Telecommunication as an Aid for Concept Development among Student Teachers

1998 ◽  
Vol 27 (1) ◽  
pp. 43-53 ◽  
Author(s):  
Andrew S. Chirwa
Keyword(s):  
Instructional Design ◽  
Student Teachers ◽  
Learning Environments ◽  
Lesson Plan ◽  
Cognitive Strategies ◽  
Program Improvement ◽  
Concept Development ◽  
Lesson Plans ◽  
Concrete Concepts

This study was motivated by the need to understand how student teachers build concepts in telecommunication environments. The study aimed at determining how student teachers develop concrete concepts and defined concepts. The purpose was to develop a repertoire of what constitutes classes of lesson plans in technology-based learning environments and determine their significance to instructional design. The goal was to expose student teachers to AskEric Database. The objectives were to demonstrate the role of intellectual skills in developing conceptualizations, compare and contrast elements of a lesson plan, and define the role of telecommunication in learning. An elaborate scheme of activities was developed for student teachers to process materials in the AskEric database. These activities included students examining the various lesson plans in the content areas featuring mathematics, science, language arts, social studies, art, geography, and history. Lesson plans were characterized as concepts, and individual elements. The telecommunication was perceived as an integrated whole, and was evaluated on the criteria embedded in the student's interaction with the lesson plans as a context. Data shows that student teachers generated their own examples of how to identify concepts and characterize them as “concrete concepts.” They classified the instructional events to develop “defined concepts” and characterizations of the given materials. The individual elements of lesson plans were identified and listed in the following order of hierarchy: grade level, topic sentences, goals, objectives, activities, evaluation procedures, resources, and level on the Bloom's Taxonomy of Educational Objectives. Two roles found to support the teaching and process learning were enhancement of learning, and instructional depth. “Enhancement of learning” is defined as a learner's competency to recruit cognitive strategies for the purpose of determining whether lesson plans are structurally meaningful to promote the teaching and learning among children. “Instructional depth” is defined as the capability of the technology to facilitate the dissemination of information in a sequential manner for the purpose of promoting the effective organization of information among learners. Cognitive strategies, competency, constructing a knowledge base, and growth were five factors found to initiate concept development among student teachers. These data have implication to instructional design, program improvement, and evaluation of instruction in computer-based learning environments.

scholarly journals Educational elements of instructional design to enhance the construction of virtual learning environments

2020 ◽  
pp. 1-7
Author(s):  
Nadia Sarahi URIBE-OLIVARES ◽  
Paul Rafael SIORDIA-MEDINA ◽  
Aldo ZEA-VERDÍN
Keyword(s):  
Instructional Design ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Virtual Education ◽  
Instructional Designers ◽  
Administrative Staff ◽  
Educational Model ◽  
Professional Profile

From the perspective of experts in instructional design, what pedagogical elements favor the construction of virtual learning environments? It is the question that guides the present investigation. Education has had significant changes in recent decades, so institutions would be expected to transform. The management of educational change must be carried out from within the institutions themselves, who, through the operability of their educational model, foster the learning of their students. The innovation elements of an institution involve the entire educational community. The pedagogical foundations must permeate the management team, teachers and administrative staff to achieve true educational quality in any educational modality. This research focuses on the particularities of the virtual modality. It aims to analyze the different perspectives of instructional designers of institutions of higher and higher education regarding what pedagogical elements are necessary in offering virtual education. It also analyzes the professional profile of those who exercise the role of instructional designer in the different institutions.

The Role of Instructional Design in Transformative Learning

2020 ◽  
pp. 58-74
Author(s):  
Kimberley Gordon ◽  
Luanne Lewis ◽  
Jill Auten
Keyword(s):  
Instructional Design ◽  
Classroom Management ◽  
Transformative Learning ◽  
Learning Environments ◽  
Training Programs ◽  
Learning Theories ◽  
Modular Approach ◽  
Planning Tool ◽  
And Training

As transformative learning is rooted in the belief that humans make meaning of their experiences, the incorporation of instructional design (ID) techniques in classroom management as a planning tool is well suited to learning environments in which the facilitator subscribes to Mezirow's theory. ID refers to a systematic process for developing instruction by following a prescribed model focused on accomplishment of desired learning outcomes. ID provides a clear, direct map to guide educators through the creation of lessons in accordance with curriculum expectations. ID is an appropriate tool for the practitioners of the three primary learning theories: behaviorism, cognitivism, and constructivism. Reiser and Dempsey described ID as a systematic progression of steps undertaken to develop education and training programs in a consistent and reliable fashion; it enables educators to take a modular approach to delivery of learning. This chapter explores the role of instructional design in transformative learning.

