Instructional Media Design Commons^™

Integrative And Contextual Instructional Models For Strengthening Scientific Literacy In Primary And Secondary Education (2020–2025): A Systematic Literature And Bibliometric Review, Jihan Salsabillah Misel, Eko Handoyo, Ellianawati Ellianawati, Bambang Subali

Jurnal Pendidikan Sains

Improving students’ science literacy remains a persistent challenge in schools. Although studies since 2020 examine strategies to enhance science literacy, no synthesis has compared integrative models across levels. This review addresses that gap through a PRISMA-based Systematic Literature Review of 1,518 records, with 24 studies included and supported by VOSviewer mapping. Findings show that Problem-Based Learning, STEM-based learning, and the RADEC model are the most effective approaches, while Differentiated Instruction, Flipped Classroom, and Project-Based Learning strengthen reasoning and scientific attitudes. These results offer guidance for classroom implementation and inform policy on teacher training and curriculum design within the Merdeka Curriculum.

Beyond The Episode: A Case For Serial Literacy In Efl Education Classrooms, Julie Intveen, Tim Illigens

Journal of Media Literacy Education

Serial storytelling, characterized by its interplay of vertical (episodic) and horizontal (long-form) narrative structures, offers a unique opportunity for media literacy in English as a Foreign Language (EFL) education. This paper argues for the development of a serial literacy framework, a concept that expands traditional film literacy models to accommodate the distinct demands of serialized narratives. By using Inventing Anna (Rhimes, 2022) as a case study, the study explores how serial storytelling fosters engagement with themes of identity construction, ethical ambiguity, and transmedial storytelling. This paper elaborates on serial literacy, considering its implications within foreign language learning contexts. The study …

School And District Leaders’ Understanding Of Technology Organizations’ Cyber Business Practices, Jayejaye Johnson

Journal of Educational Research and Practice

Educational technology (EdTech) interoperability throughout cyberspace provides the financial opportunity to collect and sell student privacy information in digital learning environments, challenging school leaders to govern schools and keep children safe. School leaders provide the resources, funding, planning, decision making, and administration for EdTech cybersecurity practices and policies, yet little is known about what public school leaders understand. A quantitative study was designed using primary data collected from an online survey. Four research questions guided this study: What are the differences in cybersecurity practices and policy response scores (1) between male and female school leaders; (2) among leaders with different …

Exploring Generative Artificial Intelligence (Genai) And Developing Ai Competencies Through Joint Media Engagement In Family Settings, Tolulope Famaye

All Dissertations

As generative AI (GenAI) becomes increasingly prevalent, institutions seek to understand how students can explore AI in classrooms and develop AI literacy. However, little is known about how, families use these Large Language Models (LLMs) at home and how such engagement supports the development of foundational AI literacy skills. This study examines family engagement with generative AI to understand how AI competencies develops outside formal classrooms and to provide insights for designing contextually relevant AI learning experiences in schools. The study employs a single case study design, integrating quantitative analysis, thematic analysis, and quantitative ethnography to examine and analyze data …

Table Of Contents - Jaepl - Volume 30, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Front Matter - Jaepl - Volume 30, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Full Issue Of The Journal Of The Assembly For Expanded Perspectives On Learning Volume 30, Wendy Ryden, Jonathan M. Marine

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Writing Without Peter: Reflections On Peter Elbow And His Legacy: Peter Elbow The Philosopher, Irene Papoulis

The Journal of the Assembly for Expanded Perspectives on Learning

On the occasion of Peter Elbow’s passing, we read many tributes and praises commemorating him and the foundational contributions he made to the multi-faceted field of writing studies. But as we know, even as Peter’s ideas were lauded and embraced, they were also questioned by many, including other renowned members of our profession.

