scholarly journals Learning Design: European Approaches

TechTrends ◽  
2020 ◽  
Vol 64 (6) ◽  
pp. 815-827
Author(s):  
Barbara Wasson ◽  
Paul A. Kirschner
Keyword(s):  
Instructional Design ◽  
Learning Experience ◽  
New Technology ◽  
The United States ◽  
Instructional Materials ◽  
Future Research ◽  
Learning Design ◽  
Mind Set ◽  
Learning And Cognition ◽  
Instructional Design Principles

Abstract Research on instructional and learning design is ‘booming’ in Europe, although there has been a move from a focus on content and the way to present it in a formal educational context (i.e., instruction), to a focus on complex learning, learning environments including the workplace, and access to learner data available in these environments. We even see the term ‘learning experience design’ (Neelen and Kirschner 2020) to describe the field. Furthermore, there is an effort to empower teachers (and even students) as designers of learning (including environments and new pedagogies), and to support their reflection on their own practice as part of their professional development (Hansen and Wasson 2016; Luckin et al. 2016; Wasson et al. 2016). While instructional design is an often heard term in the United States and refers to “translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” (Smith and Ragan 1999), Europe tends to lean more towards learning design as the key for providing efficient, effective, and enjoyable learning experiences. This is not a switch from an instructivist to a constructivist view nor from a teacher-centred to a student-centred paradigm. It is, rather, a different mind-set where the emphasis is on the goal (i.e., learning) rather than the approach (i.e., instruction). Designing learning opportunities in a technology enhanced world builds on theories of human learning and cognition, opportunities provided by technology, and principles of instructional design. New technology both expands and challenges some instructional design principles by opening up new opportunities for distance collaboration, intelligent tutoring and support, seamless and ubiquitous learning and assessment technologies, and tools for thinking and thought. In this article, the authors give an account of their own and other research related to instructional and learning design, highlight related European research, and point to future research directions.

Staying the distance: Transforming Latin pedagogy at the Open University

2019 ◽  
Vol 18 (1-2) ◽  
pp. 101-128
Author(s):  
Mair E. Lloyd ◽  
James Robson
Keyword(s):  
Cultural Context ◽  
Learning Experience ◽  
New Technology ◽  
Significant Proportion ◽  
Lessons Learned ◽  
Future Research ◽  
Open University ◽  
Ancient Rome ◽  
Positive Effects ◽  
Pedagogical Changes

Abstract Between 2000 and 2013, over 8,000 students studied the module Reading Classical Latin at the Open University, the United Kingdom’s largest distance education provider. But while many learners attained high grades, a significant proportion withdrew from study or failed the module. In 2015, the original module was replaced with a completely new course, Classical Latin: The Language of Ancient Rome. This article details the innovative ways in which new technology and pedagogical theory from Modern Foreign Language (MFL) learning were drawn on by the team designing this new module, resulting in a learning experience which gives greater emphasis to elements such as spoken Latin, the intrinsic pleasure of reading, and cultural context. The (largely positive) effects of these pedagogical changes on student success and satisfaction are subsequently analysed using a rich mix of qualitative and quantitative data. Finally, the authors reflect on lessons learned and the possibilities for future research and enhancement.

Using Moodle to Teach Constructivist Learning Design Skills to Adult Learners

2012 ◽  
pp. 561-572
Author(s):  
Douglas L. Holton
Keyword(s):  
Instructional Design ◽  
Adult Learners ◽  
Open Source ◽  
Management System ◽  
Online Courses ◽  
Learning Experience ◽  
Learning Design ◽  
Design And Implementation ◽  
Design Skills

This chapter describes a case study of the design and implementation of an online project-based course for learning constructivist instructional design techniques. Moodle, a free and open source learning management system, was chosen as a tool to meet both the goals of the course and the needs and abilities of the adult learners in this course. Despite the instructor’s and students’ inexperience with both Moodle and online courses, Moodle greatly facilitated the process, resulting in a largely successful and motivating learning experience.

Blending Technology-Centric Strategies for Faculty Development in Higher Education

2017 ◽  
pp. 90-107
Author(s):  
Ute S. Lahaie ◽  
Jacqueline M. Mumford
Keyword(s):  
Higher Education ◽  
United States ◽  
New Technology ◽  
Education Institution ◽  
The United States ◽  
Faculty Members ◽  
Future Research ◽  
Learning Technology ◽  
Pedagogical Approaches

Many universities in the United States are working to incorporate innovative 21st century skills, new active learning pedagogical approaches, and technology. Creating new physical and virtual spaces requires agile faculty professional for technology-centric experiences. Designing and offering meaningful professional development to faculty members in new virtual and physical learning technology-centric environments is a challenge. This case study explores the journey of one higher education institution in the Midwest as they implemented new technology-centric strategies, initiatives, and support. Data from faculty participants indicate the program's success and establish an agenda for future research.

