scholarly journals A Lecture-Based Instructional System to Promote Student Agency

2021 ◽  
Vol 3 (2) ◽  
pp. 11-20
Author(s):  
Matthew R. Merritt ◽  
Athipat Cleesuntorn ◽  
Laura Brahmakasikara
Keyword(s):  
Instructional System ◽  
Qualitative Inquiry ◽  
Instructional System Design ◽  
Student Agency ◽  
Traditional Lecture ◽  
Student Profile ◽  
University Instructors ◽  
International University ◽  
Instructor Effectiveness ◽  
University Undergraduates

This research study was conducted in 2018 and resulted in an instructional system designed to support university instructors that seek to promote student agency in lecture-based learning environments. The objective of the study was to design and test an instructional system that supplements the traditional lecture and provides opportunities for the development of agentic engagement. In support of the instructional system design, the study examined ways in which university undergraduates used a digital backchannel, determined if using a digital backchannel affected agentic engagement, and identified the features of a digital backchannel that influenced student agency. The study employed a mixed methodology design using a questionnaire to collect quantitative student profile data and phenomenography to conduct a qualitative inquiry into participants’ experience. The population for this study consisted of undergraduates at a private, international university located outside of Bangkok, Thailand. A total of 171 participants took part in this study, with ten students selected for a focus group through a non-probability, purposive sampling. Overall, the study found that a lecturing system that employs the strategic use of a digital backchannel can promote student agentic engagement. Student agency and instructor effectiveness were both positively influenced through the employment of an instructional system.

Combining Instructional Design and Game Design

2011 ◽  
pp. 359-372
Author(s):  
Celina Byers
Keyword(s):  
Memory Consolidation ◽  
Game Design ◽  
Working Memory Capacity ◽  
Instructional System ◽  
Instructional System Design ◽  
Design Development ◽  
Design Elements ◽  
Implementation Evaluation ◽  
Analysis Design ◽  
Goals And Objectives

The desired outcome of instructional game design is to combine the powerful attraction of games and the proven effectiveness of instructional system design (ISD). This combination would have the capacity to focus player concentration on game play and learning the planned content in order to successfully complete the game. Conjoining game design elements (e.g., rules, goals and objectives, outcomes and feedback, conflict and challenge, interaction, representation or story) with ISD elements (e.g., analysis, design, development, implementation, evaluation) may be the means of reaching the desired outcome. Applying recent findings (e.g., working memory capacity, mental models, memory consolidation) from cognitive psychology may provide further assistance.

An evaluation on instructional systems design

2020 ◽  
Vol 12 (1) ◽  
pp. 30-41
Author(s):  
Huseyin Uzunboylu ◽  
Emine Kosucu
Keyword(s):  
Instructional Design ◽  
Systems Approach ◽  
Instructional System ◽  
Systems Design ◽  
Specific Model ◽  
Instructional System Design ◽  
Instructional Systems Design ◽  
Instructional Systems ◽  
Design Models ◽  
Instructional Design Models

Instructional design and instructional systems design concepts different from the direction of the field lead to confusion as it includes similar use cases from time to time. Instructional design models have different characteristics, and in different areas, in line with the needs of nature according to the purpose of alternating the use of different models, it affects the efficiency. Each model is developed that fixing the underlying spots is the best way to a need for designs designed which varies depending on the model. Some models of the objectives underlying the selection and use of different models have the highest level while improving strategies constitute a more important structure. With this assessment, the instructional design, instructional systems design, systems approach and instructional system design models, by examining the historical development of these models and their distinctive features, will be explained in connection with curriculum development. Thus, referring to the different points of each model and specific model, with respect to instructional systems design, the difference in instructional design, space and design process is studied. Keywords: Instructional systems design, instructional design, instructional design models.

scholarly journals Instructional System Design for Worker Education in Multicultural and Knowledge-based Society

