Conceptual Design Model of Instructional Interfaces

2019 ◽  
Vol 7 (1) ◽  
pp. 1-10
Author(s):  
Abdulrauf Tosho
Keyword(s):  
Instructional Design ◽  
Distance Learning ◽  
Inclusive Education ◽  
Instructional Strategy ◽  
Educational Systems ◽  
Learning Aids ◽  
Information Accessibility ◽  
Analysis Technique ◽  
Proposed Model ◽  
Survey Approach

The study investigates the usability of the proposed model for instructional design on Courseware for Inclusive Education System (C4IES). The usability evaluation on courseware is an important constructivist instructional strategy for inclusive educational systems. The study used the comparative analysis technique to evaluate the usability level of proposed model of C4IES. Then, a field study with observation and survey approach were carried out on randomly selected students among distance learning institutes, whereby a group of students was exposed to non-interactive learning aids, whereas the other group was aided with C4IES prototype. The model has been reviewed by seven experts and validated by 202 respondents from approved distance learning through prototyping. On top of that, the findings of user experience indicated that the C4IES is able to fulfil the instructional interface needs for the non-impaired, low-visual, and hearing-challenged learners in terms of motivation in the use of courseware next time. All these findings demonstrate that the proposed model of C4IES is useful for information accessibility and contributes to the designing of instructional design.

scholarly journals Conceptual Design Model of Instructional Interfaces

2016 ◽  
Vol 14 (4) ◽  
pp. 68-82 ◽  
Author(s):  
Abdulrauf Tosho ◽  
Ariffin Abdul Mutalib ◽  
Sobihatun Nur Abdul-Salam
Keyword(s):  
Comparative Analysis ◽  
Inclusive Education ◽  
Conceptual Design ◽  
Interface Design ◽  
Design Model ◽  
Ongoing Study ◽  
Information Accessibility ◽  
Analysis Technique ◽  
Proposed Model ◽  
Structure Layout

This paper describes an ongoing study related to a conceptual design model, which is specific to instructional interface design to enhance courseware usage. It was found that most of the existing courseware applications focus on the needs of certain target with most of the courseware offer too little to inclusive learners. In addition, the use of structure, layout, and navigation to improve the courseware instructional interfaces as part of usability strategies was also problematic for developers. Thus, this study aims at creating an alternative instructional interface as part of usability strategies for inclusive education systems called Instructional Interface Design for Courseware (IID4C). It is proposed as guidance for the developer to refer to. The study used comparative analysis technique to determine the elements of the model. In the end, this study finds that the IID4C model is useful for information accessibility and contributes to the designing of instructional courseware. Future works are to evaluate the proposed model among disabled and non-disabled learners.

scholarly journals Estilos de Aprendizagem e Ensino a Distância na Perspectiva da Inclusão

EAD em FOCO ◽  
2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Suellen Silva dos Santos de Souza ◽  
Glauca Torres Aragon
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Styles ◽  
Inclusive Education ◽  
Educational Systems ◽  
Special Educational Needs ◽  
Education Policies ◽  
Students With Special Needs ◽  
Politica Publica ◽  
Teaching Learning

Este estudo analisa como a Educação a Distância pode, ao reconhecer os estilos de aprendizagem, contribuir para a inclusão educacional. Para isso, foi realizada pesquisa bibliográfica acerca da temática, considerando o período referente aos últimos cinco anos, nas bases de dados Pubmed, SciELO e Google Acadêmico. Constatou-se que os estilos de aprendizagem são importantes instrumentos a serem considerados nos processos de ensino-aprendizagem integrados à modalidade de ensino a distância, sendo esse um instrumento de política pública educacional de democratização de acesso à educação. Assim, articular os diversos estilos de aprendizagem e as propostas pedagógicas no ensino a distância resulta em um processo de viabilização de direitos para os que possuem necessidades educativas especiais ou para os que necessitem desenvolver/estimular outros estilos de aprendizagem, atendendo a políticas voltadas à inclusão educacional. Diante disso, espera-se dos diferentes sistemas de ensino maior atenção no sentido do planejamento contínuo de ações para que seja reforçada a formação continuada dos professores na temática debatida, bem como intervir para que políticas públicas educacionais vigentes, em especial a Educação a Distância, sejam efetivamente acessíveis aos estudantes com necessidades educativas especiais. Palavras-chave: Educação a Distância, Inclusão educacional, Neurociências, Neuroeducação. Learning Styles and Distance Education in the Perspective of Inclusion AbstractThis study analyzes how distance education can, by recognizing learning styles, contribute to inclusive education. A bibliographic research in Pubmed, Scielo and Google Academic databases was done on the topic, considering as the period of investigation the last five years. It was verified that learning styles are important instruments to be considered in the teaching-learning process for distance learning, that being an instrument of an educational public policy for democratic access to education. Thus, considering the different learning styles on pedagogical proposals in distance learning results in a process of making rights available to those with special educational needs or those who need to develop/stimulate other learning styles, taking into account policies aimed to inclusive education.Therefore, it is expected that the different educational systems pay more attention in the planning for continuing education to reinforce the ongoing teachers training with the topic discussed, as well as make sure that existing public education policies, especially for distance education, be effectively accessible to students with special needs. Keywords: Distance learning, Inclusive education, Neuroeducation, Neurosciences.

