scholarly journals Problem based learning in the design of a multimedia project

2001 ◽  
Vol 17 (2) ◽  
Author(s):  
Iain McAlpine ◽  
Rex Clements
Keyword(s):  
Instructional Design ◽  
Teaching And Learning ◽  
Interactive Multimedia ◽  
Problem Based Learning ◽  
Approach To Learning ◽  
Course Materials ◽  
Problem Presentation ◽  
Ideal Approach ◽  
High Level

This article examines problem based learning (PBL) as a basis for the design of interactive multimedia. To be effective, interactive multimedia should be stimulating and challenging, while providing students with a learning environment in which they can carry out investigations and have access to resources and tools for finding and manipulating data. PBL is an ideal approach to instructional design for multimedia, as it provides a scenario of problem presentation, investigation, resolution and presentation that can form the basis for the multimedia activities. Carried out effectively, this approach can enable high level learning, as the students are required to use the higher order mental processes of analysis, comparison and contrast, hypothesis and synthesis in order to propose a solution to the problem. Students need to take an active rather than a passive approach to learning when using this method. The theoretical basis for this approach is discussed. A case study of higher education course materials in grazing management is used to illustrate the way the PBL approach is used in the instructional design of the materials. Evaluation data from trials with students is included to illustrate the effectiveness of the materials for teaching and learning.

Deployment of Mobile Learning Course Materials to Android Powered Mobile Devices

2012 ◽  
Vol 10 (3) ◽  
pp. 1-16 ◽  
Author(s):  
Lee Chao
Keyword(s):  
Mobile Devices ◽  
Teaching And Learning ◽  
Science Curriculum ◽  
Object Oriented ◽  
Object Oriented Programming ◽  
Traditional Course ◽  
Course Materials ◽  
Course Material ◽  
Android Market

The objective of this article is to facilitate mobile teaching and learning by providing an alternative course material deployment method. This article suggests a course material deployment platform for small universities or individual instructors. Different from traditional course material deployment methods, the method discussed deploys course materials by using services provided by Android Market. After comparing the traditional course material deployment and the alternative deployment, the author presents strategies to take advantage of Android Market in delivering course materials to mobile devices. Through a case study, this article illustrates the application of these strategies in deploying a class menu for an object-oriented programming course in the computer science curriculum.

scholarly journals Inquiry-Based Learning on the Cloud

2016 ◽  
pp. 291-310 ◽  
Author(s):  
Alexander Mikroyannidis ◽  
Alexandra Okada ◽  
Andre Correa ◽  
Peter Scott
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Information Sources ◽  
Working Environment ◽  
Learning Needs ◽  
Inquiry Based Learning ◽  
Approach To Learning ◽  
Novel Approach ◽  
Education Community

Cloud Learning Environments (CLEs) have recently emerged as a novel approach to learning, putting learners in the spotlight and providing them with the cloud-based tools for building their own learning environments according to their specific learning needs and aspirations. Although CLEs bring significant benefits to educators and learners, there is still little evidence of CLEs being actively and effectively used in the teaching and learning process. This chapter addresses this issue by introducing a European initiative called weSPOT (Working Environment with Social, Personal and Open Technologies for Inquiry-based Learning) for supporting and enhancing inquiry-based learning in STEM education via a cloud-based inquiry toolkit. The chapter presents evidence of using this toolkit within a case study that investigates how a secondary education community of students / co-learners selects information sources on the web and identifies factors associated with the reliability of information sources during their collaborative inquiry (co-inquiry) project in online environments.

Offline vs online problem-based learning: a case study of student engagement and learning outcomes

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hans Kristianto ◽  
Linda Gandajaya
Keyword(s):  
Student Engagement ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Design Methodology ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Content Type ◽  
Significant Difference ◽  
Health Related

Purpose Furthermore, the purpose of this study is to compare the student engagement and the learning outcomes in offline and online PBL in the aforementioned course. The COVID-19 pandemic has caused disruption in various sectors, including education. Since it was first announced in mid-March 2020 in Indonesia, teaching and learning activities have been carried out online. In this study, a comparison of the offline (Spring 2019, prior to the pandemic) and online (Spring 2021, during the pandemic) problem-based learning (PBL) method in the sustainable chemical industry course is investigated. Design/methodology/approach A quantitative analysis was conducted by measuring the students’ engagement, course-learning outcomes (CLOs) and student learning outcomes (SLOs). Difference tests of engagement score, CLOs and SLOs were investigated by using the t-test or Mann–Whitney U-test. Furthermore, the perceived students’ stressors were measured. Findings It is found that the students’ engagement in offline and online PBL gives similar scores with no significant difference. This is possible because of the PBL structure that demands students to be actively engaged in gaining knowledge, collaboratively working in teams and interacting with other students and lecturers. Although similarly engaged, the CLOs and SLOs of online PBL are significantly lower than offline PBL, except for SLO related to oral and written communication skills and affective aspect. The decrease in CLOs and SLOs could be influenced by students’ academic, psychological and health-related stressors during the COVID-19 pandemic time. Originality/value This study provides a recommendation to apply online PBL during the COVID-19 pandemic time and beyond, although some efforts to improve CLOs and SLOs are needed.

