scholarly journals Cognitive Instructional Design (CID) In Proficiency Oriented English Instruction: The Design Principles

2018 ◽  
Author(s):  
Yepi Sedya Purwananti ◽  
Punaji Setyosari ◽  
Bambang Yudi Cahyono ◽  
. Sulton
Keyword(s):  
Instructional Design ◽  
Design Principles ◽  
English Instruction

Culturally Sensitive Instructional Design Principles for Online Learning Environments

2018 ◽  
pp. 292-326
Author(s):  
Gülten Kartal ◽  
Elif Toprak ◽  
Evrim Genc Kumtepe
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Cultural Diversity ◽  
Learning Environments ◽  
Design Principles ◽  
Culturally Sensitive ◽  
Online Learning Environments ◽  
E Learning ◽  
Efficient Learning ◽  
Instructional Design Principles

Distance education and e-learning practices are preferred by increasing number of people and institutions in the recent years all around the globe. It's clear that there are different interests, expectations, needs, characteristics, and backgrounds of participants in these learning environments. In this connection, it is important that courses are designed, taking cultural diversity into account, optimizing self-learning in such environments. The instructional designs that support multiculturalism in learning environments, lead to more efficient learning. Based on the awareness about cultural diversity, this chapter focuses on culturally sensitive instructional design principles for online learning environments. Firstly, “culture” as a concept and its components, based on various prominent definitions in literature are given. Then, the design principles are discussed with a critical look on online learning environments, with an eye to different theories and studies of leading researchers in the field.

Emerging Edtech

2011 ◽  
pp. 1880-1891
Author(s):  
Ching-Huei Chen ◽  
Manetta Calinger ◽  
Bruce C. Howard
Keyword(s):  
Instructional Design ◽  
Learning Environments ◽  
Best Practice ◽  
Design Principles ◽  
Educational Technologies ◽  
Technology Enhanced Learning ◽  
Emergent Technologies ◽  
Practice Models ◽  
How People Learn ◽  
Enhanced Learning

Design principles are universal and may be translated onto the newest trends and emergent technologies. In this research study, the authors combined the perspectives provided by two sources to create a set of recommended design principles for technology-enhanced learning environments. One source was the How People Learn framework (Bransford, Brown, & Cocking, 2000). The second source was a series of interviews conducted with pacesetters in the field of educational technologies. With the knowledge gained from these two sources, the authors created our own set of design principles. These principles may be used to guide evaluation, instructional design efforts, or best practice models for exemplary use of educational technologies in the classroom.

Instructional Re-design for an Active Flipped Classroom

2016 ◽  
pp. 91-105
Author(s):  
Kim A. Hosler
Keyword(s):  
Instructional Design ◽  
Design Process ◽  
Flipped Classroom ◽  
Process Model ◽  
Course Design ◽  
Design Principles ◽  
Instructional Design Process ◽  
Flipped Classrooms ◽  
Design Process Model ◽  
Evidenced Based

The purpose of this chapter is to present and discuss the instructional design process model -- ADDIE, and nine flipped course design principles, which when used in parallel, offer a means to support the development and implementation of a hybrid or flipped classroom. Discussion of the pedagogical terms hybrid, blended, flipped classrooms, and active learning, are followed by an overview of the instructional design process model ADDIE, along with evidenced-based flipped classroom design principles. A partial example of how these two frameworks may be applied to the re-design of a fully online course into a flipped or hybrid course is demonstrated, and emergent design-consideration questions are offered.

scholarly journals Universal instructional design principles for mobile learning

2011 ◽  
Vol 12 (2) ◽  
pp. 143 ◽  
Author(s):  
Tanya Elias
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Previous Analysis ◽  
New Technology ◽  
Design Principles ◽  
Educational Materials ◽  
Instructional Design Principles ◽  
Content Design

The report extends a previous analysis of universal instructional design principles in distance education by applying them to the design of mobile learning. Eight principles with particular relevance for distance education are selected, and their recommendations are discussed in relation to the design of educational materials for a range of mobile devices. The problems and opportunities of mobile learning are discussed as is the need for educators to focus on content design issues rather than on searching for the next new technology.

scholarly journals Classroom Implementation of Instructional Strategies and Techniques that are Based on Universal Instructional Design Principles and Support Diversity

10.28945/4197 ◽  
2019 ◽  
Keyword(s):  
Instructional Design ◽  
Instructional Strategies ◽  
Classroom Environment ◽  
Vision Loss ◽  
Design Principles ◽  
Individual Learning ◽  
Instructional Materials ◽  
Future Research ◽  
Learning Needs ◽  
Diverse Population

Aim/Purpose: This paper describes foundational principles of universal instructional design (UID), which is also known as universal design for learning, that support accessibility and inclusivity for a diverse population of students and discusses how these design principles and instructional strategies are being implemented in courses we instruct. Background: The goal of any instructor should be to ensure all students have their learning needs met. Unfortunately, this is complex. Each student is unique and can have individual learning needs and preferences. Consequently, it would likely be impossible to create instructional materials that address the specific learning needs and preferences of every individual. Principles of UID help to minimize this challenge. UID strategies should support deaf and hard of hearing individuals, students with a vision loss, learners who have difficulties staying focussed, weak readers, academically-weak students, students with low confidence, learners with high anxiety, individual learning preferences, and cultural minorities. UID principles should also lead to the creation of instructional materials that support cognitively-gifted students. The principles applied in our classroom, based on the principles of UID, helped to address these challenges that students have and foster a classroom environment that was conducive to supporting the diversity in our student population. Methodology: This is not applicable because this is a practical paper, not a research paper. Contribution This paper provides practical instructional strategies and techniques that can presumably help students with disabilities learn more effectively while also fostering a culture of inclusivity. Findings: There are no formal findings for this paper. Recommendations for Practitioners: Readers should consider applying the discussed instructional strategies and techniques to support their own students that have disabilities. Recommendations for Researchers: Researchers should create instructional interventions for students with specific disabilities and assess whether those interventions help students with that disability learn more effectively. Impact on Society: Although not proven by research on populations of individuals with disabilities, the presented instructional strategies and techniques are presumed to help students with a disability learn more effectively. The aim is for other instructors to create instructional materials with similar instructional strategies and techniques to enable accessibility and promote inclusivity for their diverse population of students. Future Research From a practical perspective, instructors should apply the presented instructional strategies and techniques in their classrooms for their diverse population of students. In-class research could be done afterwards.

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