Quilting a journey: decolonizing instructional design

2018 ◽  
Vol 14 (2) ◽  
pp. 164-172
Author(s):  
Carolyn M. DeLorme
Keyword(s):  
Instructional Design ◽  
Learning Environments ◽  
Educational Software ◽  
Indigenous Communities ◽  
Tribal College ◽  
Instructional Designer ◽  
Culturally Competent ◽  
Instructional Design Practices ◽  
Person Model

In many Indigenous communities, the star quilt is a symbol of honor given as a gift to recognize something about which the community is proud. The star quilt was used as a metaphor in this study to critically examine the practices of an instructional designer working in a tribal college context to identify culturally relevant instructional design practices. Instructional design is the systematic process of planning and developing learning environments, such as courses, curricula, or educational software. The researcher utilized an Indigenous approach to autoethnography as methodology to establish the community as the norm by which to critique the practices of the instructional designer—the researcher herself. The study findings culminated in the Star Quilt Framework for Culturally Competent Instructional Design, a relational person model for practice that incorporates the role of the instructional designer as an actor in the design process.

scholarly journals IMPLEMENTASI PRAKTIK PENGALAMAN LAPANGAN BERBASIS LESSON STUDY MAHASISWA PENDIDIKAN MATEMATIKA FKIP UNLAM

Vidya Karya ◽  
2017 ◽  
Vol 31 (2) ◽  
Author(s):  
Elli Kusumawati
Keyword(s):  
Mathematics Education ◽  
Student Teachers ◽  
Lesson Study ◽  
Teaching Practice ◽  
Lesson Plan ◽  
Study Data ◽  
Lesson Plans ◽  
Learning Activities ◽  
Teaching Skills ◽  
Education Department

Abstract. Teaching practice (PPL) is one of the compulsory subjects weighing four credits held for three months at school. In the last two years, mathematics education department of FKIP ULM implement Lesson Study based PPL in six Junior High Schools in Banjarmasin. At this moment, Lesson Study is implemented in schools by teachers in order to foster and develop educator profession. The purpose of implementation of Lesson study based PPL Study is to give student teachers teaching skills and applying them in the classroom. The research method used is descriptive qualitative approach. Data collection used observation, interviews and Forum Group Discusssion. The research sample consisted of 4 mathematics education department students which are taking PPL program . The study was classified as action research-based Lesson Study. Data analysis refers to analysis of notes including lesson plans, observation and reflection. The results showed that the implementation of Lesson Study of four students started from Plan namely planning of lesson plans), Do namely implementation of lesson plan, observations results taking place during learning activities and the results of the reflection which was completed with suggestions for improvement of learning. Keywords: Lesson Study, PPL, plan-do-see Abstrak. Praktik Pengalaman Lapangan (PPL) adalah salah satu mata kuliah wajib berbobot empat sks yang dilaksanakan selama tiga bulan di sekolah. Pada dua tahun terakhir program studi pendidikan matematika melaksanakan PPL berbasis Lesson Study di enam SMP Negeri di Banjarmasin. Selama ini Lesson Study dilaksanakan di sekolah oleh guru dalam rangka membina dan mengembangkan profesi pendidik. Tujuan diterapkannya PPL berbasis lesson Study salah satunya membekali mahasiswa sebagai calon guru untuk berlatih menerapkannya di kelas. Metode penelitian menggunakan pendekatan deskriptif kualitatif dengan teknik pengambilan data berupa pengamatan, wawancara dan Forum Group Discusssion. Sampel penelitian terdiri atas 4 orang mahasiswa Prodi Pendidikan Matematika yang sedang melaksanakan PPL.  Ditinjau dari pelaksanaan penelitian, maka penelitian ini digolongkan dalam penelitian tindakan berbasis Lesson Study. Teknik analisis data penelitian kualitatif mengacu pada hasil catatan lapangan meliputi RPP dan catatan hasil observasi dan refleksi. Hasil penelitian menunjukkan pelaksanaan Lesson Studi empat orang mahasiswa mulai dari Plan yaitu perencanaan membuat RPP, Do yaitu pelaksanaan pembelajaran berupa hasil observasi di kelas selama pembelajaran berlangsung (tahap pembelajaran yaitu kegiatan awal, inti dan kegiatan akhir) dan hasil refleksi dilengkapi dengan saran perbaikan pembelajaran.  Kata Kunci: Lesson Study, PPL, plan-do-see

