Applying design principles to instructional materials

2019 ◽  
pp. 139-162
Author(s):  
Renée Bailey
Keyword(s):  
Design Principles ◽  
Instructional Materials

scholarly journals Eco-Solutioning: The Design and Evaluation of a Curricular Unit to Foster Students’ Creation of Solutions to Address Local Socio-Scientific Issues

2021 ◽  
Vol 6 ◽  
Author(s):  
Nancy Butler Songer ◽  
Guillermo D. Ibarrola Recalde
Keyword(s):  
Engineering Design ◽  
Materials Science ◽  
Design Principles ◽  
Urban Neighborhoods ◽  
Instructional Materials ◽  
Stem Learning ◽  
Instructional Unit ◽  
Global Pandemic ◽  
Research Cycle ◽  
College Programs

The global pandemic and climate change have led to unprecedented environmental, social, and economic challenges with interdisciplinary STEM foundations. Even as STEM learning has never been more important, very few pre-college programs prepare students to address these challenges by emphasizing socio-scientific issue (SSI) problem solving and the engineering design of solutions to address local phenomena. The paper discusses the design and evaluation of a pre-college, SSI curricular unit where students expand their learning by creating solutions to increase biodiversity within local urban neighborhoods. The learning approach, which we call eco-solutioning, builds from current vision and policy documents in STEM education emphasizing phenomenon-centric instructional materials, science investigations, and engineering design. The paper outlines design principles for creating an eco-solutioning instructional unit that guides young students to: collect and analyze data on local organisms, use an engineering design approach to craft solutions to increase local biodiversity, and present their solutions to local city planners and community members. Two cycles of research studies evaluated student learning using paired t-tests. Results demonstrated significant pre-post learning outcomes in both research cycles. A third research cycle in the form of a summer extension program supported students as they implemented their local solutions. Conclusions highlight design principles for the successful creation of SSI curricular units centered on local environmental issues of interest to students, teachers, and stakeholders.

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.

Design Principles for Examining Student Practices in a Technology-Mediated Environment

2020 ◽  
Vol 8 (3) ◽  
pp. 120-133
Author(s):  
Jennifer N. Lovett ◽  
Allison W. McCulloch ◽  
Lara K. Dick ◽  
Charity Cayton
Keyword(s):  
Content Knowledge ◽  
Mathematical Knowledge ◽  
Secondary Mathematics ◽  
Design Principles ◽  
Technological Pedagogical Content Knowledge ◽  
Learning Objects ◽  
Instructional Materials ◽  
Video Cases ◽  
Pedagogical Content ◽  
Learning With Technology

In this article, we present a set of design principles to guide the development of instructional materials aimed to support preservice secondary mathematics teachers (PSMTs) examining student practices in technology-mediated environments. To develop design principles, we drew on the literature related to technological pedagogical content knowledge (TPACK; Niess, 2005), video cases as learning objects (Sherin & van Es, 2005), and professional noticing (Jacobs, et al., 2010). After presenting the design principles, we share a task created using these design principles. Finally, we share PSMTs’ reflections about changes in their own understanding after examining students’ practices. Their responses provide insights into the usefulness of the design principles for deepening PSMTs’ mathematical knowledge and knowledge of students’ understanding, thinking, and learning with technology.

scholarly journals Message Design of Printed and Digital Material to Meaningful Learning

AL-TA LIM ◽  
2021 ◽  
Vol 28 (1) ◽  
pp. 26-34
Author(s):  
Ulfia Rahmi ◽  
Azrul Azrul
Keyword(s):  
Learning Theory ◽  
21St Century ◽  
Meaningful Learning ◽  
Design Principles ◽  
Instructional Materials ◽  
Generative Learning ◽  
Message Design ◽  
Teaching Materials ◽  
Digital Material ◽  
E Learning

This article reports on research a message design of printed and digital message in Learning Theory course at Universitas Negeri Padang (UNP). Survey was conducted to collect data on the utilization of instructional materials by students who ware active in the semester in January-June. The results indicated that the print instructional materials written by lecturers have started to consider the design principles message, but still needs to be improved. That principle has not been carried out for digital teaching materials. Digital teaching materials need to be developed to familiarize students studying in 21st century environments by optimizing the campus e-learning facility to be able to perform generative learning, and meaningful learning

A peek in the micro-sized world: a review of design principles, engineering tools, and applications of engineered microbial community

2020 ◽  
Vol 48 (2) ◽  
pp. 399-409
Author(s):  
Baizhen Gao ◽  
Rushant Sabnis ◽  
Tommaso Costantini ◽  
Robert Jinkerson ◽  
Qing Sun
Keyword(s):  
Microbial Community ◽  
Microbial Communities ◽  
Environmental Remediation ◽  
Real Life ◽  
Design Principles ◽  
Microbial Interactions ◽  
Potential Applications ◽  
New Gene ◽  
Global Biogeochemical Cycles ◽  
Synthetic Microbial Communities

Microbial communities drive diverse processes that impact nearly everything on this planet, from global biogeochemical cycles to human health. Harnessing the power of these microorganisms could provide solutions to many of the challenges that face society. However, naturally occurring microbial communities are not optimized for anthropogenic use. An emerging area of research is focusing on engineering synthetic microbial communities to carry out predefined functions. Microbial community engineers are applying design principles like top-down and bottom-up approaches to create synthetic microbial communities having a myriad of real-life applications in health care, disease prevention, and environmental remediation. Multiple genetic engineering tools and delivery approaches can be used to ‘knock-in' new gene functions into microbial communities. A systematic study of the microbial interactions, community assembling principles, and engineering tools are necessary for us to understand the microbial community and to better utilize them. Continued analysis and effort are required to further the current and potential applications of synthetic microbial communities.