“Narrative Medicine Saved My Life”: Writing Is A Verb As Well As A Noun, Marian M. Maccurdy, Sarah Robinson

The Journal of the Assembly for Expanded Perspectives on Learning

Dedicated to Professor Peter Elbow 4/14/1935 – 2/6/2025

I, Marian, began my career as a graduate student in medieval literature who had a teaching assistantship to fund her degree. As a graduate student I lived in a world that saw writing as a noun, something done and finished, not as a verb, a process that shows us a world that is as ever-changing as we are. But as a writing teacher I found myself sliding into the world that writers inhabit, and

The Giving And The Receiving: Spiritual Traditions And Teaching, Aepl Summer Conference 2025, Estes Park, Co., Bhushan Aryal, Beverly Brannon, Geri Deluca, Nate Mickelson, Laurence Musgrove, Kristin B. Rajan, Adrian Matt Zytkoskee

The Journal of the Assembly for Expanded Perspectives on Learning

Editor’s note: This past year, AEPL held its first full, in-person conference since the pandemic at our beloved Estes Park location in the Rockies. To commemorate the return of this staple event for our organization, here’s a snapshot of one of the workshops, led by immediate past AEPL Chair, Geraldine DeLuca, “Writing Our Spiritual Autobiographies,” in which DeLuca asked attendees to consider, where and how did we begin, spiritually? What sustains us now? Deluca provided three prompts by Wallace Stevens, Karen Armstrong, and Audre Lorde to aid attendees in their reflection and writing processes. These prompts appear at the end …

Review: Williams, Bronwyn T. Literacies In Times Of Disruption: Living And Learning During A Pandemic., Ashna Singh

The Journal of the Assembly for Expanded Perspectives on Learning

This review is structured around three central concepts that Williams develops throughout this book: affect, assemblages, and the connection between memory and identity. In Literacies in Times of Disruption: Living and Learning During a Pandemic, Williams focuses on the narratives of over thirty university students at the University of Louisville to examine how their literacy practices and emerging identities were influenced by physical, emotional, and structural crises.

Bringing Mindfulness Into First-Year Composition, Matt Lemas

The Journal of the Assembly for Expanded Perspectives on Learning

I first stumbled upon the relationship between mindfulness and writing sometime after college. I had been meditating for a few years—not perfectly, but enough to notice the way it softened the inner critic and procrastinator that usually accompanied me to the page.

James Moffett’S Basic Principles, Jonathan M. Marine, Stephen Lafer

The Journal of the Assembly for Expanded Perspectives on Learning

The tricky part about trying to distill James Moffett’s basic principles is that there are so many of them. In literature, the “major” poets are separated form the “minor” for a number of reasons, but one critical criteria is development; major poets have to develop across the span of their careers, either writing in new forms, or about and with new ideas or themes. Suffice to say, Moffett developed a great deal across his career, from a focus on pedagogy to a focus on spirituality and mindfulness along with increasing consideration of educational assessment and policy. Of course, I’m overgeneralizing …

Book Reviews Introduction: Is It Just Me?, Curtis Porter

The Journal of the Assembly for Expanded Perspectives on Learning

Each of the reviews in this issue of JAEPL focus on a book that was published long before this particular crisis. The books span very different academic fields and very different research methodologies. Yet each reviewer gives a glimpse of how the research behind each book emerged from lived challenges and illustrates how that research sheds light on the daily work and daily struggle that we collectively face.

Contributors: Jaepl - Volume 30, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Contributors: JAEPL - Volume 30

Review: Cope, Emily M. Evangelical Writing In A Secular Imaginary: The Academic Writing Of Christian Undergraduates At A Public University., Kelly M. Sauskojus

The Journal of the Assembly for Expanded Perspectives on Learning

Emily Murphy Cope’s Evangelical Writing in a Secular Imaginary: The Academic Writing of Christian Undergraduates at a Public University (2024) empirically considers how evangelical students negotiate their identities in their academic writing.

