Comics for inclusive English language learning: the CIELL app, supporting dyslexic English language learners

As teaching moves increasingly online, language teachers are faced with the challenge of how to support dyslexic students in an inclusive manner in and out of the classroom. This paper will focus on an innovative educational multi-modal, mobile application – Comics for Inclusive English Language Learning (CIELL) – supporting upper-intermediate and advanced English as a Foreign Language (EFL) students with dyslexia when faced with language proficiency tests and academic writing tasks. A cyclical educational design research methodology (McKenney & Reeves, 2019) was used to include three cycles of feedback from stakeholders so that their views and suggestions would inform the development of an alpha, beta, and gamma version of the app, thereby maximising practical relevance. The discussion of the quantitative and qualitative feedback is supported by educational design research.

Development of 21st Century Skills-Based Stereochemistry Learning Tools to Train Students' Argumentation Skills

This study aims to describe the validity of 21st century skills-based stereochemistry learning tools to train students' argumentation skills. This research is an educational design research with reference to the design of the Wademan development research model. The research instrument used was a learning tools validation sheet consisting of several validation sheets, namely: syllabus validation sheet, lesson plan validation sheet, teaching material validation sheet, student worksheet validation sheet, and argumentation skills assessment instrument validation sheet. The research data obtained from the validation and review sheets were analyzed descriptively and qualitatively. The expert's assessment of validation for each aspect of the assessment has good and very good validity criteria. These results indicate that learning tools that integrate the nature and complexity of the stereochemical structure of natural compounds from tropical rain forests can be used in the stereochemistry learning process.

Relato de Uso de Estratégias Ativas e Tecnologias Digitais no Ensino de TICs para Pedagogia EaD

Este artigo descreve um relato de experiência com o ensino de Tecnologias da Informação e Comunicação (TICs) para 190 estudantes de uma turma do curso de Licenciatura em Pedagogia, modalidade EaD, durante o ano de 2020, em uma instituição federal. A disciplina foi conduzida com atividades centradas nos estudantes, sejam elas individuais ou coletivas, e os mesmos tiveram que demonstrar a capacidade de usar ferramentas, criar objetos de aprendizagem e aplicar o conhecimento em contextos relacionados às categorias abordadas no curso (Gestão Escolar, Educação Infantil e Ensino Fundamental I). A Educational Design Research (EDR) guiou a construção dessa intervenção. O uso de estratégias ativas, tais como aprendizagem baseada em casos, em pares e em projetos, bem como ferramentas digitais, em oposição a abordagens tradicionais de ensino de informática para o contexto EaD, trouxe engajamento e aprendizagem significativa.

Constructing a design framework and design methodology from educational design research on real-world educational technology development

Educational design research (EDR) seeks to contribute to both practice and theory by developing solutions that improve educational practice and generating usable and generalisable knowledge. Most EDR researchers tend to focus on reporting their research contributions to educational practice. Therefore, there is a need for disseminating research that pays more attention to the theoretical contributions of EDR so that those outside a particular EDR project can benefit. This paper focuses on the theoretical contributions, particularly the design framework and design methodological knowledge, of a 6-year EDR enquiry that aimed to develop educational technologies that promote primary school mathematics learning and classroom practice. Informed by the literature and direct experiences of working in collaboration with teachers and various disciplines during this iterative study, a design framework for developing real-world educational technologies and guidelines for conducting EDR are proposed. The design framework highlights four essential aspects—content, pedagogy, practice, and technology—that should be considered when developing educational technologies to ensure their educational benefits, feasibility, and successful real-world utilisation and adoption. The proposed guidelines for conducting EDR, such as exploring design alternatives and employing appropriate design construction and evaluation methods, can assist other researchers, including a single doctoral student, in embracing opportunities and overcoming the challenges that may emerge.

Development of a Science Module on Temperature and Heat Topics to Improve Critical Thinking and Collaboration Skills

This study aims to produce a science module based on mobile-collaborative-based science learning (m-CBSL) with the topic of temperature and heat and describe the resulting module's validity and practicality. The research design was Educational Design Research (EDR). The data collection techniques used were literature study, walkthrough, interview, and questionnaire. The instrument used in this study was a questionnaire of validity and practicality. Data analysis techniques include descriptive data analysis, validation sheets, and questionnaires. Module validation sheets were given to 5 validators. In contrast, practicality sheets were given to 9 students of class VII SMP Negeri 12 Banjarmasin (small group) and 62 students and three science teachers at SMP Negeri 6 & 12 Banjarmasin field test. The validity questionnaire analysis results concluded that the validity of the module was 3.71 "very valid" categories. The practicality level based on the teacher's questionnaire scored 87.04 in the "very practical" category. The small group questionnaire scored 85.19 in the "very practical" category, and the field trial questionnaire scored 86.42 in the "very practical" category. It means that the m-CBSL based science module is valid and practical in the learning process to improve critical thinking skills and collaboration.