Strategic and Tactical “Focused Time Learning” Design for Online Learning

2020 ◽  
pp. 54-64
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Problem Solving ◽  
Research Collaboration ◽  
Learning Experience ◽  
Learning Design ◽  
High Concentration ◽  
Time Awareness

The design of learning does not often emphasize on how much high-concentration “focused time” and other time learners spend on particular endeavors: reading, viewing, listening, writing, assessing, problem-solving, researching, communicating, collaborating, and others. And yet, how time is spent in purposeful learning—in assignments, fieldwork, research, collaboration, invention, co-design, and assessments—is thought to have a clear impact on the learning and the learning experience. This work explores some of the research in the area of time in learning and proposes some methods for including “focused time” design and time awareness in instructional design for online learning, particularly given the available tools for learner check-ins, time monitoring, and other tools.

scholarly journals Universal instructional design principles for mobile learning

2011 ◽  
Vol 12 (2) ◽  
pp. 143 ◽  
Author(s):  
Tanya Elias
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Previous Analysis ◽  
New Technology ◽  
Design Principles ◽  
Educational Materials ◽  
Instructional Design Principles ◽  
Content Design

The report extends a previous analysis of universal instructional design principles in distance education by applying them to the design of mobile learning. Eight principles with particular relevance for distance education are selected, and their recommendations are discussed in relation to the design of educational materials for a range of mobile devices. The problems and opportunities of mobile learning are discussed as is the need for educators to focus on content design issues rather than on searching for the next new technology.

scholarly journals PENGEMBANGAN DESAIN PEMBELAJARAN SISTEM BASIS DATA

Instruksional ◽  
2021 ◽  
Vol 2 (2) ◽  
pp. 7
Author(s):  
Ruliah Ruliah ◽  
Bahar Bahar ◽  
Andita Suci Pratiwi
Keyword(s):  
Instructional Design ◽  
Learning Experience ◽  
Field Trials ◽  
Database System ◽  
Design Model ◽  
Structured Learning ◽  
Learning Material ◽  
Learning Design ◽  
Average Value

Instructional design plays an important role in improving the quality of learning and the learning experience of students. But in fact, many universities (especially in the field of Information Technology) have not developed a structured learning design, so that the learning process becomes ineffective. This paper presents a database system learning design model using the Borg and Gall step 1 development model and adapting all stages in the Dick and Carey model. The research consists of four main stages: conducting a preliminary study to find information about the learning product to be developed; develop products based on research findings; conduct field trials on the products developed; and revise products based on test results. The product quality of the developed learning design model is measured from aspects of validity and aspects of practicality. Validity is assessed through expert validation (database system learning material expert, instructional design expert, graphic media expert, and linguist). The measurement results obtained an average value of 5 (on a scale of 1-5), which means that the product of the learning design model developed is included in the valid category. Practicality is measured based on the responses of students and teachers. The results of the practicality measurement obtained an average value of 4.56 (on a scale of 1-5), which means that the product of the learning design model developed is included in the Practically used category

scholarly journals Classroom Implementation of Instructional Strategies and Techniques that are Based on Universal Instructional Design Principles and Support Diversity

10.28945/4197 ◽  
2019 ◽  
Keyword(s):  
Instructional Design ◽  
Instructional Strategies ◽  
Classroom Environment ◽  
Vision Loss ◽  
Design Principles ◽  
Individual Learning ◽  
Instructional Materials ◽  
Future Research ◽  
Learning Needs ◽  
Diverse Population

Aim/Purpose: This paper describes foundational principles of universal instructional design (UID), which is also known as universal design for learning, that support accessibility and inclusivity for a diverse population of students and discusses how these design principles and instructional strategies are being implemented in courses we instruct. Background: The goal of any instructor should be to ensure all students have their learning needs met. Unfortunately, this is complex. Each student is unique and can have individual learning needs and preferences. Consequently, it would likely be impossible to create instructional materials that address the specific learning needs and preferences of every individual. Principles of UID help to minimize this challenge. UID strategies should support deaf and hard of hearing individuals, students with a vision loss, learners who have difficulties staying focussed, weak readers, academically-weak students, students with low confidence, learners with high anxiety, individual learning preferences, and cultural minorities. UID principles should also lead to the creation of instructional materials that support cognitively-gifted students. The principles applied in our classroom, based on the principles of UID, helped to address these challenges that students have and foster a classroom environment that was conducive to supporting the diversity in our student population. Methodology: This is not applicable because this is a practical paper, not a research paper. Contribution This paper provides practical instructional strategies and techniques that can presumably help students with disabilities learn more effectively while also fostering a culture of inclusivity. Findings: There are no formal findings for this paper. Recommendations for Practitioners: Readers should consider applying the discussed instructional strategies and techniques to support their own students that have disabilities. Recommendations for Researchers: Researchers should create instructional interventions for students with specific disabilities and assess whether those interventions help students with that disability learn more effectively. Impact on Society: Although not proven by research on populations of individuals with disabilities, the presented instructional strategies and techniques are presumed to help students with a disability learn more effectively. The aim is for other instructors to create instructional materials with similar instructional strategies and techniques to enable accessibility and promote inclusivity for their diverse population of students. Future Research From a practical perspective, instructors should apply the presented instructional strategies and techniques in their classrooms for their diverse population of students. In-class research could be done afterwards.