scholarly journals Model of pedagogical education of the modern university

2018 ◽  
pp. 7-13
Author(s):  
Liudmyla Khoruzha ◽  
Maria Bratco
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Leadership Potential ◽  
Pedagogical Training ◽  
Proposed Model ◽  
Development Trajectory ◽  
Innovative Thinking ◽  
Pedagogical Knowledge And Skills ◽  
Favorable Conditions ◽  
Organizational Features

The article actualizes the problem of pedagogical education in accordance with the new conceptual principles of its development; there is an attempt to describe a model of educational and scientific complex for higher pedagogical education on the example of the Borys Grinchenko Kyiv University. The activity of the complex corresponds to the principles of integrity, continuity, regularity, openness, variability of professional training forms. Management of such a complex has an adaptive character and is determined by the purposefulness, consistency, resource availability, the interaction of control and controlled subsystems. The authors identify varieties of continuous pedagogical education; characterize the main organizational features of training specialists at different stages of pedagogical education, taking into account its varieties; varied forms of continuous pedagogical education are distinguished at the appropriate stages (pre-professional, adaptive-professional, system-professional, acme-professional). Each of the stages has its own content, which corresponds to modern educational trends: the introduction of competence, person-oriented, and activity approaches; development of innovative thinking and leadership potential; creating conditions for inclusive education, etc. This way provides favorable conditions for the professional-personal formation of a pedagogue at all stages of this process: from the defining of professional intentions to improving pedagogical skills. The article focuses on the advantages of introducing the proposed model, which are seen in the diversification of pedagogical training, expanding the competence field of pedagogical knowledge and skills usage; in creating a dynamic educational environment, and in motivating higher education graduates to self-organization in the process of building their own professional development trajectory.

scholarly journals Acid Test of Ghana’s Educational Institutions Operating Distance Learning Programs

2020 ◽  
pp. 10-17
Author(s):  
William K Koomson ◽  
Naa Kai Amanor-Mfoafo
Keyword(s):  
Distance Learning ◽  
Mobile Learning ◽  
Online Teaching ◽  
Learning Technologies ◽  
Educational Institutions ◽  
Learning Platform ◽  
Proposed Model ◽  
Learning Programs ◽  
Operating Distance ◽  
Acid Test

The outbreak of the COVID-19 pandemic is an unprecedented blow to the Ghanaian Educational System. Following the closure of all educational facilities in Ghana in March 2020, the country’s President ordered for the adoption of distance learning. This poses the question: how prepared are Ghanaian institutions to carry out distance learning using online teaching approaches? Most institutions in Ghana offering distance learning programs currently adopt the usage of the tutorial method where there is minimal or no usage of online learning technologies. This article discusses the potential usage of mobile learning by Ghanaian Educational Institutions operating distance learning programs in the wake of combating the COVID-19. It proposes a model to support the use of WhatsApp Messenger as an online tool to support distance learning programs. The proposed model is a summary comparison between a typical Learning Management System (LMS) using Jurado’s classification and the proper application of the use of WhatsApp Messenger as a mobile learning platform in a Ghanaian context.

scholarly journals Inclusive education’s promises and trajectories: Critical notes about future research on a venerable idea

2016 ◽  
Vol 24 ◽  
pp. 43 ◽  
Author(s):  
Alfredo J. Artiles ◽  
Elizabeth B. Kozleski
Keyword(s):  
Inclusive Education ◽  
Strategic Alliances ◽  
Multiple Identities ◽  
Research Literature ◽  
Unintended Consequences ◽  
Future Research ◽  
Educational Systems ◽  
Conceptual Clarity ◽  
Education Agenda ◽  
Critical Notes

The purpose of this article is to offer critical notes on inclusive education research in the U.S. We discuss issues germane to conceptual clarity and the ways in which inclusive education interacts with reforms that share equity goals, noting disruptions and unintended consequences that arise at the nexus of these reforms. In addition, we identify enduring challenges and paradoxes in this research literature. These include sampling issues, an emphasis on where students are placed as a proxy for inclusive education vis-à-vis inclusive education as the transformation of educational systems, the ways in which outcome measures have been examined in this research, and the need for and challenges of building strategic alliances that could advance an inclusive education agenda. We conclude with reflections and suggestions for a future research program that include sharpening inclusion’s identity, attending to the fluid nature of ability differences and students’ multiple identities, broadening the unit of analysis to systems of activities, and documenting processes and outcomes.

