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Instructional Media Design Commons

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Instructional Strategies In Diagram-Based Itss: Lessons Learned From Two Tutoring Systems, Enruo Guo, Stephen B. Gilbert 2017 Iowa State University

Instructional Strategies In Diagram-Based Itss: Lessons Learned From Two Tutoring Systems, Enruo Guo, Stephen B. Gilbert

Stephen B. Gilbert

Unlike text-based input to an intelligent tutoring system, a diagram is perceived as a whole state; the operation sequence is less important. Traditional step-wise coaching is not as appropriate in diagram-based intelligent tutoring systems (DITS). From two previous tutoring systems, StaticsTutor and Thermo Cycle Tutor, we propose cross-domain pedagogical guidelines for DITS. In particular, instruction needs to be mapped to a hierarchical understanding of the diagram, where each level focuses on different characteristics of the drawing. Also, instruction needs to address conceptual knowledge and procedure expertise separately. Some practical suggestions are described to achieve these goals, such as 1) different ...


Reusable, Relevant, Recordings: Creating Engaging & Evergreen Course Content, Susan Tade, Nima Salehi 2017 University of Minnesota - Twin Cities

Reusable, Relevant, Recordings: Creating Engaging & Evergreen Course Content, Susan Tade, Nima Salehi

Innovate! Teaching with Technology Conference

Research indicates that recorded course content that is shorter and more informal in both style and media format has the greatest impact on student engagement. Recording key concepts, facts, processes, principles, and/or procedures that are core to the curriculum can fully leverage reusable, relevant recordings. This session will provide a design framework for creating recordings that are granular and modular which allows you to repurpose recordings in multiple contexts. This makes the content not only reusable and evergreen but creates a recording process that is sustainable and scalable.

Link to Resource: z.umn.edu/the3rs

Higher Education.


Engaging Student Learning With Interactive Videos, Karen Matthes, Pamela Gades, Scott Krenz, Paige Friedrich 2017 University of Minnesota Extension

Engaging Student Learning With Interactive Videos, Karen Matthes, Pamela Gades, Scott Krenz, Paige Friedrich

Innovate! Teaching with Technology Conference

The experiences of passively watching a video online and actively engaging in a lecture in person are markedly different. During an on-campus lecture, an instructor has the ability to pose questions to students and give individualized feedback based on responses. In an online environment, however, these questions are at best rhetorical, and students' ability to receive feedback on their responses is limited. As a result, students are unable to check their understanding of a topic while watching a video. Similarly, non-classroom environments may prove to be more distracting for students, and the resulting potential decrease in engagement may be detrimental ...


Exploring Teacher’S Attitudes And Behaviors In Implementing Instructional Technology Into Curriculum, Letitia Walters 2017 National Louis University

Exploring Teacher’S Attitudes And Behaviors In Implementing Instructional Technology Into Curriculum, Letitia Walters

Dissertations

This program evaluation explored how effective integration of technology resources and systems with teacher training and curriculum development can occur despite teachers limited technology competencies. Theses competencies increase when teachers have desire and opportunities to become better acquainted with utilizing digital tools. Perceived technology integration skills of teachers solely, cannot predict the effective integration of technology in student products to address new learning (Ertmer, 2005). Technology integrated lesson plans, the relationship between teachers' beliefs and their use of various strategies to integrate technology and a model that teachers can use to guide them through the necessary changes they will need ...