scholarly journals 3364 Implementation of Instructional Design through a Learning Management System to Engage Scholars in Novel Methodologies Health Disparities Research Tracks

2019 ◽  
Vol 3 (s1) ◽  
pp. 71-71
Author(s):  
Lizbelle De Jesus-Ojeda ◽  
Maria T. San Martin ◽  
Barbara Segarra ◽  
Karen G. Martinez ◽  
Ruth Rios-Motta
Keyword(s):  
Health Disparities ◽  
Instructional Design ◽  
Management System ◽  
Learning Experience ◽  
Learning Management System ◽  
Instructional Materials ◽  
Assessment Instruments ◽  
Research Track ◽  
Contact Hours ◽  
Learning Management

OBJECTIVES/SPECIFIC AIMS: This project presents the implementation of research tracks instructional design using a learning management system (LMS). METHODS/STUDY POPULATION: On January 2018, a Novel Methodologies in Health Disparities Research Symposium was held, with participation of local and national collaborators. The purpose was to identify the most important areas of knowledge, essential skills, available online resources and conferences associated with each research track. The recommendations provided contributed to the instructional design of novel methodologies research tracks aiming to improve health disparity research. The LMS includes general documents, instructional materials and assessment instruments, among others. Scholars are required to comply with 30 contact hours. The content and strategies utilized will be evaluated. RESULTS/ANTICIPATED RESULTS: Active scholar participation through the LMS is expected. Evaluation results will reflect the strengths and challenges of the implementation of instructional design. DISCUSSION/SIGNIFICANCE OF IMPACT: This strategy will engage scholars in an active learning experience enhancing their career development as independent researchers to eliminate health disparities.

Going 1:1 with Laptop Computers in an Independent, Co-Educational Middle and High School

2016 ◽  
pp. 895-913
Author(s):  
Natalie B. Milman ◽  
Marilyn Hillarious ◽  
Vince O'Neill ◽  
Bryce L. Walker
Keyword(s):  
High School ◽  
Classroom Management ◽  
Teaching And Learning ◽  
Learning Experience ◽  
The United States ◽  
Future Research ◽  
First Year ◽  
Laptop Initiative ◽  
Task Behavior ◽  
Technology Initiatives

This chapter describes some of the findings from a QUAL + QUAN concurrent mixed method study that examined the first-year implementation of a one-to-one (1:1) laptop initiative in a suburban, independent, co-educational middle and high school in the United States. Overall, the 1:1 laptop implementation was viewed as a positive learning experience for students, teachers, staff, and the school administration. Nevertheless, several problems developed over the course of implementation. These were: technical problems, issues with student distraction and off-task behavior, inappropriate uses of technology, as well as challenges to pedagogical and classroom management, and inclusion of teachers' voices in implementation decisions. They are introduced in addition to several possible solutions. The chapter closes with suggestions for future research, such as the need to research 2:1 and 3:1 mobile technology initiatives, which are sure to become a part of the 21st century teaching and learning landscape.

Instructional Design Meets Politeness Issues in Virtual Worlds

2013 ◽  
pp. 123-148
Author(s):  
Yueh-Hui Vanessa Chiang ◽  
Diane L. Schallert
Keyword(s):  
Instructional Design ◽  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Learning Experience ◽  
New Technology ◽  
Psychological Needs ◽  
Learning Context ◽  
Learner Centered ◽  
New Learning

Attempts at incorporating emerging and innovative instructional technology, like virtual worlds, into educational settings requires efforts to understand new discourse patterns that may develop and bring in a learner-centered instructional design that takes the affordances and constraints of the new technology into consideration. These efforts can contribute to an effective and positive learning experience for learners. Drawing upon observations of different types of learning activities held in Second Life, an increasingly popular virtual world, this chapter aims at initiating a discussion interweaving the concerns for politeness, reflecting learners’ psychological needs during their interactions with fellow learners and technology, with considerations of instructional design in a virtual world as a new learning context. Such a discussion has the potential of more effectively exploiting what new immersive environments can offer for learning.

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