Intentional Professional Learning Design: Models, Tools, and the Synergies they Produce Supporting Teacher Growth

2020 ◽  
Vol 25 (4) ◽  
pp. 331-354
Author(s):  
Valerie L. Mills ◽  
Christine Harrison
Keyword(s):  
Professional Learning ◽  
Teacher Growth ◽  
Learning Design ◽  
Design Models

scholarly journals Pengembangan Booklet Tumbuhan Paku di Taman Hutan Raya Sultan Thaha Syaifuddin Sebagai Bahan Pengayaan Mata Kuliah Taksonomi Tumbuhan

BIODIK ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 58-75
Author(s):  
Muswita ◽  
Upik Yelianti ◽  
Lia Kusuma
Keyword(s):  
Research And Development ◽  
Learning Design ◽  
Development Research ◽  
Plant Taxonomy ◽  
Design Models ◽  
Large Group ◽  
Is Research ◽  
Good Material ◽  
The Media ◽  
Final Score

The research aims to develop and determine the feasibility of nail plant booklets in Tahura STS. This type of research is Research and Development research using ADDIE learning design models. The booklet that was developed contains 42 types of nails that grow in Tahura STS, consisting of 14 types of epipitic nails and 28 types of terrestrial nails. The booklet that was developed contains scientific names, pictures, classifications and descriptions of ferns that grow in Tahura STS. Validation of media experts was carried out twice with a final score of 85.71% with the category "Very Good". Material expert validation was carried out twice with a final score of 92.8% in the "Very Good" category. Thus the product developed is worth testing. The percentage of small group trials on booklets was 89.6% in the "very good" category. The percentage of large group trials on booklet results was 90.9% in the "very good" category. The lecturers' response to the nail plant booklet in Tahura STS was 83.9% in the "very good" category. Based on the validation of the media experts and the results of small and large group trials and lecturer responses it can be concluded that the booklet of nail plants in Tahura STS is suitable for use as a enrichment for plant taxonomy courses. Keywords: booklet, enrichment material, nail plants. Abstrak. Penelitian bertujuan untuk mengembangkan dan mengetahui kelayakan booklet tumbuhan paku di tahura STS. Jenis penelitian adalah penelitian Research and Development dengan menggunakan model desain pembelajaran ADDIE. Booklet yang dikembangkan memuat 42 jenis paku yang tumbuh di Tahura STS, terdiri dari 14 jenis paku epipit dan 28 jenis paku teresterial. Booklet yang dikembangkan memuat nama ilmiah, gambar, klasifikasi dan deskripsi dari tumbuhan paku yang tumbuh di Tahura STS. Validasi ahli media dilakukan sebanyak dua kali dengan nilai akhir 85,71% dengan kategori “Sangat Baik”. Validasi ahli materi dilakukan sebanyak dua kali dengan nilai akhir 92.8% dengan kategori “Sangat Baik”. Dengan demikian produk yang dikembangkan layak untuk diujicobakan. Persentase ujicoba kelompok kecil terhadap booklet sebesar 89,6% dengan kategori “sangat baik”.  Persentase ujicoba kelompok besar terhadap booklet hasil sebesar 90,9% dengan kategori “sangat baik”. Respon dosen terhadap booklet tumbuhan paku di Tahura STS sebesar 83,9% dengan kategori “sangat baik”. Berdasarkan validasi ahli media dan hasil ujicoba kelompok kecil dan besar serta respon dosen dapat disimpulkan booklet tumbuhan paku di Tahura STS layak digunakan sebagai vahan pengayaan mata kuliah taksonomi tumbuhan. Kata kunci: booklet, bahan pengayaan, tumbuhan paku.

scholarly journals Mitigating the impacts of COVID-19: Lessons from Australia in remote education

2020 ◽  
Author(s):  
Anna Dabrowski ◽  
Yung Nietschke ◽  
Pauline Taylor-Guy ◽  
Anne-Marie Chase
Keyword(s):  
Literature Review ◽  
Best Practices ◽  
Empirical Research ◽  
International Research ◽  
Teaching And Learning ◽  
Learning Design ◽  
Design Models ◽  
Learning Contexts ◽  
Learning Practices ◽  
Effective Teaching And Learning

This literature review provides an overview of past and present responses to remote schooling in Australia, drawing on international research. The paper begins by discussing historical responses to emergency and extended schooling, including during the COVID-19 crisis. The discussion then focuses on effective teaching and learning practices and different learning design models. The review considers the available evidence on technology-based interventions and their use during remote schooling periods. Although this research is emergent, it offers insights into the availability and suitability of different mechanisms that can be used in remote learning contexts. Noting that the local empirical research base is limited, the discussion focuses on the ways in which Australia has drawn upon international best practices in remote schooling in order to enhance teaching and learning experiences. The paper concludes by discussing the conditions that can support effective remote schooling in different contexts, and the considerations that must be made around schooling during and post pandemic.