2015 ◽  
Vol 174 ◽  
pp. 2355-2360 ◽  
Author(s):  
Anuchit Ngamkajonviwat ◽  
Wasant Atisabda ◽  
Ophat Kaosaiyaporn ◽  
Chidchanok Churngchow
Keyword(s):  
System Design ◽  
Instructional System ◽  
Instructional System Design ◽  
Knowledge Based ◽  
Worker Education

Instructional System Design for Aircrew Training

1974 ◽  
Vol 18 (4) ◽  
pp. 452-455 ◽  
Author(s):  
Steven L. Johnson ◽  
Chester C. Buckenmaier ◽  
Robert C. Sugarman
Keyword(s):  
Training Program ◽  
Systems Approach ◽  
Training Programs ◽  
System Development ◽  
Instructional System ◽  
Instructional System Design ◽  
Electronic Warfare ◽  
Performance Requirements ◽  
Instructional System Development ◽  
Air Vehicle

The use of a systems approach in the development of training programs is a relatively new innovation. This paper describes the methodology and output of the Instructional System Development (ISD) for the four crewmembers of the B-1 air vehicle. One of the most important attributes of the ISD approach is that only performance requirements necessary for completion of the mission are of importance. From the ensemble of these performance requirements and the entering skills and knowledges, the training objectives are identified. Subsequent to the determining of the skills and knowledges for which training is necessary, the objectives (criteria) that the student must meet and the conditions under which they will be accomplished, are specified. Tests are developed to measure the trainee's accomplishment of these criterion objectives. The methods and media considered for the instructional system are quite diverse. The simulation technology of importance to the B-1 training program includes not only complex flight and procedural trainers, but also electronic warfare simulators. The end product of the ISD effort is an efficient training program that is mission oriented rather than training for training's sake.

scholarly journals Psikodrama untuk Self-Esteem Anak dengan Specific Learning Disorder Usia 9-12 Tahun

2021 ◽  
Vol 6 (1) ◽  
pp. 24-45
Author(s):  
Nyi Mas Ratu Rema ◽  
Afra Hafny Noer ◽  
Esti Wungu
Keyword(s):  
System Design ◽  
Instructional System ◽  
Self Esteem ◽  
Expert Judgement ◽  
Instructional System Design ◽  
Learning Disorder ◽  
Specific Learning Disorder ◽  
Post Test ◽  
Specific Learning

Di Indonesia sebanyak 5 juta dari 50 juta anak-anak mengalami kesulitan belajar. Ujian, prestasi dan literacy, merupakan tantangan yang besar untuk anak specific learning disorder (SLD). Anak dengan SLD sering distigmatisasi dan dikaitkan dengan kegagalan yang menurunkan self-esteem. Self-esteem rendah adalah hasil penilaian negatif terhadap diri dan kualitas diri yang memberikan dampak buruk bagi anak. Modul psikodrama ini bertujuan untuk meningkatkan self-esteem rendah pada anak dengan specific learning disorder usia 9-12 tahun. Rancangan modul dibuat menggunakan pendekatan instructional system design dan metode penelitian tahap uji coba menggunakan metode quasi eksperimen dengan desain penelitian small design one group pre test-post test. Pengambilan data menggunakan interview, observasi dan pengisian kuesioner self-esteem. Rancangan modul ini melewati proses uji kelayakan yang dilakukan oleh 3 orang expert judgement dan uji coba pada 9 orang anak usia 9-12 tahun yang memiliki self-esteem rendah. Berdasarkan hasil yang diperoleh untuk meningkatkan self-esteem rendah pada anak usia 9-12 tahun, maka dalam modul psikodrama menekankan pada materi area teman dan sekolah, teknik sculpture, dan proses berulang

scholarly journals GEOGRAPHY LITERACY OF OBSERVATION INTRODUCTION LANDSCAPE REPRESENTATION PLACE FOR STUDENT EXPERIENCE

2018 ◽  
Vol 3 (2) ◽  
pp. 131
Author(s):  
Fahrudi Ahwan Ihsan ◽  
Fahmi Arif Kurnianto ◽  
Elan Artono Nurdin ◽  
Bejo Apriyanto
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Information Literacy ◽  
Research Council ◽  
National Research Council ◽  
Student Experience ◽  
Google Earth ◽  
Qualitative Inquiry ◽  
International University ◽  
Florida International University

