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Full-Text Articles in Education

Learning Experiences In An Online Learning Environment: A Reflection, Kerwin A. Livingstone Dec 2018

Learning Experiences In An Online Learning Environment: A Reflection, Kerwin A. Livingstone

Kerwin A. Livingstone

Rapid technological changes are occurring in tertiary learning and teaching. The use of Information and Communication Technologies in the didactic process is becoming increasingly imperative. Technology and technology resources are being used in instructional practices as a means of fostering learner engagement and catering for diverse learning styles. Learners learn to communicate in a virtual learning environment, as they negotiate meaning and construct knowledge. Considering the afore-mentioned, this present work is a compilation of weekly learning experiences which emanate from a fully online course that was taken at a Pacific tertiary education provider (the University of the South Pacific, Fiji ...


Digital Storytelling [Book Chapter], Alan Davis, L. Foley Mar 2016

Digital Storytelling [Book Chapter], Alan Davis, L. Foley

Alan Davis

About this book: The evolution of digital media has enhanced global perspectives in all facets of communication, greatly increasing the range, scope, and accessibility of shared information. Due to the tremendously broad-reaching influence of digital media, its impact on learning, behavior, and social interaction has become a widely discussed topic of study, synthesizing the research of academic scholars, community educators, and developers of civic programs. The Handbook of Research on the Societal Impact of Digital Media is an authoritative reference source for recent developments in the dynamic field of digital media. This timely publication provides an overview of technological developments ...


Making Information Accessible Part 1: Hypertext Links, R Grabinger, Joanna Dunlap, David Jonassen Mar 2016

Making Information Accessible Part 1: Hypertext Links, R Grabinger, Joanna Dunlap, David Jonassen

Joanna Dunlap

No abstract provided.


Rich Environments For Active Learning: A Definition [Book Chapter], Joanna Dunlap, R Grabinger, Joni Dunlap Mar 2016

Rich Environments For Active Learning: A Definition [Book Chapter], Joanna Dunlap, R Grabinger, Joni Dunlap

Joanna Dunlap

About this book:

The use of new technologies in education developed rapidly in the 1990s, as, for example, with the Internet, whose impact on educational practice could not have been predicted seven years ago. Much is now expected of this technology, but has its adoption led to the development of genuinely innovative approaches to teaching and learning?

Originally published in the journal Alt-J, the papers collected in The Changing Face of Learning Technology illustrate how the field of learning technology has developed since the journal was launched in 1993. The volume is divided into four sections: design and evaluation of ...


Collaborative Writing With Google Docs, John F. Murphy Mar 2016

Collaborative Writing With Google Docs, John F. Murphy

John F. Murphy

No abstract provided.


Elaboration Theory And Cognitive Psychology, M. Merrill, Jeffrey Kelety, Brent Wilson Mar 2016

Elaboration Theory And Cognitive Psychology, M. Merrill, Jeffrey Kelety, Brent Wilson

Brent Wilson

Describes the Elaboration Theory of Instruction (ETI) and charts its correspondence with several major principles drawn from contemporary cognitive psychology. Components of the ETI are related to current models of knowledge representation, schema theory, memory processes, and earlier cognitive based instructional frameworks. Fifty-three references are listed.


How Do Instructional Designers Evaluate? A Qualitative Study Of Evaluation In Practice, David Williams, Joseph South, Stephen Yanchar, Brent Wilson, Stephanie Allen Mar 2016

How Do Instructional Designers Evaluate? A Qualitative Study Of Evaluation In Practice, David Williams, Joseph South, Stephen Yanchar, Brent Wilson, Stephanie Allen

Brent Wilson

This study employed a qualitative research design to investigate how instructional designers use evaluation in everyday design practice. While past research has examined how designers spend their time, how they generally make decisions, and expertnovice differences, little attention has been paid to use of context, input, process, or product evaluation, from the perspective of practicing designers. Based on interviews of practitioners, our findings included ten themes regarding how designers use evaluation to improve their products. While these results substantiate to some degree the claim that practitioners believe clients will not pay for formal evaluations, they also suggest that practitioners use ...