Blended Learning

2010 ◽  
pp. 795-809 ◽  
Author(s):  
Karen Weller Swanson ◽  
Mary Kayler
Keyword(s):  
Instructional Design ◽  
Blended Learning ◽  
Learning Environments ◽  
International Society ◽  
Teaching And Learning ◽  
Learning Goals ◽  
Technology In Education ◽  
Iste Standards ◽  
And Function

As institutions look for ways to increase enrollment and students seek greater flexibility in their learning environments, blended learning is emerging as the best of both worlds. This chapter will discuss why both students and instructors choose blended learning (BL) and the benefits of BL pedagogically. The layers of software required to support BL will be briefly described for the purpose of supporting a discussion of the tools used to design online learning. The role of assessment and the need to create communities of practice within a BL environment will be illustrated. With a changing emphasis from software and function to one of learning outcomes, this chapter will present Learning Activities Management Systems (LAMS) and the International Society for Technology in Education (ISTE) standards which focus on the advancement of instructional design. ISTE will be introduced as a framework for students and instructors to gauge their teaching and learning goals.

scholarly journals Self-regulation strategies in blended learning environments in higher education: A systematic review

2021 ◽  
pp. 175-192
Author(s):  
Jan Hein Eggers ◽  
Ron Oostdam ◽  
Joke Voogt
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Self Regulation ◽  
Management Strategies ◽  
Cognitive Strategies ◽  
Study Success ◽  
Cognitive Motivation ◽  
Regulation Strategies

Although self-regulation is an important feature related to students’ study success as reflected in higher grades and less academic course delay, little is known about the role of self- regulation in blended learning environments in higher education. For this review, we analysed 21 studies in which self-regulation strategies were taught in the context of blended learning. Based on an analysis of literature, we identified four types of strategies: cognitive, metacognitive, motivational and management. Results show that most studies focused on metacognitive strategies, followed by cognitive strategies, whereas little to no attention is paid to motivation and management strategies. To facilitate self-regulation strategies non-human student tool interactional methods were most commonly used, followed by a mix of human student-teacher and non-human student content and student environment methods. Results further show that the extent to which students actively apply self-regulation strategies also depends heavily on teacher's actions within the blended learning environment. Measurement of self-regulation strategies is mainly done with questionnaires such as the Motivation and Self-regulation of Learning Questionnaire. Implications for practice and policy: More attention to self-regulation in online and blended learning is essential. Lecturers and course designers of blended learning environments should be aware that four types of self-regulation strategies are important: cognitive, metacognitive, motivational and management. Within blended learning environments, more attention should be paid to cognitive, motivation and management strategies to promote self-regulation.

scholarly journals Rethinking the Policies for Nurturing Teacher Identity Development in Indonesia

2021 ◽  
Author(s):  
Jarjani Usman ◽  
Teuku Zulfikar ◽  
Dorine Lugendo
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Student Teachers ◽  
Teacher Identity ◽  
Classroom Practices ◽  
Lesson Plan ◽  
Education Institution ◽  
Lesson Plans ◽  
Professional Identity Development ◽  
The Government

