Design of the University Mobile Educational Environment

The article addresses issues related to the description of the aspects of the instructional design of a mobile educational environment of a modern higher education institution. The authors give the definitions of the mobile educational environment, describe its functional features, and also consider the requirements for its instructional design and development. The article presents the clustering of digital services for the full implementation of a mobile educational environment (services for planning and supporting educational activities, services for organizing and supporting educational activities, communication and feedback services, general information services). The results of the experimental research to identify the attitude of students, teachers and administrative workers to the functional significance of mobile technologies and their application in the educational process are presented.

Substantive Model of Teacher Pedagogical Sustainable Profession as An Effort to Improve The Quality of PBI Based on Text and Character in Junior High School and MTs

Sustainable professional development of pedagogic teachers is a strategic effort to improve the competence and performance of teachers in carrying out their duties and functions as planners, implementers, and evaluation of learning in the classroom. This research aims to examine the improvement of innovative, creative, adaptive, and productive quality of PBI based on Indonesian text and character through the SKBP model of teachers in junior high schools and MTs. This research was conducted using qualitative approach with survey type. The research subjects were PBI teachers in 6 junior high schools and MTs selected research target locations by using random patterns of strata. Descriptive data of 5 research objects obtained by researchers as a key instrument with interview techniques, questionnaires, and focused observations. Data analysis was carried out using a flow model during the study. The development models used are R2D2 model: Recursive, Reflective Instructional Design and Development and Oxford training strategy model. The assessment of the effectiveness of the SKBP model was carried out using a qualitative approach with the type of class action research of the Kemmis and Taggart models. The research subjects were PBI teachers and grade VIII students at 6 junior high schools in Malang districts and cities. Further data analysis is done descriptively, including (1) improvement of pbi process based on Indonesian text and character using SKBP model and (2) improvement of PBI results based on Indonesian text and character using SKBP model.

Modeling in the Classroom: Making Relationships and Systems Visible

As an instructional tool, models can transform the student experience from the static to the dynamic, the flat to the 3D, and the siloed to the integrated. Few practical resources exist to help instructors transition toward model-based classroom practices. The Modeling in the Classroom evidence-based teaching guide provides instructors with a tool kit for incorporating models and modeling into their classrooms ( https://lse.ascb.org/evidence-based-teaching-guides/modeling-in-the-classroom ). The guide discusses the underpinnings of modeling as a core scientific practice, one that can enable student development of systems thinking skills and understanding of biological concepts. The guide describes a variety of model types, including phylogenetic trees, simulations, animations, diagrams, conceptual models, concept maps, and tactile models supported by summaries of and links to articles and resources. In this paper, we will introduce key findings describing why and how to use models in the classroom. We also describe open research questions needed to address classroom implementation, instructional design, and development of students’ knowledge and skills. It is our hope that the guide will provide a suitable combination of research-based findings and practical suggestions that instructors will be supported and encouraged to thoughtfully incorporate modeling to support learning goals.

The Respective Roles of Broad and Deep Research in Instructional Design and Development Work

The work of instructional design (ID) requires new content learning, which often requires various types of published or secondary research as well as direct elicitations from the cooperating subject matter experts (SMEs) about the topic. For instructional design projects, both design and development, a range of information is required: who the target learners are; what content knowledge is required (as knowledge, skills, and abilities); what pedagogical designs may be most effective; what technologies will be required for the build; what learning sequences, objects, assignments, and assessments are needed; what legal and technological standards need to be abided by. This work describes research strategies for instructional design, research documentation, research citations, and applying the many acquired research insights to the instructional design and development work.

Supporting students to succeed in open and distance learning in the Open University of Sri Lanka and Universitas Terbuka Indonesia

Purpose The purpose of this paper is to reveal how support services for open and distance students are designed, developed and implemented to ensure successful learning to take place, with specific references to the Open University of Sri Lanka (OUSL) and Universitas Terbuka (UT) Indonesia. Success in distance learning is one major challenge for open universities to respond to expectations of students and stakeholders. This study focuses on the strategies of student support services in OUSL and UT, investigating related factors including instructional design and development, learning engagement and motivation, policy and strategy in reducing dropouts, use of OER/MOOCs, and quality assurance. Design/methodology/approach A qualitative study was employed involving analyses of documents; interviews and focus group discussion with senior administrators, academic staff, students; and on-site observation in locations of teaching and learning. Findings This research is exploratory in nature. Findings of the study are expected to improve our understanding of student support in distance learning, in which analysis is based on good practices, challenges and rooms for improvement of both OUSL and UT. Practical implications Findings of this study reveal practices and lessons learnt that may be useful as reference to open universities, taking into considerations the fact that each open university has been established to address specific challenges in its own unique circumstances. Originality/value This research may be adopted as baseline framework for analysis of student support for open universities. Further in-depth study is needed to understand how various aspects of student support contribute to success in open and distance learning.

