scholarly journals Instructional Design Framework for Construction Materials Training

2022 ◽  
Vol 7 ◽  
Author(s):  
Hazem Jadallah ◽  
Carol J. Friedland ◽  
Isabelina Nahmens ◽  
Charles Pecquet ◽  
Charles Berryman ◽  
...  
Keyword(s):  
Instructional Design ◽  
Universal Design For Learning ◽  
Construction Materials ◽  
Assessment Method ◽  
Workforce Training ◽  
Science Theory ◽  
Design For Learning ◽  
Education Science ◽  
Training Modules ◽  
Goals And Objectives

The construction industry is suffering, in part, from a lack of training programs offered to the construction workforce. Unfortunately, most construction training and education research focuses on university student education. Integrating education science theory into construction workforce training has the potential to improve industry training but there is a dearth of studies that present details of this integration process. To address this gap, a training framework was developed to educate material stakeholders on material properties, selection, and installation. This framework is based on andragogical and Universal Design for Learning (UDL) principles. An assessment method evaluates training agendas to improve upon instructional design before training implementation. This method assesses the proposed training framework by enumerating the occurrences of Bloom’s Taxonomy verbs to determine how closely the proposed training’s goals and objectives followed Bloom’s guidelines. This study culminates by establishing linkages from educational theory to proposed training modules. The module template is presented in a goals and objectives format so that organizations can best implement and test this training framework.

Designing Engaging Online Environments

2018 ◽  
pp. 280-298 ◽  
Author(s):  
Aleksandra Hollingshead
Keyword(s):  
Instructional Design ◽  
Student Engagement ◽  
Universal Design ◽  
Systematic Approach ◽  
Universal Design For Learning ◽  
Learning Needs ◽  
Online Environment ◽  
Asynchronous Instruction ◽  
Diverse Backgrounds ◽  
Design For Learning

Engagement in learning is critical to students' achievement of meaningful learning outcomes. Educators often describe engagement as a multi component concept that involves emotional, cognitive, and behavioral domains. In an online environment, student engagement is challenging to achieve. Both synchronous and asynchronous instruction needs to be thoughtfully designed to engage students at a meaningful level. Moreover, within an online environment, some of the differences between the students from diverse backgrounds may be more challenging for the instructors to address and thus require an intentional and systematic approach. Universal Design for Learning (UDL) is an instructional design framework that is based on a notion that all students are varied in their learning needs and therefore instruction needs to be flexible to ensure learning of all. This chapter will examine the construct of engagement, focus on learner variability, and offer practical instructional design solutions based in the framework of UDL.

Implementing Accessible Online Learning for Blind and Visually Impaired Students

2007 ◽  
pp. 271-292
Author(s):  
Hugh O’Neill ◽  
Inmaculada Arned llo-Sanchez ◽  
Brendan Tangney
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Design Process ◽  
Visually Impaired ◽  
Universal Design For Learning ◽  
Web Content ◽  
Blind And Visually Impaired ◽  
Design For Learning ◽  
Accessibility Guidelines ◽  
Visually Impaired Students

This chapter presents a framework for the design of accessible online learning environments for blind and visually impaired students in terms of accessibility and the design process. The conjunction of the Web content Accessibility Guidelines Version 1 and the Principles of Universal Design for Learning (Centre for Applied Special Technology) into the instructional design process forms the basis of our approach. The first cycle of this iterative study implements objectivist instructional design theory to teach blind and visually impaired students how to write Web pages in HTML. For future iterations, we argue for the implementation of objectivist instructional design theories to provide clarity of structure beneficial for blind and visually impaired learners, together with constructivist notions such as a clientcentred design approach and mechanisms for interaction to promote collaborative construction of knowledge.

Designing Engaging Online Environments

2021 ◽  
pp. 516-530
Author(s):  
Aleksandra Hollingshead
Keyword(s):  
Instructional Design ◽  
Student Engagement ◽  
Universal Design ◽  
Systematic Approach ◽  
Universal Design For Learning ◽  
Learning Needs ◽  
Online Environment ◽  
Asynchronous Instruction ◽  
Diverse Backgrounds ◽  
Design For Learning

Engagement in learning is critical to students' achievement of meaningful learning outcomes. Educators often describe engagement as a multi component concept that involves emotional, cognitive, and behavioral domains. In an online environment, student engagement is challenging to achieve. Both synchronous and asynchronous instruction needs to be thoughtfully designed to engage students at a meaningful level. Moreover, within an online environment, some of the differences between the students from diverse backgrounds may be more challenging for the instructors to address and thus require an intentional and systematic approach. Universal Design for Learning (UDL) is an instructional design framework that is based on a notion that all students are varied in their learning needs and therefore instruction needs to be flexible to ensure learning of all. This chapter will examine the construct of engagement, focus on learner variability, and offer practical instructional design solutions based in the framework of UDL.

