An Aptitude-Treatment-Interaction-Approach on Motivation and Student's Self-Regulated Multimedia-Based Learning

The goal of this study was to develop the research basics for identifying individual differences in multimedia learning and motivation. Within this study, the effects of implementing motivational design of instruction within multimedia-based learning were tested. Motivational design of instruction was related to the ARCS-model and resulted in using instructional strategies for increasing attention and relevance of the learning material. In addition, an aptitude-treatment-interaction (ATI)-approach was developed which connected motivational design of instruction to mental resources management, motivational processing, pre-motivation, motivation to learn, and knowledge acquisition. For testing the theoretical assumptions, there were four types of a multimedia-based instructional system implemented: One instructional system had no ARCS strategies, one had attention strategies, another had relevance strategies, and one finally had both attention and relevance strategies. Four groups of elementary school students (n = 68) had to learn with the different instructional systems. The effects of learning with these instructional systems were measured on motivation to learn and on knowledge acquisition. Pre-motivation (outcome-valences), pre-knowledge, and cognitive load represented aptitude- and process-variables. Results indicated that a combination of both attention and relevance strategies improved motivation to learn, especially for those students with low levels of pre-motivation. Pre-knowledge increased and cognitive load decreased knowledge acquisition. Finally, open research questions and methodological aspects are outlined. In addition, suggestions for the design of instructional multimedia are given.The goal of this study was to develop the research basics for identifying individual differences in multimedia learning and motivation. Within this study, the effects of implementing motivational design of instruction within multimedia-based learning were tested. Motivational design of instruction was related to the ARCS-model and resulted in using instructional strategies for increasing attention and relevance of the learning material. In addition, an aptitude-treatment-interaction (ATI)-approach was developed which connected motivational design of instruction to mental resources management, motivational processing, pre-motivation, motivation to learn, and knowledge acquisition. For testing the theoretical assumptions, there were four types of a multimedia-based instructional system implemented: One instructional system had no ARCS strategies, one had attention strategies, another had relevance strategies, and one finally had both attention and relevance strategies. Four groups of elementary school students (n = 68) had to learn with the different instructional systems. The effects of learning with these instructional systems were measured on motivation to learn and on knowledge acquisition. Pre-motivation (outcome-valences), pre-knowledge, and cognitive load represented aptitude- and process-variables. Results indicated that a combination of both attention and relevance strategies improved motivation to learn, especially for those students with low levels of pre-motivation. Pre-knowledge increased and cognitive load decreased knowledge acquisition. Finally, open research questions and methodological aspects are outlined. In addition, suggestions for the design of instructional multimedia are given

Genre-based teaching cycle and instructional design for teaching texts and mandated curriculum contents

This study aimed to construct a genre-based teaching (GBT) model for accommodating the Indonesian EFL curriculum. Anchored in two current GBT cycles developed by Derewianka and Jones (2016) and Chappell (in preparation), a modified GBT cycle and the following instructional design model were constructed. This design-based study conducted its first two stages: the analysis of practical problems and the development of solutions based on the existing knowledge. The practical problem analysis was executed through four exploratory studies of the analyses of instructional documents, open-ended reflective questions, English textbooks, and literature. The exploratory studies reveal context-specific problems of GBT implementation which suggest the need for the provision of a GBT model to guide the enactment of teachers’ GBT practices. The development of solutions was achieved by carefully modifying a GBT cycle informed by principled eclecticism and designing a series of instructional steps which offer three strands for teaching texts and systematic ways for integrating the mandated contents of the Indonesian EFL curriculum. The constructed GBT model is to provide a systematic instructional organization for teaching texts, developing English language skills, and incorporating varied mandated instructional contents of the Indonesian EFL curriculum and to illustrate a construction process of a GBT model to accommodate varied contents of EFL curriculum

A phenomenological study of professors and instructional designers during online course development leading to enhanced student-centered pedagogy