Instructional Materials Motivation Survey--Modified Version

2010 ◽  
Author(s):  
Doris U. Bolliger ◽  
Supawan Supanakorn ◽  
Christine Boggs
Keyword(s):  
Instructional Materials

Ukrainian Chernozem Fertility Reproduction under Soil Conservation Agriculture

2020 ◽  
pp. 67-79
Author(s):  
Yu. Kravchenko
Keyword(s):  
Soil Conservation ◽  
Agricultural Land ◽  
Crop Yields ◽  
Conservation Agriculture ◽  
Instructional Materials ◽  
Cultivated Plants ◽  
Forest Steppe ◽  
Typical Chernozem ◽  
Degradation Processes ◽  
Biological Potential

In Ukraine 57.5 % of agricultural land is subjected to erosion with 10–24 million tons of humus, 0.3–0.96 million tons of nitrogen, 0.7–0.9 million tons of phosphorus and 6–12 million tons of potassium lost annually. Degradation processes are also common on chernozems, which cover about 60 % of the Ukrainian territory. The aim of the research is to defi ne the most eff ective soil conservation practices and legislative decisions aimed to conservation/recovering the Ukrainian chernozem fertility. The experimental data of the agrochemical certifi cation of Ukrainian lands, data from scientifi c papers, stock and instructional materials as well as our own fi eld and laboratory studies were used. It has been established that the long-term use of deep subsurface tillage on typical chernozem increases, compared with plowing, the content of 10–0.25 mm of air-dry and water-resistant aggregates, the bulk density, soil water storages, water infi ltration rates, the content of mobile phosphorus and exchangeable potassium, pHH2O, CaCO3 stocks, the contents of humic and fulvic acids, molecular weights of humic acids – by 5.5 and 3.06 %; 0.05 g/cm3; 25.5 mm; 22.6 mm/h; 0.1 and 3 mg/100 g of soil; 0.03 pHH2O; 18 t/ha, 0.02 and 0.04 %, 91195 kDa, respectively. Fertilizers may contribute to the crop yields increase from by 60% in the Polissya, by 40 % – in the Forest Steppe, by 15 % – in the Wet Steppe, by 10 % – in the Dry Steppe and by 40 % – in the Irrigated Steppe areas. In soil-conservation rotations, the crop placement and alternation are advisable to combine with strips or hills sowing, taking into account the local relief features; soil alkalinization, applying anti-erosion structures. Ukrainian agriculture will receive additional 10–12 million tons of forage units or 20–22 % from all fodder in a fi eld agriculture under increasing 8–10 % of arable lands for intercrops. It is advisable to mulch the eroded chernozems of Ukraine depending on their texture composition: 1.3 t/ha of mulch for sandy and loamy soils, 1.9 t/ha – for sandy and 1.1 t/ha – for loamy soils. The implementation of soil conservation agriculture can minimize some soil degradation processes and improve eff ective soil properties required to realize the biological potential of cultivated plants. Key words: chernozem, degradation, fertility, soil conservation technologies, agriculture policy.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) UNTUK MENINGKATKAN HASIL BELAJAR BAHASA INDONESIA SISWA KELAS IVA SD NEGERI 78 PEKANBARU KECAMATAN TENAYAN RAYA

2017 ◽  
Vol 6 (1) ◽  
pp. 32
Author(s):  
Nismarni Nismarni
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Model ◽  
Instructional Materials ◽  
Test Results ◽  
Activity Data ◽  
Reflection Data ◽  
Teachers And Students ◽  
Bahasa Indonesia ◽  
Daily Test

In the background backs Indonesian learning results obtained by the students is very low because the method of learning that are not relevant. Classroom action research aims to determine the implementation of cooperative learning model Numbered Heads Together (NHT) to improve learning outcomes Indonesian grade IV A SD Negeri 78 Pekanbaru on instructional materials do. The experiment was conducted in two cycles each cycle two meetings and one daily tests. Each cycle stages are: planning, implementation, observation and reflection. Data from the activity of teachers and students in the can from the observation sheet, while, learning outcomes in getting the daily test results. The results showed the activities of teachers and students has increased, in the first cycle of meetings I obtained a score of 33 (68.75%), in the first cycle of meetings II obtained a score of 38 (79.17%), the second cycle of meetings I obtained a score of 40 (83 , 33%), and the second cycle II meeting obtained a score of 44 (91.67%). And in the first cycle of the first meeting of student activity data obtained a score of 27 (56.25%), in the first cycle II meeting increased with the acquisition of a score of 36 (75.00%), and the second cycle first meeting increased to 41 (85.42 %), the second cycle II meeting increased to 45 (93.75%). Learning outcomes of students has increased, this is evidenced by: the preliminary data the number of students who reach KKM amounted to 10 students (28.57%) with an average of learning outcomes at 65.37. Increased in the first cycle by the number of students who completed totaling 26 students (74.28%) with an average of learning outcomes at 76.00. And the second cycle increases with the number of students 32 students (91.42%) with an average of learning outcomes at 86.86. Based on these results it can be concluded that the implementation of cooperative learning model NHT can improve learning outcomes Indonesian grade IV A SD Negeri 78 Pekanbaru. 

Sign in / Sign up

Export Citation Format

Share Document