Instructional Design for Simulations in Special Education Virtual Learning Spaces

2020 ◽  
pp. 254-267
Author(s):  
Kimberly K. Floyd ◽  
Neal Shambaugh
Keyword(s):  
Special Education ◽  
Instructional Design ◽  
Universal Design For Learning ◽  
Virtual Learning ◽  
Students With Special Needs ◽  
Decision Cycle ◽  
Design For Learning ◽  
Learner Differences ◽  
Teachers And Parents ◽  
Learning Principles

Virtual learning environments provide new teachers with experiences to apply knowledge of learner differences to semi-authentic learning situations involving students with special needs, teachers, and parents. Instructional design provides a systematic process to document instructional designs in an undergraduate special education course, which has students apply universal design for learning principles. A variation of instructional design designed for teacher education, the teacher decision cycle, documents the teaching decisions behind the use of TLE TeachLivE to provide simulated experiences in virtual learning settings, as well as supporting activity structures. Implementation guidelines are provided.

Universal Design for Culturally-Diverse Online Learning

2011 ◽  
pp. 239-254 ◽  
Author(s):  
Jane H. Eberle ◽  
Marcus D. Childress
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Instructional Strategies ◽  
Culturally Diverse ◽  
Universal Design ◽  
Online Courses ◽  
Universal Design For Learning ◽  
Global Learning ◽  
Design For Learning ◽  
Culturally Diverse Populations

This chapter outlines a framework for designing online learning using the principles of universal design. The authors define and give practical examples of instructional design models and universal design for learning as adapted for culturally-diverse populations and global learning. Online learning in a global society presents a variety of teaching issues that must be addressed if learning is to be universal, consistent, and culturally-sensitive. Adapting principles that the Center for Assistive Special Technology has developed for learners with special needs and combining those with practical instructional design techniques and instructional strategies can ensure that diverse learners will have equal access to the learning that will take place in their online courses.

Removing the Disability from Distance Education

2014 ◽  
pp. 156-168
Author(s):  
Christina Yuknis
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Students With Disabilities ◽  
Technology Use ◽  
Universal Design ◽  
Course Design ◽  
Universal Design For Learning ◽  
Design For Learning ◽  
Accessibility Issues ◽  
Education Courses

Students with disabilities are increasingly opting to take distance education courses. As a result, many courses are not prepared to adequately meet the needs of their students. This chapter provides an overview of the main accessibility issues, including the delay in technology use and adaptation and assistive technology integration for people with disabilities in distance education courses. To mitigate these issues, a framework for instructional design, Universal Design for Learning (UDL), is presented. UDL is a set of three principles that, when applied from the beginning of the course design, can reduce the need for later modifications or accommodations. Instructors may use UDL to ensure that the course is accessible, not just for students with disabilities, but for all students in the course.

Removing the Disability from Distance Education

2016 ◽  
pp. 254-267 ◽  
Author(s):  
Christina Yuknis
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Students With Disabilities ◽  
Technology Use ◽  
Universal Design ◽  
Course Design ◽  
Universal Design For Learning ◽  
Design For Learning ◽  
Accessibility Issues ◽  
Education Courses

Students with disabilities are increasingly opting to take distance education courses. As a result, many courses are not prepared to adequately meet the needs of their students. This chapter provides an overview of the main accessibility issues, including the delay in technology use and adaptation and assistive technology integration for people with disabilities in distance education courses. To mitigate these issues, a framework for instructional design, Universal Design for Learning (UDL), is presented. UDL is a set of three principles that, when applied from the beginning of the course design, can reduce the need for later modifications or accommodations. Instructors may use UDL to ensure that the course is accessible, not just for students with disabilities, but for all students in the course.

Instructional Design for Simulations in Special Education Virtual Learning Spaces

2020 ◽  
pp. 356-369
Author(s):  
Kimberly K. Floyd ◽  
Neal Shambaugh
Keyword(s):  
Special Education ◽  
Instructional Design ◽  
Universal Design For Learning ◽  
Virtual Learning ◽  
Students With Special Needs ◽  
Decision Cycle ◽  
Design For Learning ◽  
Learner Differences ◽  
Teachers And Parents ◽  
Learning Principles

Virtual learning environments provide new teachers with experiences to apply knowledge of learner differences to semi-authentic learning situations involving students with special needs, teachers, and parents. Instructional design provides a systematic process to document instructional designs in an undergraduate special education course, which has students apply universal design for learning principles. A variation of instructional design designed for teacher education, the teacher decision cycle, documents the teaching decisions behind the use of TLE TeachLivE to provide simulated experiences in virtual learning settings, as well as supporting activity structures. Implementation guidelines are provided.

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