scholarly journals A cultural-self learning design platform

2019 ◽  
Vol 2 (1) ◽  
pp. 32-33
Author(s):  
John Clayton
Keyword(s):  
Instructional Design ◽  
New Zealand ◽  
Management System ◽  
Learning Management System ◽  
Learning Activities ◽  
Learning Design ◽  
Design Models ◽  
Context Sensitive ◽  
Cultural Self ◽  
Self Learning

Even though it is acknowledged culture pervades learning and that emotions and context play a significant role in the learning process, Eurocentric instructional design models are based solely on cognitive, social and pedagogical approaches. These approaches do not contextualize the learning experience, i.e. they do not address cultural conceptuality (Cliver, 2013). Knowing a wide range of cultural influences impact on the engagement and success of adult learners, learning environments need to encourage learners to acknowledge and validate their cultural being. This identity – knowing who they are, where they come from and what factors influence their engagement – provides learners with a positive setting they feel comfortable in. These context sensitive, learner centric environments provide the fundamental confidence needed for learners to believe they can succeed in achieving their educational goals (Johnson, 2012).  Therefore, designers need to provide context sensitive learning experiences, performance tasks and assessments that build familiarity, confidence and trust (Kennedy, 2013).  This presentation will describe how Te Whare Wananga o Awanuiārangi has integrated the theories of cognitive load, social cognition, transformative learning and the processes of holistic assessment, the Ranga Framework, personal learning planning and noho delivery into a holistic cultural-self learning design platform. This integration of theory and process provides the foundation for a unique learning design approach, based on the concepts of feedforward, feedback, assessment and reflection, to be established (Clayton et al, 2019).  The presentation will demonstrate how this approach can be applied in a learning management system segmented into seven interwoven but discrete spaces, Welcome / Mihi Whakatau: This space is focused on participants cultural self-enabling them to become familiar and comfortable with the approach to be used. Induction / Rangatahi: During this stage opportunities are provided for learners to clarify and understand these learning outcomes and performance criteria associated with the micro-credential. Engagement / Rangahau: During this stage learning activities are designed to build upon, rather than be independent of, learner’s current knowledge and beliefs. Mātauranga /Performance: During this stage opportunities will be provided for learners to engage in assessment tasks that confirm their capabilities. Rangatira / Capstone: During this stage participants will, with the guidance of tutors and peers, reflect on the outcomes of their learning activities and identify the learning strategies that were successful for them. Arotakenga: Evaluation: During this stage evidence will be collected on the impact of the micro-credential on stakeholders. NB: Participants are encouraged to bring their own devices as they will be provided with editing access to a working demonstrator within a Learning Management System. References   Clayton, J., Gao, Y., Elliott, R., Geng, F. & Yang, J. (2019) Micro-credentials in professional and technical vocational education and training: A cultural self-approach, Positional Paper, Awanuiārangi Press, Whakatane, New Zealand Cliver, C., (2013), Comparison of Instructional Design Models, Course Notes - MEDT 7461, The University of West Georgia. Johnson, T. (2012). Self-assessment: A means to enhance academic self-efficacy in year 12 mathematics, (Masters Thesis). Massey University, Manawatu, New Zealand. Retrieved from https://mro.massey.ac.nz/bitstream/handle/10179/3310/02_whole.pdf?sequence=1&isAllowed=y Kennedy, C. P. (2013). Indigenizing student-centred learning: A western approach in an indigenous educational institution. Journal of International Education Research, 9(1), 1. Retrieved from https://search.proquest.com/docview/1433387182?accountid=33567

scholarly journals PENGEMBANGAN MEDIA VIDEO PEMBELAJARAN BERBASIS PENDEKATAN SCIENTIFIC PADA PELAJARAN BIOLOGI SMA

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Erico Silaban ◽  
Efendi Napitupulu ◽  
Julaga Situmorang
Keyword(s):  
Hypothesis Testing ◽  
Small Group ◽  
Learning Outcomes ◽  
Learning Design ◽  
Development Research ◽  
Design Models ◽  
Effective Learning ◽  
Design Expert ◽  
Scientific Approach ◽  
Is Development