Back Matter - Jaepl - Volume 30, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Back Matter - JAEPL - Volume 30

Mindful Administration: Toward A Theory Of Academic Leadership We Can Live With, Sue Doe, Janelle Adsit

The Journal of the Assembly for Expanded Perspectives on Learning

This article names barriers to faculty leadership and identifies specific ways that faculty can harness tools and resources needed to lead well. Through mindful and relational leadership practices, faculty can ensure that the values that academic communities espouse are made manifest.

Review: Poetter, Thomas S. Curriculum Fragments: A Currere Journey Through Life Processes., Joseph Wiederhold

The Journal of the Assembly for Expanded Perspectives on Learning

Poetter’s book Curriculum Fragments—and the stories shared within— have changed the way I think about education. Redefined it. Recentered it on what matters most—the human experience, the life processes at the center of Poetter’s book: losing, knowing, forgiving, relating, hoping, growing, loving. Each of Poetter’s fragments—reflective narratives written following the Currere methodology (Pinar)—caused me to reevaluate my practice.

Daily Life Therapy: Daily Living Skills Training (Handwashing, Brushing Teeth, And Getting Dressed) For Parents Of Autistic Children, Christpher T. Fontecchio

Instructional Design Capstones Collection

The Boston Higashi School founded by Dr. Kiyo Kitahara in 1987 has been utilizing Daily Life Therapy to teach residential autistic children daily living skills. Parents, whose children attend the Boston Higashi school just in the day program, have expressed challenges in teaching daily living skills when their children are home and have asked for strategies to carry over what is being taught at school into their home. Utilizing the tenets of “Kimochi Zukuri,” to prepare the child’s mind for a task, the training proposed with this project is to bridge the gap in teaching daily living skills from Boston …

Novice Instructors Can Make Satisfying Video Lectures By Using Familiar Techniques: A Repeated-Measures Test Of Video Lecture Formats And Learner Satisfaction Theory, Sonny Rosenthal, Stuart Braiman, Dawn Z. Y. Poh

Research Collection College of Integrative Studies

Research has shown that composite video lectures lead to higher learner satisfaction than other video lecture formats, but this finding has not been replicated among novice instructors. In this study, six PhD students created two video lectures on different topics. One used the picture-in-picture (PiP) format, while the other used the video composite format. Undergraduate student participants (N = 185) watched both video lectures by a single instructor and rated them on several variables. Contradicting prior research, the participants rated the composite video as having lower content quality (Cohen’s d = -0.35) and instructor-content interaction (Cohen’s d = -0.17) than …

Building Micro-Credential Frameworks: A Strategic Approach For Institutional Success, Justin R. Louder

TxDLA Journal of Digital Learning

The rise of micro-credentials in higher education presents a transformative opportunity for institutions to deliver flexible, workforce-aligned learning experiences. This article explores key strategies for implementing micro-credential frameworks that align with institutional goals while ensuring quality, scalability, and employer recognition. Drawing from existing models and institutional case studies, the article outlines five critical factors for success: (1) aligning micro-credentials with institutional priorities, (2) conducting market and audience analysis, (3) ensuring academic quality and rigor, (4) leveraging technological infrastructure, and (5) fostering external partnerships. The discussion highlights best practices from leading institutions and offers actionable recommendations for practitioners looking to launch …

Leveraging Consistency: Evaluating Ai Coders For Qualitative Research, Saríah López-Fierro, Carlos Chiriboga-Calderón, José López-Fierro, Rubén Pacheco-Villamar

Instructional Technology and Learning Sciences Faculty Publications

This study provides insights of using Large Language Models (LLMs) for deductive coding tasks in market research. Deductive coding, which applies predefined codes to text, often demands consistency rather than interpretive nuance. 

We compare five closed-weight LLMs with a group of human coders in tagging instances of “Expansive Framing” across qualitative excerpts, using Fleiss’ Kappa, ANOVA, and Estimated Marginal Means. Results reveal that LLMs exhibit higher consistency and faster processing than humans. These findings suggest that integrating LLMs can improve efficiency, making them an attractive asset for firms managing large datasets.

