Education Commons^™

A Full Flip: One Catholic University’S Journey With Campus-Wide Flipped Instruction, Carrie Lewis Miller

Journal of Catholic Education

A campus-wide flipped curriculum model was initiated at a new, private, Catholic university in a large southwestern suburb. The design and development of the curriculum is presented. A formative evaluation was conducted mid-semester to determine the effectiveness of the initiative. Surveys and interviews were conducted with both faculty and students and classroom observations were conducted. Results from the evaluation indicate that students and faculty like the flipped model and that the students have a high level of engagement with the instructional content. Areas for improvement include organization of course materials and the inclusion of pre-recorded lectures. Further training support for …

The Influence Of Multimedia Production Knowledge On The Design Decisions Of The Instructional Designer, Stephen Brent Hoard

STEMPS Theses & Dissertations

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 …

The Effects Of Descriptions And Images Of Antecedent Stimuli And Outcomes To Correct Responses In Task Analysis Instruction, Bryan C. Tyner

Dissertations, Theses, and Capstone Projects

Task analysis (TA) instruction is commonly used for teaching behavior chains; however, little research informs best practices for TA instruction. Data regarding the effects of instructional variables on responding may enhance TA efficacy and learner performance. Linking TA instruction to the three-term contingency may facilitate the development of control by stimuli that are naturally present while completing complex tasks; therefore, this study employed a two-by-two factorial design to analyze the relative effects of supplementing TA instruction with descriptions and images of: (factor A) antecedent stimuli relevant to each instructed discrete response and (factor B) the outcomes of accurately completing instructed …

The Application Of The Learning Sciences To The Design Of Business Education Cases, Michael Hamlin

Touro University Worldwide Publications and Research

Business education is education for practice and thus, requires a systematic and integrative approach that will guide students toward becoming reflective practitioners. Case-based education is an important tool that can provide the educational experiences that produce effective practitioners but only if its use is guided by a sound theoretical and research based framework. Research and theory from the learning sciences can guide case-based instructional practices. This chapter will provide a framework for the design of case-based instruction that incorporates teaching and learning affordances derived from the theory of situated learning and cognition. If the educational goal is to produce business …

The Schema-Building Lesson Plan, Andrew P. Johnson

Elementary and Literacy Education Department Publications

There are a variety of lesson plan forms. Different kinds of lessons call for different kinds of lesson plan formats. This article describes what I believed to be the basic elements necessary to effectively teach a schema-building lesson. A schema (plural is schemata) is an organized body of knowledge in our head. If long term memory were a file cabinet, schemata would be the individual file folders.

Community College Faculty Dispositions Towards Blended Learning, Robin A. Hill

CCE Theses and Dissertations

Community colleges are being encouraged to find and provide access to higher education by offering more flexible course delivery methods to meet the needs of their diverse student body. At the same time, these institutions must retain their quality of instruction, accountability for learning outcomes, and institutional obligations. Blended learning, where students attend class both on campus and online, is promoted as one solution for attaining such goals. Among the four-year undergraduate population, blended learning has been shown to support student success, meet diverse learning styles, and meet institutional obligations; however, research within the community college population is limited. In …

A Usability And Learnability Case Study Of Glass Flight Deck Interfaces And Pilot Interactions Through Scenario-Based Training, Thomas James De Cino

CCE Theses and Dissertations

In the aviation industry, digitally produced and presented flight, navigation, and aircraft information is commonly referred to as glass flight decks. Glass flight decks are driven by computer-based subsystems and have long been a part of military and commercial aviation sectors. Over the past 15 years, the General Aviation (GA) sector of the aviation industry has become a recent beneficiary of the rapid advancement of computer-based glass flight deck (GFD) systems.

While providing the GA pilot considerable enhancements in the quality of information about the status and operations of the aircraft, training pilots on the use of glass flight decks …

The Application Of Layer Theory To Design: The Control Layer, Andrew S. Gibbons Iii, Matt Langton

Faculty Publications

Validation of an architectural theory of instructional design layering is accomplished for one of the proposed layers by verifying the theory’s claim that for every layer there exists a body of design theory from outside the field of instructional design that is capable of informing design within that layer.

Evolving Into Studio, Andrew S. Gibbons Iii

Faculty Publications

Instructional design is practiced in a real-world setting; it should be learned in a setting like the one where it is practiced. As the practices themselves change, it becomes more natural for this to happen. This study of one design instructor’s experience over nearly 50 years demonstrates a path of evolution out of teaching design in a standard classroom, in which practice is secondary to didactics, into a studio setting, where didactics tend to occur after the student has experienced a need.