Using Content Structure In Course Design, Brent Wilson Mar 2016

Using Content Structure In Course Design, Brent Wilson

Brent Wilson

The purpose of this article is to suggest some strategies for analyzing and organizing concepts in a given content area, following the elaboration theory of instruction. Based on three main kinds of structure — taxonomies, procedures, and models — the following principles are presented: 1) teach content structure explicitly through diagram, figures, and text cues, 2) use content structure in the organization of lessons; that is, course structure should reflect content structure, and 3) sequence instruction in a general-to-detailed order, building upon central constructs in an elaborative cycle. Following these basic principles should enhance the meaningfulness of what is learned, resulting in ...


It Research Leaders: A Conversation With Brent Wilson, Brent Wilson, D. Surry Mar 2016

It Research Leaders: A Conversation With Brent Wilson, Brent Wilson, D. Surry

Brent Wilson

No abstract provided.


Expert System Shells: Tools To Aid Human Performance, Jack Welsh, Brent Wilson Mar 2016

Expert System Shells: Tools To Aid Human Performance, Jack Welsh, Brent Wilson

Brent Wilson

Examines expert system shells and the role a microcomputer-based expert system can play as an intelligent job aid. Characteristics of traditional and automated job aids techniques are described, and the role of instructional designers in developing expert systems within organizations is discussed.


Co-Teaching An Online Action Research Class, Brent Wilson, Jennifer Vanberschot Mar 2016

Co-Teaching An Online Action Research Class, Brent Wilson, Jennifer Vanberschot

Brent Wilson

Two instructors report their experience co-teaching an online action research (AR) course required as part of an e-learning master’s degree. Adopting a practice-centered stance we focus on the course activities of participants (instructors and students), with particular attention to the careful crafting of course elements with the goal of achieving an excellent learning experience for students. The case narrative describes the course and ways in which we have modified the course based on a variety of considerations. We also outline problems and areas still in need of improvement. We reflect on the role of theory in our own pursuit ...


Building Expert Systems In Training And Education, R Grabinger, David Jonassen, Brent Wilson Mar 2016

Building Expert Systems In Training And Education, R Grabinger, David Jonassen, Brent Wilson

Brent Wilson

This volume presents a process for developing expert systems. As the field of instructional technology matures it is becoming clear that technological process, not technological devices, is the single most important factor in designing effective instruction. Computers as devices are helpful, but their primary advantage may be the discipline placed on thinking and design processes by using them. The process used when examining a problem determines the quality of information entered into a program and the ultimate effectiveness of the solution. The process in this volume is intended for small-scale expert system solutions that contribute to the solution of instructional ...


A Practice-Centered Approach To Instructional Design [Book Chapter], Brent Wilson Mar 2016

A Practice-Centered Approach To Instructional Design [Book Chapter], Brent Wilson

Brent Wilson

No abstract provided.


The Impact Of Constructivism (And Postmodernism) On Id Fundamentals [Book Chapter], Brent Wilson, R. Osman-Jouchoux, James Teslow Mar 2016

The Impact Of Constructivism (And Postmodernism) On Id Fundamentals [Book Chapter], Brent Wilson, R. Osman-Jouchoux, James Teslow

Brent Wilson

No abstract provided.


Situated Instructional Design: Blurring The Distinctions Between Theory And Practice, Design And Implementation, Curriculum And Instruction, Brent Wilson Mar 2016

Situated Instructional Design: Blurring The Distinctions Between Theory And Practice, Design And Implementation, Curriculum And Instruction, Brent Wilson

Brent Wilson

A view of situated instructional development (ID) is presented which incorporates a constructivist, situated view of learning and expertise, while at the same time viewing the ID process itself in situated terms. The purposes of this paper are to offer several reflections about the relationship between design and implementation of learning environments and instructional products, and to offer a number of specific recommendations for practicing ID from a situated/constructivist perspective. Several points of reflection are offered pertaining to the practice of ID as it relates to real-world contexts: (1) implementation and design are ultimately inseparable; (2) questions of curriculum ...


Instructional Design In Transition [Book Chapter], M. Merrill, T. Kowallis, Brent Wilson Mar 2016

Instructional Design In Transition [Book Chapter], M. Merrill, T. Kowallis, Brent Wilson

Brent Wilson

No abstract provided.


