Media Services in Higher Education: A Delphi Study for the 1990s

The purpose of this study was to predict the nature of future higher education media services in order to provide decision making information for use in long-range planning by instructional technologists and academic administrators. The study\u27s objectives were: (1) to obtain expert opinion regarding future media services; (2) to identify innovative media services and applications of instructional technology; and (3) to provide researcher recommendations for implementing innovative instructional technologies. The methodology used was the Delphi technique. Data collection sites were selected in two ways. First, 16 schools identified in the literature as innovative users of instructional technology made up the core of the sample. Second, an additional 37 institutions were randomly selected and stratified according to enrollment size. The data were collected by one demographic instrument and three rounds of Delphi instruments. Twenty-two panelists completed the third round. Demographic questionnaire data were used in developing a profile of the Delphi panelists and their institutions. The Delphi instruments collected data regarding implementation time frames, innovative nature, and priority for implementation of instructional hardware, organizational concerns, and instructional techniques. Panelist consensus was obtained for 46 of the original 49 Delphi items. Key findings included: 1. Panelist consensus that ideal media services for the 1990s would be provided to the entire campus community by one centralized unit. The head of media services would report to an academic vice president. Oral lecture would be the primary information delivery mode, although its dominance would be challenged by interactive and distance learning technologies. 2. In addition to the institutions identified in the literature as being innovative users of instructional technology, the panelists identified 22 institutions as having the best and most innovative media services. 3. Computer networking and videodisc technologies were singled out by the panelists as the two most important new instructional technology tools. Finally, based on his expert opinion, the researcher suggested recommendations and/or strategies for implementing new instructional technologies in higher education

Innovative Agro-food Technologies Implementation through Instructional Communication Mechanisms

The current research represents the valorization of the dissemination the design framework of an interdisciplinary area of research, validated through SPAS European FP6 project and a national BIOSIG- PN2 and has as objective to channel communication on target market, through personalized solution of instructional communication mechanisms. The main objective of the national research grant being the implementation of innovative biotechnology on agro-food market, in order to improve the fish diet’s benefits, the prospects must be provided with valuable explicit information. This paper is about the commitment to embedding the actual consumer experience from PN2 fish market research and agro-food agents’ capitalization knowledge behavior from SPAS virtual platform, through designing the adequate communication framework, in order to support and accelerate the implementation of the innovation biotechnology, through improving the target market experience. The projected solution is mainly concerning to offer adequate solutions to insure against current consumers fragilities, but we also underline the vulnerabilities of the whole agro food value chain, in terms of communication strategy, which is lacking of adequate common interest coordination. The current research solution is regarding the rising awareness about the translation from consumer preferences to perceived detriment by integrating previous validated solution of agro food market analysis

Games and Simulations in Literacy Training

A monograph on “instructional technology” which presents innovative teaching-learning possibilities through games and simulations. Geared toward literacy workers and learners, it describes a variety of games and simulations from planning and design to implementation. Discussions of participatory learning and learner-control of these instructional technologies are interwoven in the text

Factors Influencing the Adoption of Technology in Teaching

With the current availability of instructional technology, faculty are beginning to create Web-based instructional materials, to use computer-based presentation systems in the classroom, and to design on- line courses. Northwestern offers Internet-based academic credit to high school seniors. Purdue, Ohio University, the University of Phoenix, and numerous other institutions offer on-line courses. Custom-made MBA\u27s, intensive degree programs, and traditional academic programs are being reinforced through the innovative use of technologies, including Internet-based instructional materials, distance learning, and multimedia instructional technology

Stretching the limits in help-seeking research

This special section focuses on help seeking in a wide range of learning environments, from classrooms to online forums. Previous research has rather restrictively focused on the identification of personal characteristics that predict whether or not learners seek help under certain conditions. However, help-seeking research has begun to broaden these self-imposed limitations. The papers in this special section represent good examples of this development. Indeed, help seeking in the presented papers is explored through complementary theoretical lenses (e.g., linguistic, instructional), using a wide scope of methodologies (e.g., teacher reports, log files), and in a manner which embraces the support of innovative technologies (e.g., cognitive tutors, web-based environments)

E-Book Acceptance among Undergraduate Students: A Look at the Moderating Role of Technology Innovativeness

This paper utilizes the technology acceptance model (TAM) to uncover the moderating roles of technology innovativeness. A study of 158 undergraduate students revealed that the original TAM constructs and relationships were reliable, supported, and applicable in the measurement of e-book acceptance. Interestingly, personal technology innovativeness was found to moderate in a significant way, the relationship between behavioral intention to use e-book and actual usage of e-book. These findings suggest that while individuals who are more open to technology (adopters) as well as less technologically innovative individuals (late adopters and non-adopters) are likely to have the intention to use webbased instructional technologies like e-book, only highly innovative individuals, may actually translate intention into actual usage. These results have serious implications on adopters, implementers and users of instructional technologies who would need to factor into their decision-making the role of the individual technology innovativeness of its users

Learning For Life: The Opportunity For Technology To Transform Adult Education - Part II: The Supplier Ecosystem

In fall 2014, Tyton Partners (formerly Education Growth Advisors), with support from the Joyce Foundation, conducted national research on the role and potential of instructional technology in the US adult education field. The objective was to understand the current state of the field with respect to technology readiness and the opportunities and challenges for increasing the use of technology-based instructional models within adult education. The initial publication in the series, "Part I: Interest in and Aptitude for Technology," focused on demand-side dynamics and addressed adult education administrators' and practitioners' perspectives on the role and potential of technology to support their students' needs and objectives. This second publication, "Part 2: The Supplier Ecosystem," highlights market composition and supply-side dynamics, instructional resource use, and opportunities for innovation

Learning design – making practice explicit

New technologies have immense potential for learning, but the sheer variety possible also creates challenges for learners in terms of navigating through an increasingly complex digital landscape and for teachers in terms of how to design and support learning interventions. How can learners and teachers make informed decisions about what technologies to use in the design and support of learning activities? This presentation will consider this question and present a new methodology for design – 'learning design', which aims to shift the creation and support of learning from what has traditionally been an implicit, belief-based practice to one that is explicit and design based. Learning design research at the Open University, UK has included the development of a set of conceptual design views, a tool for visualising designs (CompendiumLD) and a social networking site, for sharing and discussing learning and teaching ideas and designs (Cloudworks). An overview of this work will be provided, along with a discussion of the perceived benefits of this new approach to educational design

Instructional planning and new technologies in teacher education: the initial phase of a research project

The purpose of this work is to present the initial phase of a research project focused on the integration of technologies in the education of kindergarten and primary school student teachers through instructional planning. Firstly, we illustrate a tool designed for planning integrated learning units and describe the training path in which it was used. Secondly, we report the results of a preliminary study conducted with 96 students attending a university course that investigates two personal traits considered as prerequisites for using the tool: perceived proficiency in technology use, and opinions on the importance of each constituent element of the tool. With regard to both traits, some statistically significant variations emerged. The results obtained are an encouragement to continue the research project to verify whether the tool could be suitable to help student teachers develop an integrated planning procedure

Rapid prototyping as a faculty-wide activity: An innovative approach to the redesign of courses and instructional medthods at the University of Twente

At the Faculty of Educational Science and Technology (Toegepaste Onderwijskunde, T.O.) of the University of Twente a revolutionary process of institutional change is occurring. Under the banner of C@MPUS+, we have made a commitment to blend the best of our old values of good teaching and an attractive campus life with new didactics and advanced technologies so that we can extend our already unique curriculum and instructional practice over distance and time, as well as enrich it