The Cetl Correspondent: Swosu Center For Excellence In Teaching And Learning Newsletter, Marci Grant 2017 Southwestern Oklahoma State University

The Cetl Correspondent: Swosu Center For Excellence In Teaching And Learning Newsletter, Marci Grant

The CETL Correspondent

CETL, SWOSU, Center for Excellence in Teaching and Learning


Involving Literacy And Technology: An Action Research Study To Improve Teacher Candidates’ Practice, Todd Cherner, Kristal Curry 2017 Portland State University

Involving Literacy And Technology: An Action Research Study To Improve Teacher Candidates’ Practice, Todd Cherner, Kristal Curry

Todd Cherner

As reflected in the new generation of “college- and career-ready” standards, developing students’ literacy abilities has become an educational initiative. In addition, software developers are continually releasing a range of educational website, apps, and programs intended to support student learning. The challenge then becomes how teachers can use these evolving instructional technologies to develop their students’ literacy abilities by combining them with their content and pedagogical knowledge. In this action research project, two teacher educators set out to study how their candidates used instructional technology during their internship for these purposes. In this article, the researchers will provide a background ...


Stitching Codeable Circuits: High School Students' Learning About Circuitry And Coding With Electronic Textiles, Breanne K. Litts, Yasmin B. Kafai, Debora A. Lui, Justice T. Walker, Sari A. Widman 2017 Utah State University

Stitching Codeable Circuits: High School Students' Learning About Circuitry And Coding With Electronic Textiles, Breanne K. Litts, Yasmin B. Kafai, Debora A. Lui, Justice T. Walker, Sari A. Widman

ITLS Faculty Publications

Learning about circuitry by connecting a battery, light bulb, and wires is a common activity in many science classrooms. In this paper, we expand students’ learning about circuitry with electronic textiles, which use conductive thread instead of wires and sewable LEDs instead of lightbulbs, by integrating programming sensor inputs and light outputs and examining how the two domains interact.We implemented an electronic textiles unit with 23 high school students ages 16–17 years who learned how to craft and code circuits with the LilyPad Arduino, an electronic textile construction kit. Our analyses not only confirm significant increases in students ...


Evaluating Tech Tools For Literacy: A Research-Based Checklist, Todd Cherner, Peggy Hopper 2017 Portland State University

Evaluating Tech Tools For Literacy: A Research-Based Checklist, Todd Cherner, Peggy Hopper

Todd Cherner

With an emphasis placed on students reading and writing digitally, this presentation offers attendees a resource they can use to evaluate the literacy implications for using different apps and websites.


Educational Apps In The Blended Learning Classroom: Bringing Inquiry-Based Learning Into The Mix, Todd Cherner, Alex Fegely 2017 Portland State University

Educational Apps In The Blended Learning Classroom: Bringing Inquiry-Based Learning Into The Mix, Todd Cherner, Alex Fegely

Todd Cherner

With schools investing heavily in mobile technologies and emphasizing blended learning lessons, teachers are being required to create learning experiences that utilize these technologies to further prepare secondary students for college and the workforce. In this article, the authors first present a brief vignette intended to be representative of the emotions and pressures facing teachers as they prepare to teach with these new technologies. Next, the authors provide a framework teachers can use to create app-based lessons, which are lessons that use multiple apps to engage students in an inquiry-based learning experience. To provide further support, the authors include two ...


Appropriating Quantified Self Technologies To Support Elementary Statistical Teaching And Learning, Victor R. Lee, Joel R. Drake, Jeffrey L. Thayne 2017 Utah State University

Appropriating Quantified Self Technologies To Support Elementary Statistical Teaching And Learning, Victor R. Lee, Joel R. Drake, Jeffrey L. Thayne

Victor R Lee

Wearable activity tracking devices associated with the Quantified Self movement have potential benefit for educational settings because they produce authentic and granular data about activities and experiences already familiar to youth. This article explores how that potential could be realized through explicit acknowledgment of and response to tacit design assumptions about how such technologies will be used in practice and strategic design for use in a classroom. We argue that particular practical adaptations that we have identified serve to ensure that the classroom and educational use cases are appropriately considered. As an example of how those adaptations are realized in ...


