Usefulness Examination of a Learning Task Analysis Diagram in Instructional Design Made by University Students Majoring in Technology Education

Drawing on concepts from such areas as information processing and cognitive processes in learning, learning task analysis, and interactive research techniques, this paper discusses a model for instructional design which is intended to improve the reliability and predictability of the design process. The model stresses interactions among specific combinations of learning task requirements, learner characteristics, and instructional treatment properties, in a manner analogous to the well-known aptitude-treatment interaction (ATI) model. The process underlying the model is “supplantation”, which is the provision of overt assistance to learners in performing a specific process required by a task. The supplantation model for instructional design is presented as an instrument for helping to produce predictable performance outcomes through the analysis of learners and learning tasks, and the joining of learners and tasks through the use of instructional treatments which assist learners in performing task requirements.

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Development and application of instructional design strategies in on-line synchronous Havruta to cultivate interpersonal communication competence of university students

10.22251/jlcci.2021.21.10.267 ◽

2021 ◽

Vol 21 (10) ◽

pp. 267-281

Author(s):

Jieon Jeogn

Keyword(s):

Instructional Design ◽

University Students ◽

Interpersonal Communication ◽

Communication Competence ◽

Design Strategies ◽

On Line

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Using Padlet in instructional design to promote cognitive engagement: a case study of undergraduate marketing students

Journal of Learning Development in Higher Education ◽

10.47408/jldhe.vi20.575 ◽

2021 ◽

Author(s):

Lucy Gill-Simmen

Keyword(s):

Instructional Design ◽

Student Engagement ◽

Digital Technology ◽

Cognitive Engagement ◽

Learning Task ◽

Online Learning Environment ◽

Technology Platform ◽

Written Text ◽

Interest And Motivation

This case study illustrates the incorporation of Padlet to support a learning task designed to promote student engagement. Padlet was introduced as a digital technology platform in an undergraduate marketing class for an assessment where the stakes are considered low, that is, a formative assessment. The previous cohort had declared it difficult to engage with the original assessment, which took the form of a 1000-word written piece. To facilitate interest and motivation in the task, Padlet was introduced with the assumption that students would engage more with a task if a technology-based instructional design was implemented. This case study examines the use of Padlet to provide a platform for literacy beyond the written text, aimed to increase effort and cognitive engagement. Self-reported results indicate that students find a task supported by the use of Padlet deeply cognitively engaging. Padlet, as illustrated in this case study, could be used in either an in-person or online learning environment.

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Task Analysis Methods for Instructional Design

10.4324/9781410602657 ◽

1998 ◽

Cited By ~ 18

Author(s):

David H. Jonassen

Keyword(s):

Instructional Design ◽

Task Analysis ◽

Analysis Methods

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Developing an Android-Based Game for Chemistry Learners and Its Usability Assessment

International Journal of Interactive Mobile Technologies (iJIM) ◽

10.3991/ijim.v14i15.14351 ◽

2020 ◽

Vol 14 (15) ◽

pp. 111

Author(s):

Muhammad Nazar ◽

Rusman Rusman ◽

Isfin Cahyani Putri ◽

Kana Puspita

Keyword(s):

Instructional Design ◽

University Students ◽

Software Design ◽

Daily Activity ◽

Ict Literacy ◽

Specific Topic ◽

Implementation Phase ◽

Usability Assessment ◽

Design Software ◽

Faculty Of Education

<p class="0abstract">Nowadays, smartphones are not only used for communication purposes but also for gaming and studying. Gaming is trendy among adolescents in daily activity. The gamification of chemistry concepts, therefore, becomes very interesting and promising to enhance students’ intention of learning and promoting ICT literacy among university students. In this article, we reported the development of an Android-based game on the concept of colloids. Volunteered students (N=100) from the Faculty of Education and Teacher Training took part in the implementation phase. Need assessment suggested that the concept colloids should be a specific topic to be developed as chosen by a significant number of respondents. The validity of the app in terms of the instructional design, software design, and the visual aspects scored above average (between 90 and 99 %). The developed app was found to be very easy to use, practical, and straightforward, with an overall usability score of 85.1%.</p>

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Language-dependent knowledge acquisition: investigating bilingual arithmetic learning

Bilingualism Language and Cognition ◽

10.1017/s1366728917000530 ◽

2017 ◽

Vol 22 (1) ◽

pp. 47-57

Author(s):

CHRISTIAN G. K. HAHN ◽

HENRIK SAALBACH ◽

ROLAND H. GRABNER

Keyword(s):

University Students ◽

Knowledge Acquisition ◽

Switching Costs ◽

Learning Task ◽

Language Switching ◽

Response Latencies ◽

Auditory Learning ◽

Arithmetic Fact ◽

Fact Learning ◽

Bilingual Learning

Previous studies revealed language-switching costs (LSC) in bilingual learning settings, consisting of performance decreases when problems are solved in a language different from that of instruction. Strong costs have been found for arithmetic fact knowledge. The aim of the present study was to investigate whether LSC in arithmetic also emerge in an auditory learning task and in pure fact learning. Furthermore, we tested whether LSC are influenced by the direction of language-switching. Thirty-three university students learned arithmetic facts of three different operations (i.e., multiplication, subtraction, artificial facts) over a period of four days. The training was either in German or English. On day five, participants solved problems in both languages. Results revealed LSC in response latencies for all three types of problems, independent of the direction of language-switching. These findings suggest that LSC are modality-unspecific and occur independent of the type of arithmetic fact knowledge.

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Designing a Robot’s Brain: An In-Class Learning Task

LEARNing Landscapes ◽

10.36510/learnland.v5i1.537 ◽

2011 ◽

Vol 5 (1) ◽

pp. 141-148

Author(s):

Susan Kerwin-Boudreau

Keyword(s):

Instructional Design ◽

Student Learning ◽

Learning Task ◽

Student Feedback ◽

Phase Model ◽

College Classroom ◽

The Brain

In this article I discuss a learning task adapted for the college classroom in which students learn about the parts and functions of the brain by designing a robot’s brain. This task is based on a four-phase model (engage, inform, practice, and feedback) of instructional design outlined by McAlpine (2004). I describe the four phases in relation to this learning task and provide samples of student feedback. I conclude with a discussion of how this model maximizes student learning.

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