Design Studios in Instructional Design and Technology: What Are the Possibilities?

Design studios are an innovative way to educate Instructional Design and Technology (IDT) students. This article begins by addressing literature about IDT design studios. One conclusion from this literature is that IDT studios have been theoretically conceptualized. However, much of this conceptualization is insular to the field of IDT and only narrowly considers studio pedagogy. This insularity and narrowness is odd, given both that design studios inherently are borrowed from other disciplines and pedagogy is a focus within IDT. Thus, this article identifies and analyzes the purposes of design studios as considered in other disciplines and through disparate lenses. These purposes can serve as the basis of prescriptive pedagogy

Free recall test experience potentiates strategy-driven effects of value on memory.

People tend to show better memory for information that is deemed valuable or important. By one mechanism, individuals selectively engage deeper, semantic encoding strategies for high value items (Cohen, Rissman, Suthana, Castel, & Knowlton, 2014). By another mechanism, information paired with value or reward is automatically strengthened in memory via dopaminergic projections from midbrain to hippocampus (Shohamy & Adcock, 2010). We hypothesized that the latter mechanism would primarily enhance recollection-based memory, while the former mechanism would strengthen both recollection and familiarity. We also hypothesized that providing interspersed tests during study is a key to encouraging selective engagement of strategies. To test these hypotheses, we presented participants with sets of words, and each word was associated with a high or low point value. In some experiments, free recall tests were given after each list. In all experiments, a recognition test was administered 5 minutes after the final word list. Process dissociation was accomplished via remember/know judgments at recognition, a recall test probing both item memory and memory for a contextual detail (word plurality), and a task dissociation combining a recognition test for plurality (intended to probe recollection) with a speeded item recognition test (to probe familiarity). When recall tests were administered after study lists, high value strengthened both recollection and familiarity. When memory was not tested after each study list, but rather only at the end, value increased recollection but not familiarity. These dual process dissociations suggest that interspersed recall tests guide learners' use of metacognitive control to selectively apply effective encoding strategies. (PsycINFO Database Recor

Evaluation of SLAR and thematic mapper MSS data for forest cover mapping using computer-aided analysis techniques

Separate holograms of horizontally (HH) and vertically (HV) polarized responses obtained by the APQ-102 side-looking radar were processed through an optical correlator and the resulting image was recorded on positive film from which black and white negative and positive prints were made. Visual comparison of the HH and HV images reveals a distinct dark band in the imagery which covers about 30% of the radar strip. Preliminary evaluaton of the flight line 1 date indicates that various features on the HH and HV images seem to have different response levels. The amount of sidelap due to the look angle between flight lines 1 and 2 is negligible. NASA mission #425 to obtain flightlines of NS-001 MSS data and supporting aerial photography was successfully flown. Flight line 3 data are of very good quality and virtually cloud-free. Results of data analysis for selection of test fields and for evaluation of waveband combination and spatial resolution are presented

Evaluation of SLAR and simulated thematic mapper MSS data for forest cover mapping using computer-aided analysis techniques

Kershaw County, South Carolina was selected as the study site for analyzing simulated thematic mapper MSS data and dual-polarized X-band synthetic aperture radar (SAR) data. The impact of the improved spatial and spectral characteristics of the LANDSAT D thematic mapper data on computer aided analysis for forest cover type mapping was examined as well as the value of synthetic aperture radar data for differentiating forest and other cover types. The utility of pattern recognition techniques for analyzing SAR data was assessed. Topics covered include: (1) collection and of TMS and reference data; (2) reformatting, geometric and radiometric rectification, and spatial resolution degradation of TMS data; (3) development of training statistics and test data sets; (4) evaluation of different numbers and combinations of wavelength bands on classification performance; (5) comparison among three classification algorithms; and (6) the effectiveness of the principal component transformation in data analysis. The collection, digitization, reformatting, and geometric adjustment of SAR data are also discussed. Image interpretation results and classification results are presented

Students’ Journal Writing Practices and Opinions in a Music Methods Course

This article presents an empirical investigation of students’ opinions about summary/reaction journals and their practices in writing those journals within a percussion methods course. An end-of-semester questionnaire was given to students as a means of measuring their perceptions about the journal component of the course. Findings indicate that students did refer to the assignment guidelines while preparing to write their journals. Furthermore, students claim that the journal requirement led them to review course content and prompted their learning about percussion. However, questions remain about the depth of that review and learning. Recommendations for pedagogy of music methods classes and future research are included

Students’ Opinions of Instructional Strategies in a Graduate-Level Creativity Course

This paper empirically examines a variety of instructional strategies as impetus for creative thinking and achievement in a graduate-level university course. This empiricism considers students’ opinions about the strategies used and the resulting effect of the class more holistically. Results indicate that reading the textbook and writing bi-weekly reflection journals were the most valued strategies by students for elevating creative thinking. The course, as a whole, did have benefit in that students felt that it allowed them to transform themselves into more creative thinkers