This study aims to describe the understanding of geography literacy and student experience with landscape recognition observations using an ethnometodology perspective. The subject of this study was the chairman of each landscape recognition practice group student geography education program from University of Jember. The results of this study that geography literacy has a dimension of relevance to geographic skills in representing contextual phenomena and places from landscape recognition observation activities. The results of both observational studies provide research experience, motivation, critical and scientific thinking skills for students represented in the mapping of the area. Keywords: Geography Literacy, Student Experience, Ethnometodology References Bogdan, R. And Biklen, S.K.(1998). Qualitative Research for Education: An introduction to theories and methods. Boston: Allyn and Bacon, Inc. Boogart II, Thomas A. (2001). The Powwer of Place: From Semiotics to Ethnogeography, Middle States Geograher, 2001, 34: 38-47. Boyle, A., Maguire, S., Martin, A., Milsom, C., Nash, R., Rawlinson, S., Turner, A., Wurthmann, S. & Conchie, S.(2007). Fieldwork is Good: The Student Perception and the Affective Domain, Journaal of Geography in Higher Education, 31(2), 299-317. Chappell, Adrian.(2007). Using Teaching Observations and Reflective Practice to Challenge Conventions and Conceptions of Teaching in Geography, Journal of Geography in Higher Education, 32(2), 257-268. Comber, Barbara.(2017). Literacy Geography and Pedagogy: Imagining Translocal Research Alliances for Educational Justice, Journal Literacy Research: Theory, Method, and Practice, Sagepub, University of South Australia, 66, 53-72. Cotton, Debby R.E., Stokes, Alison, & Cotton, Peter A.(2010).Using Observational Methods to Research the Student Experience, Journal of Geography in Higher Education, 34(3), 463-473. Denzin, Norman K. And Lincoln Yvonna S. (2008). Strategies of Qualitative Inquiry. California: Sage Publications, Inc. Fatchan, Achmad. (2015). Methodology Research Qualitative of Ethnography and Ethnometodology Approaches for Social Sciences. Yogyakarta: Ombak. Guertin, L., Stubbs, C., Millet, C., Lee, T., & Bodek, M.(2012). Enchancing Geographic and Digital Literacy with a Student Generated Course Portfolio in Google Earth, Journal of College Science Teaching, 42(2), 32-37. Hunter, Nancee.(2016). Assesing Sense of Place and Geo-literacy Indicatorc as Learning Outcomes of an International Teacher Professional Development Program, Dissertation, Porland State University. Johnston, B. And Webber, S. (2003). Information Literacy in Higher Education: a review and case study, Studies in Higher Education, 28 (3), 335-352. Levinson, S.C.(2003). Space in Language and Cognition: Explorations in Cognitive Disversity. New York: Cambridge University Press. Lloyd, Annemaree.(2006). Information Literacy Landscapes: an emerging picture, Journal of Documentation, 62 (5), 570-583. Miles, Matthew B, Huberman, A. Michael, and Saldana, Johnny.(2015). Qualitative Data Analysis A Methods Sourcebook. Thousand Oaks, CA: Sage Publications. Minca, Claudio.(2013). The Cultural Geographies of Landscape, Hungarian Geographical Bulletin 62(1), 47-62. National Research Council.(2005). Learning to Think Spatially. GIS as a Support System in the K12 Curriculum. Washington DC: National Research Council and National Academies Press. Ottati, Daniela F.(2015). Geographical Literacy, Attitudes, adn Experiences of Freshman Students: A Qualitative Study at Florida International University, Dissertation. Miami: Florida International University. Patton, M.Q.(2002). Qualitative Research and Evaluation Methods (3rd ed.). Thousand Oasks CA: Sage Publications. Stokes, A. & Boyle, A.P.(2009). The Undergraduate Geoscience Fieldwork Experience: Influencing Factors and Implications for Learning, in: S.J. Whitmeyer, D.W. Mogk & E.J. Pyle (Eds) Field Geology Education-Historical Perspectives and Modern Approach, 461, Geological Society of America, 313-321. Turner, S., & Leydon, J.(2012). Improving Geography Literacy among First Year Undergraduate Students: Testing the Effectivess of Online Quizzes, Journal of Geography, 111(2), 54-66.