Instructional Design and Quality

2013 ◽  
pp. 236-250
Author(s):  
Anna Busquets ◽  
Muriel Gómez
Keyword(s):  
Instructional Design ◽  
Teaching And Learning ◽  
East Asian ◽  
Drop Out ◽  
Instructional Design Process ◽  
Course Materials ◽  
E Learning ◽  
Two Phases ◽  
East Asian Studies

Quality in e-learning should be measured from three perspectives: technology, pedagogy, and management and administration. This paper examines the pedagogical and methodological perspective, specifically in the work developed by the professors of the course “East Asian Geography”, a compulsory course of the Programme of East Asian Studies. The authors consider that the teaching and learning methodology applied to the UOC model has reached the proper level of quality when students are satisfied, follow the courses and not drop out, and perform appropriately. In that sense, satisfaction, permanence, and academic performance are the three levels of measurement of the quality of the each course and program, as well as the UOC model in general. On the basis of the data obtained and results of the first two years 2003-2004 and 2004-2005, in terms of performance and satisfaction of the students in the course “East Asian Geography”, is considered for revision and improvement. This process has two phases. In the first one, during 2005-2008, the authors focus on the instructional design process and the conceptualization of the course plan with new activities; in the second, from 2009 to present, the authors examine the design and diversification of course materials and e-learning activities.

scholarly journals Integrating design thinking into instructional design: The #OpenTeach case study

2021 ◽  
pp. 33-52
Author(s):  
Caitríona Ní Shé ◽  
Orna Farrell ◽  
James Brunton ◽  
Eamon Costello
Keyword(s):  
Instructional Design ◽  
Online Education ◽  
Design Thinking ◽  
Potential Method ◽  
Online Course ◽  
Instructional Designers ◽  
Course Materials ◽  
Thinking Process ◽  
Is Design

Online education is becoming the norm in higher education. Effective instructional design methods are required to ensure that “ever-connected” students’ needs are being met. One potential method is design thinking: an agile methodology that stresses the importance of empathy with the student. The #OpenTeach fully online course was designed using design thinking principles and delivered in Spring 2020. This article reports on a case study which focused on the use of design thinking to design and develop the #OpenTeach course. The five iterative stages of design thinking (empathy, define, ideate, prototype and test) were integrated into the design and development of the course materials. The findings of this study indicate that the use of the design thinking process may be used by instructional designers to achieve empathy with their learners, which will ensure learners successfully engage and achieve the learning objectives of the course. Implications for practice or policy: A rich case study of the successful integration of design thinking within the instructional design methodology of an online teacher education project is valuable to educationalists who wish to follow a user-cntred empathetic approach. Instructional designers should focus on empathising with their student cohort to successfully engage students in the content that has been designed, and developed, as part of an online course.

Exploring the Application of Problem-Based Learning in Logistics Teaching Module

2011 ◽  
Vol 121-126 ◽  
pp. 2759-2763
Author(s):  
Yan Zhan ◽  
Wei Peng ◽  
Fan Xiao ◽  
Lu Fang Zhang
Keyword(s):  
Problem Based Learning ◽  
Teaching Quality ◽  
Traditional Teaching ◽  
Teaching Approaches ◽  
Student Centered ◽  
Teaching Reform ◽  
Bilingual Teaching ◽  
Scientific Innovation ◽  
High Level

The development of modern logistics technology and equipment shows the trend of globalization. In order to bring up high-level logistics talents who possess international cooperation in awareness, communication skills, scientific innovation and academic competitiveness, traditional teaching approaches must be reconsidered. Based on the project of bilingual teaching reform of “Advanced Manufacturing Technology”, the paper discusses how to use the student-centered methods, such as case study, problem-based learning (PBL) and project-based teaching to improve teaching quality. In addition, it explores assessment and problems that can be anticipated with these teaching approaches.

