Creating Content Acquisition Podcasts (CAPs) for Vocabulary

2016 ◽  
Vol 31 (4) ◽  
pp. 228-235 ◽  
Author(s):  
Margaret P. Weiss ◽  
Anya S. Evmenova ◽  
Michael J. Kennedy ◽  
Jodi M. Duke
Keyword(s):  
Instructional Design ◽  
General Education ◽  
Secondary Students ◽  
Design Principles ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Content Acquisition ◽  
High Incidence ◽  
Instructional Design Principles ◽  
High Incidence Disabilities

Mastering content vocabulary is critical to the success of students with high-incidence disabilities in the general education curriculum. General education classrooms often do not offer the opportunities necessary for these students to master important vocabulary. Teachers often look to technology to help. Several studies have indicated that content acquisition podcasts (CAPs) may have an impact on the vocabulary learning of secondary students with high-incidence disabilities. In this study, 37 in-service teachers enrolled in a master’s program in special education were taught to create CAPs for vocabulary terms in a course focused on methods for secondary-level instruction. Teacher-created podcasts were assessed on the presence of Mayer’s instructional design principles as well as evidence-based practices for vocabulary instruction. Although teachers were able to include many instructional design principles related to technology in their CAPs, their use of instructional principles and evidence-based practices was inconsistent. Implications are discussed.

Applying Instructional Design Principles to CAI for Mildly Handicapped Students: Four Recently Conducted Studies

1986 ◽  
Vol 8 (1) ◽  
pp. 13-26 ◽  
Author(s):  
John Woodward ◽  
Doug Carnine ◽  
Russell Gersten ◽  
Mary Gleason ◽  
Gary Johnson ◽  
...  
Keyword(s):  
Instructional Design ◽  
Secondary Students ◽  
Design Principles ◽  
Instructional Program ◽  
Computer Assisted ◽  
Design Variables ◽  
Experimental Treatments ◽  
Instructional Design Principles ◽  
Assisted Instruction ◽  
Drill And Practice

This report summarizes four recently conducted studies involving computer assisted instruction for mildly handicapped secondary students. A variety of CAI programs were used—drill and practice, tutorial, and simulation—and each study focused on the effects of specific instructional design variables. Three of the four studies produced statistically significant differences for the experimental treatments, indicating that sophisticated instructional design principles can make a considerable difference in the effectiveness of an instructional program. This research agenda also has implications for teaching practices which work in concert with the principles used in designing a practical CAI programs.

A Technology-Based Self-Monitoring Intervention for Secondary Students with High-Incidence Disabilities

2021 ◽  
pp. 016264342110044
Author(s):  
Skip Kumm ◽  
Elizabeth Talbott ◽  
Kristine Jolivette
Keyword(s):  
General Education ◽  
Secondary Students ◽  
Single Case ◽  
Future Research ◽  
Self Monitoring ◽  
Appropriate Behavior ◽  
High Incidence ◽  
Teachers And Students ◽  
High Incidence Disabilities ◽  
Withdrawal Design

Secondary students with high incidence disabilities who also display disruptive behaviors struggle to be successful in general education settings. As a result, general education teachers are looking for ways to utilize technology to provide them with opportunities to implement evidence-based interventions in their classrooms. In this study, teachers used MoBeGo, an iPad application, in a single-case withdrawal design (ABAB), to implement self-monitoring in high school general education classrooms with four students who received special education services for a high incidence disability. The results of this study indicate that teachers could implement MoBeGo with fidelity to improve students’ academic engagement and appropriate behavior. Additionally, both the teachers and students rated MoBeGo as a socially valid intervention. Implications for practice and future research are discussed.

Culturally Sensitive Instructional Design Principles for Online Learning Environments

2018 ◽  
pp. 292-326
Author(s):  
Gülten Kartal ◽  
Elif Toprak ◽  
Evrim Genc Kumtepe
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Cultural Diversity ◽  
Learning Environments ◽  
Design Principles ◽  
Culturally Sensitive ◽  
Online Learning Environments ◽  
E Learning ◽  
Efficient Learning ◽  
Instructional Design Principles

Distance education and e-learning practices are preferred by increasing number of people and institutions in the recent years all around the globe. It's clear that there are different interests, expectations, needs, characteristics, and backgrounds of participants in these learning environments. In this connection, it is important that courses are designed, taking cultural diversity into account, optimizing self-learning in such environments. The instructional designs that support multiculturalism in learning environments, lead to more efficient learning. Based on the awareness about cultural diversity, this chapter focuses on culturally sensitive instructional design principles for online learning environments. Firstly, “culture” as a concept and its components, based on various prominent definitions in literature are given. Then, the design principles are discussed with a critical look on online learning environments, with an eye to different theories and studies of leading researchers in the field.

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.

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