Agricultural Extension Agents’ Current Usage Of Social Media In Extension Work And Challenges They Face, Howard M. Wallace Ii, K. S. U. Jayaratne, Wendy Warner, J. Dara Bloom, Julia Mckeown

Journal of Extension

The purpose of this descriptive survey research study was to determine Agricultural Extension Agents’ (AEA) current usage and challenges faced when using social media in their work. AEAs primarily utilized social media to distribute announcements about upcoming events and programs, market extension programs, and share information with clients. They did not use social media to communicate with extension advisory groups, evaluate extension educational program impacts, or conduct needs assessments. This study identifies the major challenges AEAs face such as lack of organizational support when they use social media and makes recommendations to face those challenges proactively.

From The Stage To The Classroom: Reflections On A Psychology Of Musical Theater Class, Jill M. Swirsky

Journal of Thematic Instruction

Thematic instruction, which uses a central popular culture theme to bridge theoretical concepts and lived experience, is a powerful tool for engaging students in complex subject matter. This paper explores the design, structure, and outcomes of a Psychology of Musical Theater course that uses popular musicals as a lens for examining key psychological theories and themes. Utilizing a hybrid course design, students explored psychological themes in musicals (e.g., racism in Hairspray) through reflective writing, small and large group discussion, and a final project. Anecdotal evidence suggests that this approach enhanced engagement and promoted deeper learning, as students reported personal growth, …

Investigating The Relationship Between Noun Classes And Plant Folk Taxonomy In Chasu Language Of Kilimanjaro Region In Tanzania, Peter Rabson Mziray

Journal of Humanities and Social Sciences

The current study investigates the relationship between noun classes and plant folk taxonomy in Chasu (G 22). The study focuses on two objectives: the first objective is to describe the plant folk taxonomy in Chasu and the second objective is to determine the relationship between noun classes and plant folk taxonomy in Chasu. Data were collected from rural villages in Same and Mwanga districts by using free listing, field interviews (jungle-walk-and-identify), and written texts containing Chasu plant names. The findings reveal that Chasu folk taxonomy reflects different ethnobotanical categories; including a unique beginner which is mmea/mimea ‘plant(s)’, and three life …

Space For New History: Stony Island Arts Bank, Seb Taylor

Digital Laboratory: Publisher of Internet Journal

The Stony Island Arts Bank (SIAB) in Southside Chicago was designed and founded as a piece of art itself, with the organizational structure being a museum of Black cultural production. This article examines how the institution constructs an epistemology of Blackness through its archival practices, community programming, and spatial claims on the South Side. Founded by artist Theaster Gates through the Rebuild Foundation, the SIAB positions institutional design as an art medium, operating in productive tension with orthodox museum methods. The permanent collections—including the Johnson Publishing Company archives and Frankie Knuckles vinyl collection—function as epistemological records of Black self-documentation unmediated …

Vol 18 Issue 3 List Of Reviewers

Journal of Educational Technology Development and Exchange (JETDE)

Vol 18 Issue 3 List of reviewers

Vol 16 Issue 2 List Of Reviewers

Journal of Educational Technology Development and Exchange (JETDE)

List of reviewers of Vol 16, Issue 2

A Discussion Of Community: An Ethnography Of Designing Asynchronous Video Discussions To Reveal Student Perceptions Of Digital Presence In Online Learning, Chad S. Garcia

USF Tampa Graduate Theses and Dissertations

This mixed-methods digital ethnography investigates how video-based discussions (VBD) influence community building in asynchronous graduate education. Using the Community of Inquiry (COI) framework, this study looks at student experiences in a History of Higher Education class where traditional text-based discussions were replaced with video presentations and peer responses. The research explores how video discussions affect students' sense of presence, how video presence impacts engagement patterns, and which multimedia elements contribute to community development.

Data collection included semi-structured interviews with students and instructors, LMS analytics, video content analysis, and ethnographic observation throughout Spring 2024. Analysis revealed a notable disconnect between traditional …