Education Commons^™

A Nexus Of Literate Activity: The Design Of Writing Assignments In The Disciplines, Lauriellen Stankavich

English Theses & Dissertations

Writing plays a critical role in higher education as students are inducted into disciplinary practices through different genres, methodological repertoires and argumentation strategies. In Writing Across the Curriculum (WAC) initiatives, the instructor serves as an embodied reservoir of disciplinary knowledge and an arbiter of literate practices but most crucially employs the mediating capacities of the writing assignment as a potent pedagogical nexus. In this practice space, the instructor acts as designer of the pedagogical experience—the course as a whole and writing assignments in particular. This study used interviews, survey, and the collection of syllabi and other instructional artifacts to examine …

Towards Failure-Based Instructional Design: A Phenomenological Study Of The Perceptions Of Drone Pilots About The Use Of Simulations To Promote Failure-Based Learning, Nikisha Watson

STEMPS Theses & Dissertations

Simulations have become increasingly popular in many contexts, particularly for performance optimization, testing, and safety (Aldrich, 2003). By nature, simulations immerse the learner in an environment that is an approximate imitation of the situation or process to be learned (Baek, 2009). In the literature, there is a lack of qualitative research on the perceptions of learners regarding the use of failure-based learning in simulations. The idea of learning through failure experiences is not a new concept, yet, to date, no instructional design models have discussed how to employ failure strategically within education (Tawfik, Rong, & Choi, 2015).

This study utilized …

Instructional Designer Awareness And Application Of Strategies To Manage Cognitive Load, Justin A. Sentz

STEMPS Theses & Dissertations

This study examined how practicing instructional designers manage cognitive load in a standardized scenario as they select and implement instructional strategies, message design, content sequencing, and delivery media within various domains with learners at different levels of expertise. The study employed a quasi-experimental, mixed methods design to gain insight into how practicing instructional designers perceive their awareness of strategies to manage cognitive load and implement those strategies within a standardized design scenario. The research design involved the collection of quantitative data from the participants during an initial web-based questionnaire and a second collection of both quantitative and qualitative data as …