Raising The Bar For Instructional Outcomes: Toward Transformative Learning Experiences, Brent Wilson, Patrick Parrish Mar 2016

Raising The Bar For Instructional Outcomes: Toward Transformative Learning Experiences, Brent Wilson, Patrick Parrish

Brent Wilson

Most instructional technologists understand that instruction aims to be effective, efficient, and appealing. These three quality indicators have proven useful in establishing desired outcomes. In this article the authors suggest an expanded set of indicators, with more attention to social impact, engagement, and the learner's experience. By broadening and deepening expectations, the authors hope to encourage more research on instruction, leading to powerful or transformative learning.


Learning By Design: Teachers And Students As Co-Creators Of Knowledge [Book Chapter], Nathan Balasubramanian, Brent Wilson Mar 2016

Learning By Design: Teachers And Students As Co-Creators Of Knowledge [Book Chapter], Nathan Balasubramanian, Brent Wilson

Brent Wilson

About this book: Numerous educational technology programs and strategies have been developed on all continents to ensure that technology is used effectively for the benefit of student learning and achievement. The impact of technology on learning and instruction is still not clear. This book addresses several concerns of educators who rub elbows with a new technology. The book offers global research-based data on educational technology. The book consists of nine independent blind peer-reviewed scientific articles written by thirteen authors, four from Europe and nine from the USA. The authors present diverse views on social technologies and integration of ICT (information ...


How Do Instructional Designers Use Theory? A Qualitative-Developmental Study Of The Integration Of Theory And Technology, Stephen Yanchar, Joseph South, David Williams, Brent Wilson Mar 2016

How Do Instructional Designers Use Theory? A Qualitative-Developmental Study Of The Integration Of Theory And Technology, Stephen Yanchar, Joseph South, David Williams, Brent Wilson

Brent Wilson

No abstract provided.


Computers And Instructional Design: Component Display Theory In Transition, Brent Wilson Mar 2016

Computers And Instructional Design: Component Display Theory In Transition, Brent Wilson

Brent Wilson

Component display theory (CDT) is used as a working example in this examination of the relationship between instructional design theory and computer assisted instruction (CAI) models. Two basic approaches to instructional design--the analytic and the holistic methods--are reviewed, and four elements of CDT are described: (1) content types, including facts, concepts, procedures, and principles; (2) the performance outcomes of use and remember; (3) primary presentation forms, i.e., basic presentations of definitions, examples, and practice cases; and (4) secondary presentation forms such as "help" displays, elaboration, analogies, and advance organizers. Some of the rules and procedures tying these elements together ...


Constructivism And Instructional Design: Some Personal Reflections, Brent Wilson Mar 2016

Constructivism And Instructional Design: Some Personal Reflections, Brent Wilson

Brent Wilson

Some personal reflections on instructional design and its relation to constructivism are explored. Instructional design in its present form is out of sync with the times in that its orientation, methods, and research base are behavioristic, or positivistic. However, a constructivist theory of instructional design is possible, particularly if constructivism is recognized as a philosophy rather than a strategy. To better fit the needs of practitioners, instructional design theories need to be better grounded in a broad understanding of learning and instructional processes. Generic principles and specific heuristics are needed for dealing with recurring problems and situations in instructional design ...


Cognitive Approaches In Instructional Design [Book Chapter], Brent Wilson, David Jonassen Mar 2016

Cognitive Approaches In Instructional Design [Book Chapter], Brent Wilson, David Jonassen

Brent Wilson

About this book: This handbook aims to provide trainers and managers with the information they need to select the most effective instructive technology for their training and development needs. It provides a practitioner's view of each area of instructional technology - analyzing the job and task; analyzing performance; designing instruction; identifying, selecting and training instructors; evaluating programs. Readers will find hundreds of basic techniques, valuable hints, checklists, graphic illustrations, and practical real-life examples to help them deal with the myriad of choices available and maximize training effectiveness.