Jigsaw Surveys & Learning Logs: Using Qualtrics And Canvas For Student-Centered Learning, John Scott 2017 Marian University - Indianapolis

Jigsaw Surveys & Learning Logs: Using Qualtrics And Canvas For Student-Centered Learning, John Scott

Faculty Con

This presentation describes how two educational technology tools were used to enhance student-centered learning. These tools, an online Qualtrics survey completed in tandem with a jigsaw discussion activity and an online reflective learning log on Canvas, significantly contributed to cooperative learning in small group discussions, promoted individual reflection about course themes, and provided personalized information about student progress and challenges that informed instructor feedback and guidance. What has been learned through this process can be used across disciplines to improve student engagement.


Increasing Student Engagement To Impact Achievement, Jennifer Regelski, Heather Melrose 2017 Marian University - Indianapolis

Increasing Student Engagement To Impact Achievement, Jennifer Regelski, Heather Melrose

Faculty Con

This presentation will cover two different strategies for engaging students in course content with the intent of improving academic achievement. One example will discuss the use of video to explain assignments prior to the due date in graduate coursework. The second will promote using online assessment to engage students in required course readings at any level.


Applying Affective Engagement To Change Organizational Culture: A Secondary Analysis Of Sexual Assault Prevention And Reporting Curriculum Outcomes On U.S. Air Force Technical Training Campuses, Stephen Bryce Ellis 2017 The University of Southern Mississippi

Applying Affective Engagement To Change Organizational Culture: A Secondary Analysis Of Sexual Assault Prevention And Reporting Curriculum Outcomes On U.S. Air Force Technical Training Campuses, Stephen Bryce Ellis

Dissertations

Sexual assault, sexual harassment, and unprofessional relationships are inconsistent with U.S. Air Force vision to foster a culture that promotes dignity and respect. These problems reduce military readiness and retention of talented personnel while increasing costs to taxpayers. To combat these problems, the U.S. Air Force revised its sexual assault prevention and reporting curriculum to employ affective engagement techniques at four technical training campuses. Curriculum developers employed plausible vignettes, storytelling, and classroom debate to create an emotional connection to the sexual assault prevention and reporting lessons. The objective of the revised curriculum was to change the organizational culture ...


Crowdsourcing Cognitive Presence: A Quantitative Content Analysis Of A K12 Educator Mooc Discussion Forum, Kathryn Dawson Shields 2017 Kennesaw State University

Crowdsourcing Cognitive Presence: A Quantitative Content Analysis Of A K12 Educator Mooc Discussion Forum, Kathryn Dawson Shields

Doctor of Education in Teacher Leadership Dissertations

Massively Open Online Courses (MOOCs) offer participants opportunities to engage with content and discussion forums similar to other online courses. Pedagogical components of MOOCs and the nature of learning are worth of examining due to issues involving scale, interaction and the role of the instructor (Ross, Sinclair, Know, Bayne & McLeod, 2014). The Community of Inquiry (CoI) framework provides a basis for measuring cognitive presence in online discussion forums. As voluntary point of entry to a community of learners, it is important to consider the nature of participant contributions in terms of cognitive presence. This study focused on an educator MOOC because MOOCs have been proposed as an efficient vehicle for providing professional development due to the significant self-identification of participants as educators (Ho et al. 2014).

Participant attributes have been categorized, however the discussion forum is difficult to study on a massive scale (Kizilcec, Piech, & Schulz, 2013). Automated measures of cognitive presence may not provide the full view of learning behaviors implicit in messages posted to the forums (Wong, Pursel, Divinsky & Jansen, 2015). To address this gap, the forum messages were hand-coded and analyzed using quantitative content analysis (Neuendorf, 2002). The study found that the measure of exploration increased over the duration of the course. Viewing cognitive presence over time provided a new metaphor for explaining the proportions of cognitive presence in the discussion forum of an educator MOOC. This finding suggests that increased instructor presence during the later stages of the course may increase cognitive presence over time (Akyol & Garrison, 2007; Garrison & Cleveland-Innes, 2005).