Abstrak: Penelitian ini bertujuan untuk (1) menghasilkan media video pembelajaran berbasis pendekatan scientific pada pelajaran Biologi, (2) mengetahui keefektifan  pengembangan media video pembelajaran berbasis pendekatan scientific, (3) mengetahui hasil belajar yang efektif terhadap video pembelajaran berbasis pendekatan scientific pada pelajaran Biologi. Jenis penelitian adalah penelitian pengembangan yang menggunakan model Borg and Gall yang dipadu dengan model desain pembelajaran dari Dick and Carey. Hasil penelitian menunjukkan: (1) uji ahli materi berada pada kualifikasi sangat baik (94,11%), (2) uji ahli desain pembelajaran berada pada kualifikasi sangat baik (85,26%), (3) uji ahli media pembelajaran berada pada kualifikasi sangat baik (86 %), (4) uji coba perorangan berada pada kualifikasi sangat baik (82,74%), (5) uji coba kelompok kecil berada pada kualifikasi sangat baik (86,66%), dan (6) uji coba pada lapangan terbatas berada pada kualifikasi sangat baik (86,78%). Hasil pengujian hipotesis menunjukkan bahwa terdapat perbedaan yang signifikan antara hasil belajar peserta didik yang dibelajarkan menggunakan video dengan hasil belajar peserta didik yang dibelajarkan tanpa menggunakan video.  Kata Kunci: media video pembelajaran,  pendekatan scientific, biologi   Abstract: This study aims to (1) produce a scientific approach based learning video media on Biology lessons, (2) determine the effectiveness of the development of scientific approach based learning video media, (3) find out effective learning outcomes for scientific approach based learning videos on Biology lessons . This type of research is development research that uses the Borg and Gall model combined with learning design models from Dick and Carey. The results showed: (1) the material expert test was in very good qualification (94.11%), (2) the learning design expert test was in very good qualification (85.26%), (3) the learning media expert test was at very good qualifications (86%), (4) individual trials are in very good qualifications (82.74%), (5) small group trials are in very good qualifications (86.66%), and (6) test try on a limited field is very good qualification (86.78%). The results of hypothesis testing indicate that there are significant differences between the learning outcomes of students who are taught to use video with the learning outcomes of students who are taught without using video. Keywords: learning video media, scientific approach, biology

Collaborative Learning Design in Librarian and Teacher Partnerships

2013 ◽  
pp. 111-120
Author(s):  
Michelle Kowalsky
Keyword(s):  
Collaborative Learning ◽  
Student Performance ◽  
Decision Makers ◽  
Classroom Teachers ◽  
Learning Design ◽  
Collaborative Partnerships ◽  
School Librarians ◽  
Design Models ◽  
Student Activities ◽  
Design Elements

This chapter details some of the different learning design models and collaboration styles that promote effective partnerships between classroom teachers and school librarians. It evaluates types of lesson designs that lend themselves most easily to teacher-librarian collaborative partnerships. It reviews partner and student activities that reflect on design elements of delivery and internalization of concepts and skills by students. The decision makers behind the technologies, those who engineer, program, record, demonstrate, and design the computing resources that are ubiquitous in learning today, are the architects for student learning. In these ways, collaborative partnerships between librarians and teachers of all grades and subjects can result in improved student performance.

scholarly journals Two perspectives on e-learning design: A synopsis of a U.S. and a European analysis

2014 ◽  
Vol 15 (4) ◽  
Author(s):  
Stefanie A. Hillen ◽  
Melodee Landis
Keyword(s):  
United States ◽  
Instructional Design ◽  
Instructional Strategies ◽  
United States Of America ◽  
Research Question ◽  
The United States ◽  
Learning Design ◽  
Design Models ◽  
E Learning ◽  
Learning Development

<p>This article seeks to examine e-learning design arising from two educational traditions: the United States of America and Europe. The research question is: Broadly, what kinds of pedagogy, instructional design models, or didactical models are established and proposed for e-learning design on the two continents? Two researchers examined multiple articles and texts in an effort to discern the prominent approaches in their respective regions. The analysis is tripartite: First, the educational philosophies, which have guided e-learning design on each continent, will be presented; second, specific theories about learning influencing e-learning design will be discussed; and finally, e-learning design, which arises from innovative instructional strategies, will be investigated. The resulting analysis brings to the surface not only how the values that underpin e-learning development in each region differ but also how specific perspectives influence the respective fields. The researchers acknowledge these differences but also remark on the historic and contemporary symbiosis that has endured even in this relatively new field of e-learning.</p>

scholarly journals Model Perancangan Pembelajaran Blended Mata Kuliah Keilmuan Akuntasi Di ITB-AD Jakarta

2019 ◽  
Vol 21 (2) ◽  
pp. 179-199
Author(s):  
Widyat Nurcahyo ◽  
Yumniati Agustina ◽  
Adi Rizfal Efriadi
Keyword(s):  
Blended Learning ◽  
Document Analysis ◽  
Formative Research ◽  
Research Data ◽  
Learning Systems ◽  
Design Model ◽  
Learning Design ◽  
Design Models ◽  
Design Based Research ◽  
Blade Model

This research aims to build a blended learning design model that can be used effectively and systematically by lecturers in developing blended learning systems for accounting subjects at Institut Teknologi dan Bisnis Ahmad Dahlan Jakarta (ITB-AD). It is important because the research results model can be immediately utilized by accounting lecturers to design blended learning. This study is a design based research in the form of formative research. Data collected by qualitative means through interviews, document analysis, surveys, and observations. The contribution of this study is in the form of a model that is built based on existing learning design models, specifically adapted for learning accounting subjects in ITB-AD, according to the characteristics of students, lecturers, and institutions. The model developed is called the BLADe model.

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