Promoting Pedagogical Agility in Learning Spaces: Toward a Comprehensive Framework of Faculty Support and Innovation

Postsecondary instructors routinely face novel and complex challenges in physical classrooms and informal learning spaces. Instructors often bring these challenges, along with creative and aspirational solutions, to the attention of centers for teaching and learning (CFTL). Issues span a wide range of topics including blogs, clickers, immersive experiences, active learning, learning analytics, and more. We embrace these challenges and seek to co-create solutions by providing a wide net of resources and support characterized by: (1) Instructional technologies (2) Instructional design, (3) Faculty development, and (4) Research. These elements emerge as a generalizable framework that represents a dynamic research-to-practice cycle. The cycle begins with a combination of problem definition and existing research. An approach is then planned and executed that includes instructional technologies, instructional design, faculty development, and original research. In accord with the cyclical nature of the framework, research findings inform development of future instructional design and faculty development opportunities. These, in turn, inform future practice, and the cycle continues. In our CFTL an educational research team collaborates with an instructional design and development team to support and facilitate this research-to-practice cycle. In this manuscript, we illustrate the practical implementation of this recursive and generalizable framework as we report on a case study of one technology-enhanced experimental classroom space. We conclude with a discussion of how the framework might inform larger efforts to integrate research with instructional technology implementation, instructional design, and faculty development.

Librarians Aren’t Born with Information Superpowers: Leveling the Playing Field for Incoming Library Science Graduate Students

Students enter the library science graduate program with a wide range of information and technology skills. Today’s graduate courses require students to be able to build web-based pathfinders, use social media, and search databases. This article examines the design and development of an introductory course for incoming library science graduate students that personalizes instruction and ensures that each student is ready for the rigors of graduate school. Taken during the first semester of the program, this introductory course teaches information and technology skills and concepts that are core to library science. The author explores the process of creating a computer-based course that addresses the diverse needs of this student population. Using a systematic approach to instructional design and development, the author outlines the steps in designing, developing, implementing, and evaluating an online, self-paced graduate course. Based on the Dick and Carey model, the process included identifying the instructional goals, conducting an instructional analysis, analyzing learners and contexts, writing performance objectives, developing assessment instruments, developing instructional strategies, developing and selecting instructional materials, designing and conducting formative evaluation of instruction, revising instruction, and designing and conducting summative evaluation. This process produced effective, efficient, and appealing instructional materials. Les étudiants entament un programme d’études supérieures en sciences de l’information avec une panoplie d’habiletés en matière d’information et de technologie. Les cours d’études supérieures requièrent aujourd’hui que les étudiants puissent créer des guides en ligne, utiliser des médias sociaux et interroger des bases de données. Cet article porte sur la conception et le développement d’un cours d’introduction qui est offert aux nouveaux étudiants diplômés en sciences de l’information et qui cherche à individualiser la formation et à s’assurer que chaque étudiant se sent prêt pour les rigueurs d’une école d’études supérieures. Ce cours d’introduction, offert durant le premier semestre du programme, enseigne des habiletés en matière d’information et de technologie essentielles aux sciences de l’information. L’auteure relate le processus entrepris pour créer ce cours informatisé qui répond aux divers besoins des étudiants. En utilisant une approche systématique pour la conception et le développement pédagogique, l’auteure présente les étapes liées à la conception, le développement, la mise en œuvre et l’évaluation d’un cours de maîtrise en ligne adapté au rythme de chacun. Selon le modèle de Dick et Carey, le processus permet d’identifier des objectifs d’apprentissage, mener une analyse pédagogique, mener une analyse des apprenants et des contextes, écrire des objectifs de rendement, développer des instruments d’évaluation, développer des stratégies d’enseignement, développer et choisir du matériel didactique, concevoir et mener une évaluation formative de l’enseignement, réviser l’enseignement ainsi que concevoir et mener une évaluation sommative. Ce processus a fourni du matériel didactique efficace, efficient et attrayant.