scholarly journals Impelementation of Problem Based Learning with Electronic Media on Student Learning Outcomes in Indonesia's - Philippines International Class

BIOEDUKASI ◽  
2019 ◽  
pp. 30
Author(s):  
Nuris Fattahillah ◽  
Slamet Hariyadi
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Design Data ◽  
Average Value ◽  
Before And After ◽  
High Level

The curriculum in Philippines different with the curriculum in Indonesia. This make the learning process and the problems faced by students in Indonesia and Philippines different. One of the problems experienced by students is caused by the lack of variation in strategies in the teaching and learning process. The instructional model used by the teacher is to upgrade student learning outcomes, especially on high-level cognitive, in this research especially problem solving abilities. Instructional method used by researchers is Problem Based Learning (PBL) with a pretest posttest design. Data of this research obtained quantitatively and using the mean before and after the test. This study used control class and experimental class on material cells to organism. The results show that the experimental class has a higher average value of 88.6 compared to the control class, 81.9. These results indicate that PBL successfully increases learning activities and students can follow the learning model using PBL.

scholarly journals Evaluation of the Effectiveness of Online Resources in Developing Student Critical Thinking: Review of Literature and Case Study of a Critical Thinking Online Site

2012 ◽  
Vol 9 (1) ◽  
pp. 38-55
Author(s):  
Erst Carmichael ◽  
◽  
Helen Farrell ◽  
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Evidence Based ◽  
Review Of Literature ◽  
Approach To Learning ◽  
The University ◽  
Critical Thinker

A graduate's ability to be a critical thinker is expected by many employers; therefore development of students’ critical-thinking skills in higher education is important. There is also a perception that today’s students are technologically "savvy", and appreciate the inclusion of a technological approach to learning. However, the complexity of the concept of critical thinking and the assumptions about students’ technological skills are debatable issues that require clarification and evidence-based research in terms of teaching and learning. This paper reports on a case study of an online Blackboard site at the University of Western Sydney, where analysis of patterns of usage of the online site and qualitative analysis of student feedback provide evidence to support its effectiveness for encouraging students' critical thinking. There is potential to expand this into a more widely usable teaching and learning resource in the future, and for further research to explore the benefits for student learning.

scholarly journals The Story is in the Structure: A Multi-Case Study of Instructional Design Teams

2021 ◽  
Vol 25 (3) ◽  
Author(s):  
Jason Drysdale
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Organizational Structure ◽  
Organizational Structures ◽  
Instructional Designers ◽  
Technology Support ◽  
Design Teams ◽  
Ability To Act ◽  
High Level

Although instructional designers are experienced and positioned to be leaders in online learning (Shaw, 2012), it was not previously known how organizational structures influenced their ability to act as leaders in their institutions. This problem warranted a deep exploration of the organizational structures for instructional design teams in higher education. This qualitative, multi-case study consisted of 3 individual universities each with a different organizational structure profile. Data were collected through semistructured interviews and document analysis with participants in 3 key roles at each institution: dedicated instructional designer, online faculty member, and online learning administrator. The research culminated in within-case analyses of each institution and a comparative case analysis of all 3 studied institutions. The results of the study revealed that the organizational structure that most positively influenced instructional design leadership was a centralized instructional design team with academic reporting lines. The results also showed that decentralized instructional designers experienced significant disempowerment, role misperception, and challenges in advocacy and leadership, while instructional designers with administrative reporting lines experienced a high level of role misperception specifically related to technology support. Positional parity between dedicated instructional designers and faculty, in conjunction with implementation of the recommended organizational structure, was found to be critical to empowering designers to be partners and leaders. 

The DODDEL Model

2009 ◽  
pp. 98-118 ◽  
Author(s):  
Mark McMahon
Keyword(s):  
Instructional Design ◽  
Serious Games ◽  
Management Model ◽  
Design Stage ◽  
Approach To Learning ◽  
Instructional Design Process ◽  
Inclusive Approach ◽  
Key Features ◽  
Game Elements

This chapter proposes a document-oriented instructional design model to inform the development of serious games. The model has key features in that it promotes a theoretically inclusive approach to learning, a focus on game elements and an emphasis on documentation to provide the rigour necessary to be used as part of a broader project management model. The model defines increasingly granular stages leading to final production documentation for software development. Each design stage contains a series of iterative co-dependent elements. It is proposed that the model can form a base for prescribing and managing activities within an industry context but also as a means to teach the instructional design process for serious games within a higher education setting. A case study of the initial implementation of the model is discussed in order to contextualise it and provide a basis for future enhancement.

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