This study explored the experiences of professors and instructional designers as they interact to design and develop a distance learning course. Six professors from several different universities who reported that their pedagogy improved after these interactions during the conversion process were identified and interviewed, along with the instructional designers with whom they collaborated, to determine what elements of the interaction led to the change in their pedagogical practices. The study used a Hermeneutics phenomenology approach employing a universal instructional design model (Merrill, 2013) and a threat regulation model of trust (Williams, 2007) to shape data collection and analysis. Analysis of the data showed that principles from the instructional design model (Merrill, 2013) were used by the instructional designers to communicate good teaching practices. Strategies from the trust-building model (Williams, 2007) were employed by the instructional designers as well as some of the faculty to reduce threats to collaboration. Faculty reported incorporating a more student-centered approach to their subsequent teaching, based primarily on improved student outcomes in these courses, including satisfaction, engagement, and retention of new knowledge. Four conclusions emerged from the findings: (a) Merrill’s First Principles (2013) is a useful model for explaining student-centered practices in higher education, particularly the principle of using real-world problems in course design, (b) Williams’s trust-building model explains some of the success of the professor/instructional designer interactions, (c) professors valued pedagogical support from experienced instructional designers, who facilitated changes in their thinking about pedagogy, and (d) professors were more likely to make changes in pedagogy when they could anticipate improved learning outcomes. Universities are recommended to implement the use of professional instructional designers and quality frameworks to introduce faculty to student-centered teaching practices. As change agents in the universities, instructional designers should take advantage of the opportunity to impact teaching practices in universities. Further research might explore how faculty incorporate new knowledge acquired as a result of interacting with instructional designers into their teaching. In addition, future studies could examine the incorporation of those features of instructional design that are not reflected in active learning methods, particularly the use of backward design to create connections between learning activities

A Knowledge Representation Model for Massive Open Online Course Platforms

This paper describes a knowledge model for the design of Massive Open Online Course (MOOC) platforms. It is based on our generic instructional engineering method called Knowledge Field of Educational Environment with Competence Boundary Conditions (KFEEC). KFEEC uses the ontology as a foundation for the knowledge representation model. It provides a flexible structure to the various self-paced e-learning system designs but appears to be overcomplicated for the MOOC platform. This paper describes the KFEEC method, the steps of adapting the KFEEC to the MOOC platform design, and the specification of the resulting knowledge model. This model is a core of the MOOC platform that will be developed in future work

Explore-Create-Share study: an evaluation of teachers as curriculum innovators in engineering education

The purpose of this study was to investigate the effects of a curriculum design-based (CDB) professional development model on K–12 teachers’ capacity to integrate engineering education in the classroom. This teacher professional development approach differs from other training programs where teachers learn how to use a standard curriculum and adopt it in their classrooms. In a CDB professional development model teachers actively design lessons, student resources, and assessments for their classroom instruction. In other science, technology, engineering and mathematics (STEM) disciplines, CDB professional development has been reported to (a) position teachers as architects of change, (b) provide a professional learning vehicle for educators to reflect on instructional practices and develop content knowledge, (c) inspire a sense of ownership in curriculum decision-making among teachers, and (d) use an instructional approach that is coherent with teachers’ interests and professional goals. The CDB professional development program in this study used the Explore-Create-Share (ECS) framework as an instructional model to support teacher-led curriculum design and implementation. To evaluate the impact of the CDB professional development and associated ECS instructional model, three research studies were conducted. In each study, the participants completed a six-month CDB professional development program, the PTC STEM Certificate Program, that included sixty-two instructional contact hours. Participants learned about industry and education engineering concepts, tested engineering curricula, collaborated with K–12 educators and industry professionals, and developed project-based engineering curricula using the ECS framework. The first study evaluated the impact of the CDB professional development program on teachers’ engineering knowledge, self-efficacy in designing engineering curriculum, and instructional practice in developing project-based engineering units. The study included twenty-six teachers and data was collected pre-, mid-, and post-program using teacher surveys and a curriculum analysis instrument. The second study evaluated teachers’ perceptions of the ECS model as a curriculum authoring tool and the quality of the curriculum units they developed. The study included sixty-two participants and data was collected post-program using teacher surveys and a curriculum analysis instrument. The third study evaluated teachers’ experiences implementing ECS units in the classroom with a focus on identifying the benefits, challenges and solutions associated with project-based engineering in the classroom. The study included thirty-one participants and data was collected using an open-ended survey instrument after teachers completed implementation of the ECS curriculum unit. Results of these three studies indicate that teachers can be prepared to integrate engineering in the classroom using a CDB professional development model. Teachers reported an increase in engineering content knowledge, improved their self-efficacy in curriculum planning, and developed high quality instructional units that were aligned to engineering design practices and STEM educational standards. The ECS instructional model was acknowledged as a valuable tool for developing and implementing engineering education in the classroom. Teachers reported that ECS curriculum design aligned with their teaching goals, provided a framework to integrate engineering with other subject-area concepts, and incorporated innovative teaching strategies. After implementing ECS units in the classroom, teachers reported that the ECS model engaged students in engineering design challenges that were situated in a real world context and required the application of interdisciplinary content knowledge and skills. Teachers also reported a number of challenges related to scheduling, content alignment, and access to resources. In the face of these obstacles, teachers presented a number of solutions that included optimization of one’s teaching practice, being resource savvy, and adopting a growth mindset

