Computer Based Self-Pacing Instructional Design Approach in Learning with Respect to Gender as a Variable

2015 ◽  
pp. 37-47 ◽  
Author(s):  
Santoshi Halder ◽  
Sanju Saha ◽  
Soumita Das
Keyword(s):  
Instructional Design ◽  
Design Approach ◽  
Computer Based

Teaching Computing in a Multidisciplinary Way in Social Studies Classes in School – A Case Study

2017 ◽  
Vol 1 (2) ◽  
pp. 3 ◽  
Author(s):  
Christiane Gresse Von Wangenheim ◽  
Nathalia Cruz Alves ◽  
Pedro Eurico Rodrigues ◽  
Jean Carlo Hauck
Keyword(s):  
Instructional Design ◽  
Social Studies ◽  
21St Century ◽  
Multidisciplinary Approach ◽  
Design Approach ◽  
Instructional Unit ◽  
Computing Education ◽  
Interest And Motivation

In order to be well-educated citizens in the 21st century, children need to learn computing in school. However, implementing computing education in schools faces several practical problems, such as lack of computing teachers and time in an already overloaded curriculum. A solution can be a multidisciplinary approach, integrating computing education within other subjects in the curriculum. The present study proposes an instructional unit for computing education in social studies classes, with students learning basic computing concepts by programming history related games using Scratch. The instructional unit is developed following an instructional design approach and is applied and evaluated through a case study in four classes (5th and 7th grade) with a total of 105 students at a school in (omitted for submission). Results provide a first indication that the instructional unit enables the learning of basic computing concepts (specifically programming) in an efficient, effective and entertaining way increasing also the interest and motivation of students to learn computing.

scholarly journals Historical and Philosophical Foundations of Learning Objects

10.28945/2913 ◽  
2005 ◽  
Author(s):  
Stephen L. Martin
Keyword(s):  
Instructional Design ◽  
Learning Objects ◽  
Reflective Learning ◽  
Learning Object ◽  
Instructional Designers ◽  
Philosophical Foundations ◽  
Practical Development ◽  
Computer Based ◽  
Knowledge Objects ◽  
The Relationship

Briefly the objective of this presentation is to provide an overview of the origin of the concept and term of learning object in instructional design within the context of standardized, sharable, computer-based operations. Secondly, the philosophical foundations will be discussed mainly in terms of the framework of the crucial distinction between learning objects as mere external knowledge objects and the process of self-reflective learning that is needed to make the use of learning objects truly successful. Both the historical and philosophical foundations of learning objects will be treated in terms of the relationship between learning objects and learning subjects. The latter includes both instructional designers in the historical and practical development of learning objects, and the audience for which learning objects are intended to help educate. Particularly, historical and philosophical foundations should recognize the dual trajectory towards producing standardized small curricular units and at the same time affecting, educating and even transforming learners.

How Teachers Use Instructional Design in Real Classrooms

2005 ◽  
pp. 1344-1348
Author(s):  
Patricia L. Rogers
Keyword(s):  
Virtual Reality ◽  
Instructional Design ◽  
Teaching And Learning ◽  
Instructional Media ◽  
Virtual Reality Technology ◽  
Post Secondary ◽  
Back Seat ◽  
Learning Practices ◽  
Computer Based ◽  
K 12

From filmstrips and mimeographs, to computer-based simulations and virtual reality, technology seems to dominate teachers’ lives as they master the new instructional media for use in their classrooms. Good teaching and learning practices tend to take a back seat while the focus on mastery of the technology reduces teaching into basic presentations and lectures, a format most easily controlled by the instructor. While most pre-K-12 and post-secondary instructors do develop effective courses in which students learn, many would be hard pressed to describe how they arrive at certain goals and teaching strategies.

scholarly journals From Takeoff to Landing: Looking at the Design Process for the Development of NASA Blast at Thanksgiving Point

2011 ◽  
Vol 2 (1) ◽  
Author(s):  
Stephen Ashton ◽  
Anne M. Foisy ◽  
Richard Marwedel ◽  
J. Aaron Popham ◽  
Keith R. Proctor ◽  
...  
Keyword(s):  
Instructional Design ◽  
Design Process ◽  
Design Approach ◽  
Class Member ◽  
Brigham Young University ◽  
Staff Members ◽  
Class Project ◽  
Fluid Design

In this article we discuss the process of design used to develop and design the NASA Blast exhibition at Thanksgiving Point, a museum complex in Lehi, Utah. This was a class project for the Advanced Instructional Design Class at Brigham Young University. In an attempt to create a new discourse (Krippendorff, 2006) for Thanksgiving Point visitors and staff members, the design class used a very fluid design approach by utilizing brainstorming, researching, class member personas, and prototyping to create ideas for the new exhibition. Because of the nature of the experience, the design class developed their own techniques to enhance the process of their design. The result of the design was a compelling narrative that brought all the elements of the exhibition together in a cohesive piece.

Integration Visualization Techniques in Groupware Interfaces

2011 ◽  
pp. 279-284 ◽  
Author(s):  
Mohamed Daassi ◽  
Chaouki Daassi ◽  
Marc Favier
Keyword(s):  
User Interfaces ◽  
Design Approach ◽  
Ergonomic Design ◽  
Future Directions ◽  
Technical Problems ◽  
Research Areas ◽  
Computer Based ◽  
Expected Benefits ◽  
Visualization Techniques ◽  
Significant Effort

Problems attributed to uncertainty and a lack of visibility about others’ activities and behaviors have led designers of multi-user interfaces to develop so-called awareness mechanisms (Dourish & Bellotti, 1992). The importance of maintaining awareness in the virtual environment has been outlined in many studies in CSCW and Human-Computer Interaction (HCI) research areas. According to Gutwin, Greenberg and Roseman (1996), awareness reduces the effort needed to coordinate tasks and resources by providing a context in which to interpret utterances and to anticipate others’ actions. For many years, a significant effort was devoted to explore how computer-based technologies might facilitate some kinds of awareness among and between interdependent actors. These studies tried to solve technical problems related to providing awareness through multi-user interfaces. Unfortunately, however, the expected benefits from these technologies never materialized (Schmidt, 2002). This article focuses on the design of visualization techniques for collective awareness. It proposes a design approach of visualization techniques centered on the semantic of collective awareness and human characteristics (ergonomic design). The article is organized as follows: First, we present users’ needs when interacting through multi-user interfaces. Second, we give an overview of the notion of awareness by reviewing its categories. Third, we present an ergonomic design approach of awareness visualization techniques. We illustrate our approach with examples of techniques from literature and show how these techniques support collective awareness. Finally, we conclude with some future directions.

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