Development of Instagram and YouTube Content Videos’ for Online Learning

Instructional videos uploaded on Instagram and Youtube for online learning media teachers are facing a problem regarding the student's complicity in the learning process. To captivate the student's interest in the learning activity, the teacher needs to use innovative media. The study aims to develop an instructional video that is uploaded on Instagram and YouTube. The research used educational design research. The research procedure is 1) analysis of practical problems by the researcher; 2) development of prototype solutions informed by existing design principles; 3) testing and refinement. The study used questionnaires and interviews as the instrument. The number of subjects is 40 students The study results show that the video that was developed meets the criteria relevance, consistency, practicality, and effectiveness. The average score of the study is >3. The conclusion of the research is the instructional video uploaded on social media can improve students' activities in online learning. Recommendation for future study is to pay more attention to the urgency of instructional media in online education. Pengembangan Konten Video pada Instagram dan YouTube untuk Pembelajaran Daring Salah satu kendala pelaksanaan pembelajaran secara online adalah rendahnya keterlibatan mahasiswa. Pembelajaran dengan memanfaatkan media sosial diharapkan dapat meningkatkan minat belajar mahasiswa. Tujuan dari penelitian ini adalah untuk mengembangkan video pembelajaran yang dapat diunggah di media sosial Instagram dan YouTube. Metode penelitian yang digunakan pada penelitian ini adalah educational design research. Prosedur penelitian yang dilakukan meliputi 1) penelitian pendahuluan; 2) tahap pengembangan atau prototipe; 3) tahap asesmen/evaluasi. Instrumen penelitian yang digunakan adalah kuisioner dan pedoman wawancara. Jumlah subjek pada penelitian ini adalah 40 mahasiswa. Hasil dari penelitian ini adalah video pembelajaran yang dikembangkan memenuhi kriteria relevansi, konsistensi, kegunaan dan keefektifan yang ditunjukkan dengan rata-rata skor penilaian produk >3. Kesimpulan dari penelitian ini adalah media berupa video yang diunggah di media sosial, efektif membantu pelaksanaan pembelajaran daring bagi mahasiswa. Penelitian ini memberikan rekomendasi kepada peneliti selanjutnya terhadap urgensi penggunaan media pembelajaran yang menarik minat mahasiswa sehingga penelitian yang lebih mendalam tentang media pembelajaran perlu dilakukan.

Key principles for an integrated intercultural literary pedagogy: An educational design research project on arts integration for intercultural competence

Intercultural competence in foreign language teaching has gained importance in recent times. Although current work has highlighted the advantages of content and language integrated learning (CLIL) for intercultural development, little is known about its potential for teaching literature in secondary schools. Treating literature itself as an art form, the aim of this article is to formulate research-based design principles for an integrated intercultural literary pedagogy (IILP) that may foster intercultural competence through arts integration in foreign language classes. This article reports on the process of evaluating IILP-based pilot lesson materials in pre-university education in the Netherlands. Educational design research was applied as a method that encompasses the systematic study of designing, developing, and evaluating educational interventions through an iterative process of evaluation with stakeholders. Three iterations of formative evaluation were conducted, with additions to the tentative design principles following each of the first two iterations. The process resulted in a set of four refined principles. Results also illustrated the effectiveness of IILP-based lesson materials for intercultural competence. Although participating students encountered some difficulties relating to the functionality of the design, the students appreciated its social relevance and reported that the processing of literary texts through dialogic tasks with peers in the target language fostered intercultural language learning.

Praktikalitas E-modul Redoks dan Sel Elektrokimia Berbasis GDL untuk Kelas XII SMA

Teaching materials are said to be practical if the practitioners or the experts state that the developed teaching materials can be applied in the research. The purpose of this research is to reveal the practicality of redox e-modules and GDL-based electrochemical cells for XII grade of high school students. This research is a continuation of educational design research with the Plomp development model at the prototyping stage, this research was conducted at SMAN 1 Lintau Buo Utara. The data were analyzed with the Aiken V formula. The results of one-to-one evaluation showed that the e-module uses clear fonts, covers and attractive designs, the language used is easy to understand, the presentation of coherent material, videos and animations can help students to understand the material. The results of the analysis on the average Aiken V formula obtained a V value of 0.88 at the small group stage and 0.86 at the high category field test stage. This data is evidenced by the ability of students to answer questions on the e-module by 90.5 percent with a very high category. Based on the data analysis, it is concluded that the e-module redox and electrochemical cells based on GDL are practically used in the learning process with a high practicality category.

Validitas dan Praktikalitas E-modul Sifat Koligatif Larutan Berbasis Guided Discovery Learning untuk Kelas XII SMA

Guided discovery learning based E-module is a teaching material in electronic to support independent learning that follow the stages of guided discovery learning model. The development research was conducted to develop and analyse the validity and practicality of this e-module on colligative properties of solution material for class XII high school chemistry learning. The type of research is educational design research using the Plomp development model consisting of (1) preliminary research, (2) prototyping stage, (3) assessment phase. The e-module was validated by eight validators who are four UNP chemistry lecturers and four chemistry teachers using an instrument in the form of validity questionnaire, while the practicality test was carried out at SMA N 8 Padang by 27 students and three teachers with an instrument in the form of a practicality questionnaire. The questionnaire analysis was performed using the Content Validity Ratio (CVR) for content validation and Aiken V formula for construct validation and practicality. From the results, the data indicate that the solution based colligative properties e-module based on guided discovery learning for chemistry learning in class XII senior high school has valid and practical values.

Development of Problem Based Learning E-modules on Corrosion Materials Class XI SMA/MA

Problem-based learning-based e-modules are teaching materials in electronic form that support independent learning. This study aims to produce teaching materials in the form of e-modules based on problem based learning on corrosion material for class XII SMA/MA. The type of research conducted is in the form of educational design research using the Plomp model with three stages, namely preliminary research, (2) prototyping stage, and (3) assessment phase. The e-module was validated by five validators consisting of two UNP chemistry lecturers and three chemistry teachers. The research instrument used was a validity questionnaire, the data obtained were analyzed using Aiken'V. The results of data analysis showed that the e-module based on problem based learning on corrosion material for class XII SMA/MA obtained an average value of 0.87 with valid criteria. The results of this study indicate that the developed e-module is valid as a teaching material for corrosion material for class XII SMA/MA. Keywords: E-module based on problem based learning, corrosion, educational design research, plomp development model.