Education Commons^™

Interactive Multimedia Learning On Health Care Among Lebanese Women: An Exploratory Study, Joanna R. Kassem, Zeinab H. Houssein, Leila Halawi

Leila A. Halawi

Multimedia learning greatly enhanced the learning outcome and experience of learners exposed to it. The proposed study will explore the usefulness of multimedia learning software devised to educate Lebanese pregnant women who have a low level of formal education about pregnancy and early infant care. The study will be based on the media richness theory. It is expected that through media rich programs, communication of information is facilitated, promoting the resolving of indecisiveness and ambiguity that stems out of the lack of knowledge or information about a given a subject and the inability to convey a meaning of what is …

Making The Most Of Libguides, Terri Holtze

Terri Holtze

Lecture Video Capture In Csu System, Zhi-Xue Xu

Zhi-Xue Xu

Peer-Tutoring In Web-Based Concept Tests, Thomas E. Furtak, Joanna C. Dunlap, T. G. Ruskell, Susan A. Tucker, R. Ivatt

Joanna Dunlap

No abstract provided.

Math Class "Unsettled": Teaching And Learning Mathematics Within And Across Multiple Spaces, Jeremiah I. Holden

Remi Holden

No abstract provided.

Sociomathematical Participation: Participatory Culture And Mathematics Pre-Service Teacher Education, Jeremiah I. Holden

Remi Holden

Despite intersections between discipline-specific mathematics content and classroom social norms and learning practices, little research documents relations between social and mathematical activity as examined through social and digital media. Drawing upon complementary theoretical perspectives concerning social media and mathematical activity, this research investigated the participatory culture of mathematics pre-service teachers. Data suggest multiple social practices, including collective intelligence, distributed cognition, and appropriation, that were exhibited through a discursive classroom activity structure.

The Social Media Instructional Design Model: A New Tool For Designing Instruction Using Social Media, Quincy Conley, Kent E. Sabo

Quincy Conley

Social media is a pervasive force in the lives of 21^st century learners. Social media offers a user experience that encourages students to create and share new content while enabling communication unlike any other learning technology. In this paper, we explore how learning with social media could be more effective by leveraging appropriate learning theory and instructional design. We begin with examples of how social media is currently being used in educational contexts, and then review the available research that investigates the connections between social media and education. To understand how social media may be better utilized for learning, …

Mobile Inquiry-As-Play In Mathematics Teacher Education, Jeremiah I. Holden

Remi Holden

Purpose

This study aims to describe the feasibility of designing and fostering pre-service teacher inquiry at the intersection of community and disciplinary engagement. Mapping My Math (MMM), a game-based and mobile learning activity, guided pre-service teachers in playfully exploring mathematics featured in the everyday activities of people and places and creatively representing this inquiry with digital media.

Design/methodology/approach

This study draws from design-based research that examined the role of place, digital media and mobility in mathematics teacher education. Design narrative methods describe how MMM was created, implemented and refined to support disciplinary inquiry across settings given the evolution of tools, …

E-Learning Authoring Software Selection: How Do Instructional Designers Gain Competency Using And Selecting Appropriate Digital Media Development Tools?, Lisa Giacumo, Quincy Conley

Quincy Conley

Given the recent rapid innovation of e-learning authoring tools, academic programs responsible for preparing future training practitioners are faced with the difficult task of deciding how best to design curriculum for e-learning production skills for aspiring instructional designers and multimedia developers. To be able to appropriately design curriculum in academic programs, it would be valuable to know what tools experienced e-learning designers and developers frequently learn to use and how they select specific tools. This is important because, although many authoring tools advertise similar functionality, experienced instructional designers (IDs) and multimedia developers understand that there are subtle differences that need …

One Tutorial, Two Universities: How Technology Can Be Adapted To Meet The Needs Of Multiple Libraries, Betsy A. Williams, Rita Kohrman, Justin Melick, Valerie Beech, Eric A. Kowalik

Eric A. Kowalik

One Tutorial, Two Universities: How Technology Can Be Adapted To Meet The Needs Of Multiple Libraries, Eric A. Kowalik, Valerie Beech, Betsy A. Williams, Rita Kohrman

Eric A. Kowalik

Leveraging Articulate Storyline And An Lms To Go Beyond The One Shot Il Session, Eric A. Kowalik, Elizabeth Andrejasich Gibes, Valerie Beech

Elizabeth Andrejasich Gibes

Leveraging Articulate Storyline And An Lms To Go Beyond The One Shot Il Session, Eric A. Kowalik, Elizabeth Andrejasich Gibes, Valerie Beech

Eric A. Kowalik

Code For Every Librarian: Css - Html - Javascript, James Day, Cheryl Wolfe

James M. Day

Code For Every Librarian: CSS - HTML - JAVASCRIPT

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

Joanna Dunlap

No abstract provided.

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 …

Hot For Teacher: Using Digital Music To Enhance Students' Experience In Online Courses, Joanna C. Dunlap, Patrick R. Lowenthal

Joanna Dunlap

This article provides a review of the instructional potential of digital music to enhance postsecondary students' experience in online courses by involving them in music-driven instructional activities. The authors describe how music-driven instructional activities, when used appropriately, can (a) humanize, personalize, and energize online courses by enhancing social presence through student-to-student interaction; (b) tap into students' interests, and elicit positive feelings and associations; and (c) involve students in relevant and meaningful student-to-content interaction by engaging them in active knowledge construction. This article includes descriptions of several music-driven instructional activities that rely on digital music resources to engage students in generative, …

Bounded Community: Designing And Facilitating Learning Communities In Formal Courses, Brent G. Wilson, Stacey Ludwig-Hardman, Christine L. Thornam, Joanna C. Dunlap

Joanna Dunlap

Learning communities can emerge spontaneously when people find common learning goals and pursue projects and tasks together in pursuit of those goals. Bounded learning communities (BLCs) are groups that form within a structured teaching or training setting, typically a course. Unlike spontaneous communities, BLCs develop in direct response to guidance provided by an instructor, supported by a cumulative resource base. This article presents strategies that help learning communities develop within bounded frameworks, particularly online environments. Seven distinguishing features of learning communities are presented. When developing supports for BLCs, teachers should consider their developmental arc, from initial acquaintance and trust-building, through …

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

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

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

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, …

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

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

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 of …

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

Brent Wilson

No abstract provided.

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

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 and …