scholarly journals Dialogic Learning Environments That Enhance Instrumental Learning and Inclusion of Students With Special Needs in Secondary Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Diego Navarro-Mateu ◽  
Teresa Gómez-Domínguez ◽  
María Padrós Cuxart ◽  
Esther Roca-Campos
Keyword(s):  
Secondary Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Instrumental Learning ◽  
Educational Systems ◽  
Successful Implementation ◽  
Special Educational Needs ◽  
Educational Strategies ◽  
Students With Special Needs ◽  
Documentary Analysis

Across Europe, the enrolment of students with special educational needs in regular classrooms is increasing, although it does not always mean access to high quality educational experience. In this context, inclusive education has been enhanced in most educational systems, but its successful implementation is still limited and has become a challenge in most countries, and specially in secondary education, when segregation due to learning achievement is more frequent. Educational practices that take into account the potential of promoting learning interactions within heterogeneous groups of students have already demonstrated contributing to educational inclusion of students with special needs. In this study we analyse the case of a secondary education school located in Valencian Community (Spain), which educates students with special needs along with their typically developing peers and is characterized by its inclusive ethos. The analysis focuses on three educational strategies implemented in the school and their impact on educational improvement and inclusion of the students with special needs: (1) co-teaching, (2) interactive groups, (3) dialogic literary gatherings. Qualitative data were obtained from communicative focus groups with teachers, communicative life stories with students and relatives, communicative observations of the three educational strategies and documentary analysis. The findings show significant increase in the students' instrumental learning, as well as an improvement in these students' overall inclusion in the school.

Recommendations to Improve Education for Students with Autism through Distance Learning Strategies and Assistive Technologies during the COVID-19 Pandemic

2021 ◽  
pp. 1-8
Author(s):  
Dr. Dalliah Alkhoui
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Learning Strategies ◽  
Inclusive Education ◽  
Classroom Environment ◽  
Assistive Technologies ◽  
Instructional Materials ◽  
Educational Challenges ◽  
Home Based ◽  
Students With Autism

The COVID-19 pandemic has created new educational challenges and presented new opportunities for educators and students with learning disabilities, especially due to the increased awareness and focus on inclusive education. While extensive research has been done on effective strategies for teaching students with autism in an inclusive classroom environment, there is minimal research conducted on strategies for distance learning education for students with autism. This group is at a higher risk of being excluded from online education compared to their peers who have no learning difficulties. Recommended strategies for enhancing effective online education for students with autism include strategies for developing instructional materials. Another is collaborative engagements with all stakeholders to develop an understanding of each student’s strengths and weaknesses. The other is the provision of teacher training and continuous professional development. Next up is developing strategies for creating effective home-based learning environments such as providing all the required infrastructure for online learning. Finally, are strategies for instructional delivery such as the use of effective assistive technologies such as Zoom, collaboration with caregivers, and ensuring the active engagement of the students during instruction delivery.

Implementing a Game-Based Instructional Design Strategy in the Eighth Grade Science Classroom

2018 ◽  
pp. 289-305
Author(s):  
Angela Dowling ◽  
Terence C. Ahern
Keyword(s):  
Instructional Design ◽  
Game Design ◽  
Instructional Strategy ◽  
Science Classroom ◽  
Design Method ◽  
Design Strategy ◽  
Science Class ◽  
Science Content ◽  
Instructional Activity ◽  
Activity Design

This chapter examines the effects of a game-like environment on instructional activity design and learning outcomes in a middle school general science class. The authors investigated if science content can be designed and successfully delivered instructionally using a game-like learning environment. The authors also wanted to investigate if by utilizing a game-design method could class and student engagement be increased. The results indicated that the instructional design of the unit using a game-like environment was successful and students exhibited learning. The authors also address the challenges inherent in utilizing this instructional strategy.

Developing Prescriptive Taxonomies for Distance Learning Instructional Design

2011 ◽  
pp. 616-630
Author(s):  
Vincent Elliott Lasnik
Keyword(s):  
Instructional Design ◽  
Distance Learning ◽  
Performance Outcomes ◽  
Human Learning ◽  
Specific Knowledge ◽  
Knowledge Domains ◽  
Rich Variety ◽  
Wide Range ◽  
And Performance ◽  
Specific Learning

One of the central problems and corresponding challenges facing the multidisciplinary fields of distance learning and instructional design has been in the construction of theory-grounded, research-based taxonomies for prescribing what particular strategies and approaches should be employed when, how, and in what combination to be most effective and efficient for teaching specific knowledge domains and performance outcomes. While numerous scholars and practioners across a wide range of associated instructional design fields have created a rich variety of effective, efficient, and very current prescriptions for obtaining specific learning outcomes in specific situations (Anderson & Elloumi, 2004; Marzano, 2000; Merrill, 2002a; Nelson & Stolterman, 2003; Reigeluth, 1999a; Shedroff, 1999; Wiley, 2002), to date, no single theory-grounded and research-verified unifying taxonomic scheme has successfully emerged to address all existing and potential educational problems across the phenomena of human learning and performance.

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