Selected Microinstructional Methods to Facilitate Knowledge Construction: Implications for Instructional Design: Thomas Andre

2012 ◽  
pp. 250-274
Keyword(s):  
Instructional Design ◽  
Knowledge Construction

scholarly journals TEACHING ENGINEERING DESIGN: A HYBRID FRAMEWORK

2011 ◽  
Author(s):  
M. Reza Emami
Keyword(s):  
Instructional Design ◽  
Engineering Design ◽  
Knowledge Construction ◽  
Design Methodology ◽  
Constructivist Learning ◽  
Gradual Transition ◽  
Learning Models ◽  
Elaboration Theory ◽  
Hybrid Framework ◽  
Based Instruction

This paper presents a framework that utilizes both behaviourist and constructivist learning models for teaching engineering design. The instructional design methodology is based on the Elaboration Theory that allows a gradual transition from content-based instruction to project-based knowledge construction. The practical steps are detailed for a full-year design course at the sophmore level.

scholarly journals Browsing while reading: effects of instructional design and learners’ prior knowledge

2006 ◽  
Vol 12 (3) ◽  
Author(s):  
Theimo Müller-Kalthoff ◽  
Jens Möller
Keyword(s):  
Instructional Design ◽  
Prior Knowledge ◽  
Knowledge Construction ◽  
Educational Practice ◽  
Learning System ◽  
Self Concept ◽  
Structural Knowledge ◽  
Domain Specific ◽  
Design Attributes ◽  
Adaptive Multimedia

One of the key reasons that multimedia, and particularly hypertext systems, are gaining in importance is that they inspire hopes of optimizing learners’ processes of knowledge construction. The present study is concerned with the respective influence of individual learner variables (i.e. particularly domain-specific prior knowledge) on the use of different design attributes. Thirty-six university students worked through a hierarchically structured two-part hypertext about the psychology of memory under two experimental browsing conditions (reduced versus free browsing). Results show that deeper-level comprehension (i.e. structural knowledge) was predicted by the interaction of experimental condition and prior knowledge, but that simply retaining facts was not. Participants with low prior knowledge performed better on the comprehension test if they had worked on the version with reduced access. Moreover, the version with reduced access helped to reduce feelings of disorientation. The measure of disorientation also appeared to be closely linked with the individual’s computer experience, self-concept of computer ability and subject-related interest. The main implications for educational practice relate to the design of an adaptive multimedia and hypertext learning system and the successful learning with it.DOI: 10.1080/09687760600668602

scholarly journals Modelo del software multimedia Teotihuacán en el tiempo basado en el diseño instruccional: e-actividades

2019 ◽  
pp. 1-6
Author(s):  
Adriana BUSTAMANTE-ALMARAZ ◽  
Norma Lizbet GONZALEZ-CORONA ◽  
Susana ESQUIVEL-RIOS ◽  
Rosa Guadalupe MARTINEZ-OLVERA
Keyword(s):  
Climate Change ◽  
Instructional Design ◽  
Information Exchange ◽  
Knowledge Construction ◽  
Current Status ◽  
Prototype Model ◽  
Multimedia Model ◽  
Tourist Attractions ◽  
Mass Tourism ◽  
Tourism Climate

The development of the multimedia model for the project: Teotihuacán on the time 2009-2019, aims to raise awareness of the damage suffered by the remains. Three factors that drastically affect this cultural heritage are being studied: mass tourism, climate change and tourist attractions within the archeological zone. The methodology for the implementation of the project is the software engineering prototype model that consists of five stages, the current status is stage three: design and construction. An instrument was applied to the inhabitants of the Teotihuacán Valley to probe the feasibility of implementing this multimedia in one of the museums of the archaeological zone, among the most outstanding results it was obtained that they have scarcely lived a multimedia experience within the facilities, for Therefore, the surveyed users consider that this development should raise awareness among both tourism and the population about the damage to the archaeological zone. Finally, the study revealed that software for this purpose is important. Subsequently, the instructional design e-activities specified in each of its phases was developed, such as access and motivation, online socialization, information exchange, knowledge construction and development.