This study explored supports given by in-service teachers to student-teachers for professional identity development in Indonesia. In this qualitative study, sixteen student teachers taking the course of Curriculum Development at an Islamic higher education institution in Aceh were grouped into six and assigned to six schools (primary to senior high) in two districts in Aceh, Indonesia, to communicate with classroom teachers regarding lesson plan and teaching materials. We also expected them to observe classroom practices if possible. In this way, student teachers gain real experiences on how the teachers develop their lesson plans and implement them in actual lessons, as part of their professional identity development. We then interviewed all of them to delve into their experiences and perceptions of lesson preparation and teaching. The results showed that even though most schoolteachers provide spaces for student-teachers to practice designing lesson plans, most in-service teachers did not allow student teachers to observe classroom practices. This leaves a gap in the trajectory of student teacher identity development as there are few opportunities for support from the in-service teachers in this regard. However, some participants admitted that their teacher identity had been shaped by the good images of the school they visited, the courses on pedagogy they learned at university, and the instructional approaches former teachers used at schools. This study is significant because its findings can fill in the gap in the trajectory of teacher identity development by alerting in-service teachers, teacher trainers, and the government about the importance of providing school support to student teachers for developing their identity.

scholarly journals ANALYSIS OF LESSON PLANS WRITTEN BY ENGLISH STUDENT-TEACHERS FOR YOUNG LEARNERS

Ta dib ◽  
2017 ◽  
Vol 20 (2) ◽  
pp. 39
Author(s):  
Rahmawati Rahmawati ◽  
Zulhermindra Zulhermmida
Keyword(s):  
Student Teachers ◽  
Learning Experience ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Teaching English ◽  
Language And Culture ◽  
Young Learners ◽  
Almost All ◽  
Principles Of Learning ◽  
Thematic Learning

This study is to describe the application of consistency principles in developing lesson plans of teaching English for young learners designed by student-teachers. The design of this research is descriptive quantitative. The instrument in this study is a checking guide sheet. The lesson plans, as data, were analyzed by comparing the consistency  principles of developing  lesson plan of teaching English for  children with each document. Based on the analysis, there were 23 documents (38%) applying most of the principle of consistency within the development of the syllabus and only 1 document (2%) which does not apply any of the principles. In detail, 25 documents (42%) partially applied the principle of linkage and integration and no document (0%)  which did not apply any of these principles. Then, 28 documents (47%) applied all of the principles of learning foreign languages for children and no document (0%) that did not apply any of the principle. Almost all documents (92% - 93%) implemented each principle of helping students’ development and practice language through collaboration, integrate language and content, and validate and integrating that learning with the learners’ language and culture. Next, most of documents (68% - 78%) applied the principles of providing an active and fun role in the learning experience, using multidimensional and thematic learning activities, validating and integrating the learning with language and culture of learners, and providing clear objectives and feedback on the language usage. In conclusion, the application of the principles of learning English for children lies in the range of 81%.

The Role of Instructional Design in Transformative Learning

2018 ◽  
pp. 243-258 ◽  
Author(s):  
Kimberley Gordon ◽  
Luanne Lewis ◽  
Jill Auten
Keyword(s):  
Instructional Design ◽  
Classroom Management ◽  
Transformative Learning ◽  
Learning Environments ◽  
Training Programs ◽  
Learning Theories ◽  
Modular Approach ◽  
Planning Tool ◽  
And Training

As transformative learning is rooted in the belief that humans make meaning of their experiences, the incorporation of instructional design (ID) techniques in classroom management as a planning tool is well suited to learning environments in which the facilitator subscribes to Mezirow's theory. ID refers to a systematic process for developing instruction by following a prescribed model focused on accomplishment of desired learning outcomes. ID provides a clear, direct map to guide educators through the creation of lessons in accordance with curriculum expectations. ID is an appropriate tool for the practitioners of the three primary learning theories: behaviorism, cognitivism, and constructivism. Reiser and Dempsey described ID as a systematic progression of steps undertaken to develop education and training programs in a consistent and reliable fashion; it enables educators to take a modular approach to delivery of learning. This chapter explores the role of instructional design in transformative learning.

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