Improving Student Learning And Retention In Both On- And Off-Campus Learning Environments Through Quiz Delivery, Eric Testroet 2017 Iowa State University

Improving Student Learning And Retention In Both On- And Off-Campus Learning Environments Through Quiz Delivery, Eric Testroet

CIRTL Reports

In a study published in 2009 in the Journal of Biochemistry and Molecular Biology Education by Addison et. al., student response devices (clickers) were used in an introductory biochemistry course to deliver in-class subject matter questions to which students responded anonymously. The results of the student answers were then shown to the class and feedback was given. The investigators of this study used the clickers approximately 4 to 5 times per 50 minute class period. The results indicated that, while there were no significant differences in mean scores between sections of the class using clickers and sections of the class ...


The Cetl Correspondent: Swosu Center For Excellence In Teaching And Learning Newsletter, Marci Grant 2017 Southwestern Oklahoma State University

The Cetl Correspondent: Swosu Center For Excellence In Teaching And Learning Newsletter, Marci Grant

The CETL Correspondent

CETL, SWOSU, Center for Excellence in Teaching and Learning


Perceptions And Practice: The Relationship Between Teacher Perceptions Of Technology Use And Level Of Classroom Technology Integration, Laura Marie Sawyer 2017 Southeastern University - Lakeland

Perceptions And Practice: The Relationship Between Teacher Perceptions Of Technology Use And Level Of Classroom Technology Integration, Laura Marie Sawyer

College of Education

This correlational-predictive study investigated the relationship between teacher perceptions of technology use and observed classroom technology integration level using the Technology Uses and Perceptions Survey (TUPS) and the Technology Integration Matrix-Observation (TIM-O) instruments, developed by the Florida Center for Instructional Technology (FCIT) at USF. Anonymized data were obtained from FCIT that included 51 teachers from a Florida school district who completed the TUPS and were observed using the TIM-O. Linear regression was used to determine the overall relationship between perceptions and technology integration, as well as the overall predictive value of teacher perceptions on technology integration level. Both were found ...


Moving Beyond Smile Sheets: A Case Study On The Evaluation And Iterative Improvement Of An Online Faculty Development Program, Ken-Zen Chen, Patrick R. Lowenthal, Christine Bauer, Allan Heaps, Crystal Nielsen 2017 National Chiao-Tung University

Moving Beyond Smile Sheets: A Case Study On The Evaluation And Iterative Improvement Of An Online Faculty Development Program, Ken-Zen Chen, Patrick R. Lowenthal, Christine Bauer, Allan Heaps, Crystal Nielsen

Patrick R. Lowenthal

Institutions of higher education are struggling to meet the growing demand for online courses and programs, partly because many faculty lack experience teaching online. The eCampus Quality Instruction Program (eQIP) is an online faculty development program developed to train faculty to design and teach fully online courses. The purpose of this article is to describe the eQIP (one institution’s multipronged approach to online faculty development), with a specific focus on how the overall success of the program is evaluated using surveys, analytics, and social network analysis. Reflections and implications for improving practice are discussed.


Triviaprep®: The Design And Development Of A Competitive Academic Trivia Application, Sean D. Bailey 2017 Morehead State University

Triviaprep®: The Design And Development Of A Competitive Academic Trivia Application, Sean D. Bailey

Theses and Dissertations

A capstone submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the College of Education at Morehead State University by Sean D. Bailey on April 20, 2017.


Teach Like A Video Journalist Thinks, Michael Saville Howarth 2017 Middlesex University

Teach Like A Video Journalist Thinks, Michael Saville Howarth

Internet Learning

The author reflects on how video journalist training and education producer methods can inform video as a core driver for teaching excellence. The article draws on personal experience of making radio teaching resources for BBC Education. The author also has recent experience as a video journalist, and suggests that practice not theory, and the craft of making teaching resources is still alive and well today. In particular, the latest techniques used by backpack video journalists may illustrate the way forward in education video. Video is now easier to manage, is a hands-on practical activity, fits the individuality of the lecturer ...


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