Needs Analysis: The First Step in Library Instruction Assessment

Using instructional design methods, specifically conducting a needs analysis, can provide librarians with a road map for designing an assessment plan for library instruction. Instructional design models are often unfamiliar to librarians and underutilized in library instruction and in information literacy programs. One instructional design model is ADDIE: Analyze Design, Develop, Implement, and Evaluate. The first step in the process, the analysis, can be done by developing a needs analysis for your specific institution in order to measure the gap between what faculty expect students to know and the knowledge and skills that students actually possess. Conducting a needs analysis is the first and most crucial step in determining what student knowledge and skills should be assessed after library instruction is provided. The steps of conducting needs analysis will be provided and results of a recent needs analysis for English composition faculty and students at the University of North Carolina Wilmington will be shared. An assessment plan based on the needs analysis will be shared and tips for creating such a plan will be given

Application of Gagne’s instructional design model to impart theoretical knowledge-based outcomes in physiology

Robert Gagne's instructional design is based on the information-processing model of the mental events that occur when adults are presented with various stimuli. The main objective is to produce efficient teaching-learning materials, which facilitate learning, and supports a learner-centered and outcomes-based approach to education. In the field of medical education, many articles have been published outlining the teaching of procedural skills and communication skills using Gagne’s template. However, examples of published work documenting the application of the instructional design in teaching the traditional theoretical topics are limited. Using the Gagne’s template, the author designed and implemented a lesson plan to instruct second year medical students on the topic “Regulation of respiration” incorporating a wide variety of teaching styles and methods for effective knowledge dissemination. This physiology theory topic was taught at the end of the module on respiratory system. Applying Gagne’s nine step instructional model to any theory or skill based topic in physiology is an excellent way to ensure an effective and systematic learning program and can be used creatively for achieving intellectual outcomes

The design, development and evaluation of TPSACK courseware to facilitate the art and design education students artistic skills knowledge / Roslaili Anuar, Shahriman Zainal Abidin and Wan Zamani Wan Zakaria.

This study examines the effectiveness of the TPSACK courseware which was developed with artistic skills practice to discover the Technological, Pedagogical and Content Knowledge components in the design of the courseware. The courseware was developed based on Dick and Carey Instructional Design Model (2009) to address instruction as an entire system and focusing on the inter-relationship between various factors such as context, content, learning and instruction. A total of 130 respondents Art and Design Education (ADE) group were selected to analyse the TPSACK courseware. The courseware is aimed to develop the students’ artistic skills using technological assistance. The artistic skills included in the courseware are vital for students in preparation of becoming a future art educator. The TPSACK courseware was evaluated using questionnaire with a 5-point Likert scale comprising elements of interface design, content, artistic skills practice and the usability of the courseware. The findings revealed that the courseware indicated satisfactory and appropriate practices of artistic skills for Art students to improve their personal skills. Not only that, the study also suggests that the Dick and Carey Instructional model (2009) will be an ideal model to provide an instructional framework for courseware development

Integrating Cross-Cultural Elements Into Workforce Education Curriculum Design

Enrollment in U.S. universities and colleges is reflecting a more diverse student body. This diversity requires that academic departments revisit their curricula for adequately addressing the needs of students from different cultures within their programs. One such academic department is Workforce Education and Development (WED), which prepares students for highly technological and knowledge-based occupations of the diverse 21st Century workforce. A main mechanism for partly meeting such diversification is to modify an existing curriculum to accommodate the multicultural backgrounds of students. In this theoretical article, the authors reviewed research and literature on instructional systems design as well as cross-cultural issues for international students in higher education. The article presents the authors’ conclusion that there is scope for integrating cross-cultural elements into general workforce education curriculum design and proposes a theoretical framework based on social cognitive theory and the instructional design model for effecting this integration