the process, which uses interdisciplinary teams combined with an iterative approach to meet customer needs. The authors employ innovative learning technologies such as artificial intelligence and speech recognition; these add greatly to the learning experience but also introduce unique challenges for instructional design. Central to the instructional design process is situated instructional design and rapid prototyping. Authoring techniques that facilitate the creation of lessons and games that scaffold the learner from beginning- to intermediate-level proficiency are also be described. In addition, the chapter will explain how Alelo’s technology instantiates current theories, models, and research findings in the fields of language learning, serious games, and artificial intelligence.

For a few years we have observed the process of development of the simulation companies. On the one side they can enrich the offer of different educational units. On the other side, they serve to make the existing, traditional model of economic studies more attractive and complete it with the education of practical professional skills. Thriving of the simulation companies is caused by many reasons, mainly related to the transformation of the political and legal systems in our country. Free market and competition evoked the sudden demand for the well-educated, modern managers who can cope with the requirements set forth by the state undergoing the transformation process. The dynamic Polish economy needs the specialists who posses not only broad theoretical background but also hands-on knowledge of modern techniques implementation. All those factors require of the educational units, especially economy high schools, to look for such education methods that will be able to meet market needs and make their educational offer more attractive. Simulation company is to be an image of the authentic economic unit where all office and commercial operations are identical as those carried out in a real company except from product (service) and money which are fictitious. Such a company will allow, already at the high school level, for the completion of the student's knowledge with the education of the practical economic activities.

Purpose This paper aims to explore innovative ways to integrate business information literacy and database instruction into courses that require in-depth research. Design/methodology/approach This paper outlines the use of the instructional design process to effectively develop specialized Guide on the Side (GotS) tutorials for upper-level business students. Findings Students valued the interactive nature of the GotS tutorials and appreciated that the instruction was at point of need. Research limitations/implications This paper describes one librarian’s journey of creating interactive tutorials with the instructional design process. It is a starting point for other academic librarians looking to embed tutorials in courses. Originality/value GotS is an interactive tutorial software and librarians are looking for effective ways to incorporate online tutorials into their information literacy instruction.

The aim of writing this article is to obtain an overview of the role of madrasah supervisors in implementing the independent learning curriculum. Implementation of the Independent Curriculum is voluntary, gradual according to ability, and depends on the readiness of each educational unit. In its implementation it is certainly not easy, especially raising awareness of each madrasah (educator) in implementing the independent learning curriculum, so madrasah supervisors have a strategic role in influencing, encouraging, directing, guiding and mobilizing madrasah residents, therefore the role of supervisors is as regulated in GTK Director General Regulation No. 4831 of 2023 The Role of School Supervisors in the Independent Learning Policy, is the basis on which a supervisor plays his role in implementing the independent learning curriculum in educational units. The conclusion of writing this article shows that: (1) Madrasah supervisors carry out the role of supervisors and leaders of change in their educational institutions, (2) The independent learning curriculum is student-centered educational program planning, where educational units have autonomy in developing their curriculum, (3 ) Madrasah supervisors have a strategic role in the curriculum development process.

This paper describes the experience of developing Independent Verification and Validation (IV&V) training programby applying an Instructional Design Process(IDP). This is not complete training to become an IV&V engineer, but job training to help solve common problems encountered in IV&V work. The instructional design process featured extensive frontend analysis before the design and implementation of the instruction, and also repeated revision of the instruction. The Dick and Carey model influenced the process used for developing the IV&V training program, which we called J-IDP. We conducted a field trial with the entry level of the training materials, but the resultwas not as positive as expected. Therefore, following J-IDP, we reviewed the materials and revised the training. Our experience with this training program suggests applying an instructional design process may solve some aspects of two common issues for software engineering education or training, the difficulty in identifying necessary abilities for software engineers and the difficulty in maintaining the training up-to-date.

Purpose: Previous research has indicated that preservice teachers (PTs) and students take part in negotiations during the instructional process which can significantly impact the nature and quality of instruction. The purpose of this study was to examine the influence of a training program on the ability of PTs to negotiate while teaching lessons in multi-activity (MA) and sport education (SE) units. Methods: Participants were 13 PTs enrolled in a middle school early field experience (EFE). They taught 13-lesson MA and SE soccer units to 94 students aged 10 to 13 years. The training program included a two-session workshop prior to the EFE and multiple follow-up observations with feedback throughout the EFE. Data were collected by utilizing seven qualitative techniques and analyzed using analytic induction and constant comparison. Results and Conclusions: The key finding was that the training program was effective in that it enhanced PTs’ ability to negotiate with their students. In addition, the study provided more evidence indicating that different patterns of negotiations take place within MA and SE units and that generally negotiating within SE is a more positive experience for teachers and students.

This chapter tells the story of an interactive new media design firm in Austin, TX, that successfully integrated instructional design processes with management and production processes based on a Hollywood film studio model. In the process of this integration, user experience design methods adapted from fields like product design and human–computer interaction were also incorporated into the instructional design processes used in the company. We also tell the story of how this integration created an approach to instructional design that focused on learning experiences rather than traditional instructional design methods and concerns. Along the way, much was discovered about how designers work in the context of a creative company, how creative design is managed, and how characteristics of design practice in this setting might be brought to universities to help students learn to be effective learning experience designers.

The main purpose of this study is critically analyzing the traditional ISD which is based on behavioral paradigm and referring to the characteristics of the new ISD which is based on the cognitive paradigm. Throughout this exploring, I make some suggestions for developing effective ISD. Behavioral ISD is based on behavioral psychology and experiment design research method, which are theoretical and methodological foundation respectively. It is criticized in term of its research methodology and practical utilization. In order to overcome these limitations, cognitive ISD appeared in late 1970``s and early 1980``s. In this article, I investigate the premises, underlying assumption, and research issues of cognitive ISD. And compare the characteristics of behavioral ISD and cognitive ISD. Throughout this exploring, I will suggest followings : First, we should understand the instructional development and design process accurately in terms of appropriate systems approach (systemic approach). And we should understand the characteristics, elements, and specific procedures of ISD based on cognitiveparadigm. Second, in developing the ISD, we should take into account its various social and culturalcontext. In short, we should try multidisciplinary approach or interdisciplinary approach in developing ISD. Third, we should establish special research institution which is responsible for the planning, implementing, managing, and evaluation of the research, development, and diffusion of ISD.

Using an exploratory case study approach, this chapter examines the use of ePortfolios in three online postgraduate medical sonography programs at the University of South Australia. Students in these programs are required to create and submit digital portfolios as evidence of academic and experiential mastery of sonographer competencies in alignment with the accreditation guidelines of the Australian Sonographer Accreditation Registry. The purpose of ePortfolios in this context is to support student learning and to act as a catalyst for reflective practice. ePorfolios are also used as assessment of learning outcomes, and to track progress of clinical training in sonography. To explain this, the chapter articulates the rationale behind implementation of ePortfolios through a 3-year staged roll-out, support strategies, scaffolding processes and feedback on ePortfolios. Specific implementation strategies, such as identification of specific courses for ePortfolio use, provision of templates of suitable ePortfolio pages as exemplars, and establishment of communities of practice are investigated. Staff professional development, using skills and expertise from the university’s Learning and Teaching Unit and information technology experts is discussed. Barriers and challenges experienced in the development, acceptance and implementation process in this online program are identified, and future plans for progressive implementation and monitoring are outlined.