Cognitive Apprenticeships: An Instructional Design Review, Brent Wilson, Peggy Cole Mar 2016

Cognitive Apprenticeships: An Instructional Design Review, Brent Wilson, Peggy Cole

Brent Wilson

This discussion of the relationship between two related disciplines--cognitive psychology and instructional design (ID)--characterizes instructional design as a more applied discipline, which concerns itself more with prescriptions and models for designing instruction, while instructional psychologists conduct empirical research on learning and instructional processes. It is posited that a problem-solving orientation to education is needed if schoo]s are to achieve substantial learning outcomes, and the concept of cognitive apprenticeships, which emphasize returning instruction to settings where worthwhile problems can be worked with and solved, is proposed as a possible solution to this problem. A brief review of ID models ...


Real Projects, Real Clients: Preparing Performance Improvement Practitioners For The Workplace, Steven Villachica, Quincy Conley Nov 2015

Real Projects, Real Clients: Preparing Performance Improvement Practitioners For The Workplace, Steven Villachica, Quincy Conley

Steven W. Villachica

How do master’s programs accelerate the creation of workplace-ready practitioners who can improve workplace performance in ways organizations value? One way is to ensure that students get experience working in virtual teams to complete authentic projects in needs assessment, instructional design, and evaluation. Join a roundtable discussion focused on practical suggestions for supporting such courses: Course Design Project Qualification Project Deliverables Discussions, Projects, and Assessments Team Support Other Confessions Continuing this Conversation Past the Conference.


Open Badges - Openness Symposium, Chris Haskell Sep 2015

Open Badges - Openness Symposium, Chris Haskell

Chris Haskell

No abstract provided.


A University-Community College Collaborative Project To Create Co-Requisite Offerings And Reduce Remediation, Heidi Estrem, Karen Uehling, Meagan Newberry, Lori Chastaine, Abigail Wolford Jul 2015

A University-Community College Collaborative Project To Create Co-Requisite Offerings And Reduce Remediation, Heidi Estrem, Karen Uehling, Meagan Newberry, Lori Chastaine, Abigail Wolford

Karen S. Uehling

No abstract provided.


Webex From An Instructor's Perspective, Jennifer Mart-Rice, Terri Iacobucci, Jaesook Gilbert May 2015

Webex From An Instructor's Perspective, Jennifer Mart-Rice, Terri Iacobucci, Jaesook Gilbert

Jennifer Mart-Rice

No abstract provided.


The Problem Is The Thing, Serena Hicks Feb 2015

The Problem Is The Thing, Serena Hicks

Serena Hicks

Are you ready to do real stuff to help your students solve problems in the world around them? Using your students’ culture as a framework, you will learn how to connect culture, content, and an authentic problem to build relevant instruction. Join us for this face-paced, hands-on planning session.


Forming A Coalition To Decrease Freshout Rampup Time In The Engineering Workplace: A Business Plan For An Academic, Industry, And Government Partnership, Steven Villachica, Donald Plumlee Dec 2014

Forming A Coalition To Decrease Freshout Rampup Time In The Engineering Workplace: A Business Plan For An Academic, Industry, And Government Partnership, Steven Villachica, Donald Plumlee

Steven W. Villachica

Having spent more than three years trying to change the engineering curriculum at one university, the Engineering Education Research to Practice (E2R2P) team has realized that wonder workshops for faculty, visible redesigns of courses, and other subsystem solutions don’t work. Stated simply, engineering faculty often face significant time barriers to implementing research-based instructional strategies. Changing the curriculum requires re-engineering the larger engineering education system and the ways in which it academic, government, and industry components interact to produce and onboard newly hired and graduated “freshout” engineers. In other words, there is an unmet need to use systems engineering to ...


Student Created Websites: Demonstration Of Information Literacy Skills, Sarah Beckman, Cheryl Sorge, Tabitha Bane Dec 2014

Student Created Websites: Demonstration Of Information Literacy Skills, Sarah Beckman, Cheryl Sorge, Tabitha Bane

Sarah J. Beckman

Senior students are held accountable for learning outcomes in a junior level informatics course. Design skills were applied in the creation of websites used for classroom presentations on select leadership topics. These websites were used as educational tools in the practice setting. Two websites will be featured.