An Exploration of Differences Among Community of Inquiry Indicators in Low and High Disenrollment Online Courses

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Philip Ice ◽  
Angela M. Gibson ◽  
Wally Boston ◽  
Dave Becher
Keyword(s):  
Instructional Design ◽  
Student Retention ◽  
Student Satisfaction ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Public University ◽  
Cognitive Presence ◽  
Cognitive Integration ◽  
Face To Face ◽  
Rapid Pace

Though online enrollments continue to accelerate at a rapid pace, there is significant concern over student retention. With drop rates significantly higher than in face-to-face classes it is imperative that online providers develop an understanding of factors that lead students to disenroll. This study examines course-level disenrollment through the lens of student satisfaction with the projection of Teaching, Social and Cognitive Presence. In comparing the highest and lowest disenrollment quartiles of all courses at American Public University the value of effective Instructional Design and Organization, and initiation of the Triggering Event phase of Cognitive Presence were found to be significant predictors of student satisfaction in the lowest disenrollment quartile. For the highest disenrollment quartile, the lack of follow-through vis-à-vis Facilitation of Discourse and Cognitive Integration were found to be negative predictors of student satisfaction.

Designed Learner Interactions in Blended Course Delivery

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Reba-Anna Lee ◽  
Brian Dashew
Keyword(s):  
Instructional Design ◽  
Best Practices ◽  
Design Process ◽  
Course Delivery ◽  
Student Interactions ◽  
Face To Face ◽  
Instructional Design Process ◽  
Hybrid Delivery ◽  
Academic Technology ◽  
Blended Course

In transitioning to a hybrid delivery model, faculty are presented with an opportunity to engage in a systematic instructional design process which can bring coursework in line with pedagogical best practices that may not exist in traditional face-to-face classes. This paper presents a model whereby Marist College Academic Technology & eLearning staff focuses faculty attention on designing effective student interactions with content, the instructor, and other students. These interactions promote deeper levels of engagement in student learning.

Effective instructional design for value dominant education in Malaysian public universities

2008 ◽  
Vol 5 (2) ◽  
pp. 61
Author(s):  
MOHD NOR MAMAT ◽  
Fattawi Mokhtar
Keyword(s):  
Instructional Design ◽  
Environmental Ethics ◽  
Holistic Education ◽  
Environmental Attitude ◽  
National Education ◽  
Instructional Activities ◽  
Attitude Test ◽  
Ethics Course ◽  
Education Today ◽  
Document Review

Education is an important medium to ensure sustainability of human civilization. Holistic education must contain three main objectives to be achieved; cognitive, psychomotor and affective domains which involve knowledge transfer, skill enhancement and value or attitude inculcation. Our national education today regardless in primary, secondary or tertiary level seems to be more on producing graduates with knowledge and skill, but not much on value as major. This doesn't mean that value-education should be dominant in educational curriculum but it could be dominant within specific value dominant courses. Ethics or moral courses are among value-dominant courses that must prioritize value or attitude effects as main objectives. This needs different and specific instructional design (ID) in which value become major objectives in learning outcomes, activities, evaluation and etc. The study selected environmental ethics course as a case study. The study has recognized unique instructional activities for three different groups in UiTM A, UiTM B and UPSI (n=108). ID also includes learning objectives, learning object and content itself, other than instructional activities. All these have been identified using document review and interviews. The effects of environmental attitude (EA) have been measured using New Environmental Paradigm (NEP) which is endorsed by UNESCO and Behaviour-based Environmental Attitude Test by F J. Kaiser (2007) at the end of the semester to identify the effects of environmental paradigm and attitude. In this study, the result ofEA would be correlated with the different unique objectives, contents and activities to recognize the best ID for producing value effects, which is the environmental attitude. This led to few main findings as the best practices; religious elements, practical contents and environmental-related activities which have affected much on student's paradigm and attitude towards environment.

Wissenskommunikation multimodal: Wie Museumsbesucher sich über eine Museumsvitrine verständigen

Fachsprache ◽  
2017 ◽  
Vol 32 (3-4) ◽  
pp. 122-144
Author(s):  
Wolfgang Kesselheim
Keyword(s):  
Field Experiment ◽  
Conversation Analysis ◽  
Knowledge Construction ◽  
Specific Form ◽  
Knowledge Communication

In the present paper I will study conversations in front of museum showcases as a specific form of knowledge communication. After presenting my understanding of the concepts“knowledge communication” and “knowledge”, which are informed by conversation analysis, I will explore two characteristic aspects of the ‘showcase conversations’ by means of a number of detailed analyses of short extracts of these conversations. First, I will show how knowledge is interactively produced and made publicly visible, and second, how people use the complex multimodal environment of the showcase as a basis for their knowledge construction, and how they manage to ‘tie together’ different semiotic “modes” which are visible and readable in display cases. The analyses of this paper are based on a corpus collected in a paleontological museum. The conversations have been recorded in a kind of ‘field experiment’: Probands have been asked to watch a showcase together and to summarize its content. While doing so they were filmed.

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