scholarly journals Effect of Visualised Case-Based Learning Strategy On Students’ Academic Performance in Chemistry in Ibadan Metropolis, Nigeria

2021 ◽  
Vol 10 (1) ◽  
pp. 106-126
Author(s):  
Mabel Ihuoma Idika
Keyword(s):  
Transfer Of Learning ◽  
Learning Strategy ◽  
Instructional System ◽  
Instructional System Design ◽  
Design Development ◽  
Chemistry Students ◽  
Case Based Learning ◽  
Post Hoc ◽  
Senior Secondary ◽  
Case Based

This study investigated the effect of the use of visualized case-based learning (VCBL) strategy on chemistry students’ academic achievement. The theoretical framework for this study is based on Thorndike’s idea of transfer of learning. A sample of one hundred and forty-five (145) senior secondary school II chemistry students drawn from four intact classes in two local government areas of Ibadan metropolis, were used for the research. Three well validated instruments were used to collect data. The VCBL package was developed following the Smith and Ragan Instructional System Design (ISD) Model (1999). This model comprises four stages: namely, Analysis, Design, Development and Implementation/Evaluation. Data were analysed by means of inferential statistics (ANCOVA, EMM and Tukey’s post-hoc). Results showed that there is significant main effect of treatment on students’ achievement in Chemistry (F (2, 248) =17.539; p<0.05; η2=0.124); implying that the posttest scores of students’ achievement in achievement significantly differ between the treatment and conventional groups. It was concluded that VCBL strategy has the potential to enable students understand chemistry better by way of promoting transfer of learning. In light of this, implications were discussed and relevant suggestions made.     

scholarly journals Developing an Interactive Storybook Application ‘Jack and the Dirty Smelly Beast’ for English Language Proficiency among Children

2021 ◽  
Vol 13 (4) ◽  
Author(s):  
Indah Fakhrani Arpin ◽  
Maizatul Hayati Mohamad Yatim
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Learning Experience ◽  
Descriptive Analysis ◽  
Instructional System ◽  
Foreign Language Learning ◽  
Instructional System Design ◽  
Education Policies

The high percentage of students who are still struggling with the English language is worrisome, even though there are many well-planned strategies and education policies that are developed to resolve this problem. It is a universal belief that learning a foreign language at a young age through reading plays an important role. Accordingly, the aim of this research is to design, develop and evaluate an interactive storybook application combined with suitable multimedia elements and features to encourage children to read. The interactive storybook entitled 'Jack and the Dirty Smelly Beast' was developed using Instructional System Design (ISD) and Rapid Prototyping model. An experimental study was conducted with 17 respondents between the ages of 6 – 8 years to test the effects of the multimedia elements and features in improving children’s learning. Their responses were recorded and analysed using descriptive analysis. The findings showed that respondents agreed that learning experience improved significantly and attracted children to read when using this application. In conclusion, by using correct multimedia elements and suitable features in the interactive storybook application, it is envisaged that the children’s comprehension in learning a foreign language can be expanded. This research foresees there is enormous opportunity for literacy development in foreign language learning in the early ages through the creation of an interactive storybook application with suitable multimedia elements and features for children.

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