Thematische Bibliographien / Instructional systems – Design

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Auswahl der wissenschaftlichen Literatur zum Thema „Instructional systems – Design“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 30. Juli 2024

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Zeitschriftenartikel zum Thema "Instructional systems – Design"

Uzunboylu, Huseyin, und Emine Kosucu. „An evaluation on instructional systems design“. International Journal of Learning and Teaching 12, Nr. 1 (31.01.2020): 30–41. http://dx.doi.org/10.18844/ijlt.v12i1.4552.

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Instructional design and instructional systems design concepts different from the direction of the field lead to confusion as it includes similar use cases from time to time. Instructional design models have different characteristics, and in different areas, in line with the needs of nature according to the purpose of alternating the use of different models, it affects the efficiency. Each model is developed that fixing the underlying spots is the best way to a need for designs designed which varies depending on the model. Some models of the objectives underlying the selection and use of different models have the highest level while improving strategies constitute a more important structure. With this assessment, the instructional design, instructional systems design, systems approach and instructional system design models, by examining the historical development of these models and their distinctive features, will be explained in connection with curriculum development. Thus, referring to the different points of each model and specific model, with respect to instructional systems design, the difference in instructional design, space and design process is studied. Keywords: Instructional systems design, instructional design, instructional design models.

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Ziegenfuss, Donna Harp. „Information Literacy and Instruction: Backward Design: A Must-Have Library Instructional Design Strategy for Your Pedagogical and Teaching Toolbox“. Reference & User Services Quarterly 59, Nr. 2 (04.03.2020): 107. http://dx.doi.org/10.5860/rusq.59.2.7275.

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Library instruction sessions, courses, and programs benefit from a strategic and intentional instructional design approach. This type of approach can provide a framework for librarian discussions with collaborators, such as faculty or other stakeholders, and facilitate librarians’ advocacy efforts for information literacy instruction in the curriculum. But in the midst of busy schedules and competing responsibilities, it can be difficult to find time and a strategy that works well for library instructional contexts. This column shares an instructional design strategy adopted by librarians to add intentionality to their instruction. This backward design instructional design process has proven to be an invaluable tool for designing instructional contexts ranging from one-shots to tutorials to semester-length courses.—Editor

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Piper, Joan Berkeley. „Instructional systems design for zookeepers“. Performance + Instruction 25, Nr. 3 (April 1986): 7–11. http://dx.doi.org/10.1002/pfi.4150250304.

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Yang, Chia-Shing, und David M. Moore. „Designing Hypermedia Systems for Instruction“. Journal of Educational Technology Systems 24, Nr. 1 (September 1995): 3–30. http://dx.doi.org/10.2190/476c-l2jf-g4et-vvax.

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In recent years, hypermedia has been widely adopted in education. However, negative effects have been reported. There is not much “instruction” in existing hypermedia systems. Also, most hypermedia designs are based on the capabilities of technology, not on instructional theories or research Findings. This article explored the principles and theories relevant to the design of effective hypermedia courseware. The micro-design, which concerns the designing of discrete screens, discussed guidelines in five categories: information formats, language usages, highlighting techniques, operating directions, and screen layouts. The macro-design, which addresses the interrelationships of screens, explored the content organization and presentation flow of hypermedia systems. Finally, a courseware template and a real product were constructed to exemplify the designing principles of “instructional” hypermedia systems.

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Salisbury, David F. „General systems theory and instructional systems design“. Performance + Instruction 29, Nr. 2 (Februar 1990): 1–10. http://dx.doi.org/10.1002/pfi.4160290202.

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Kim, Dong Sik. „Conceptualization of Instructional Design Automatization Systems“. Journal of Educational Technology 11, Nr. 2 (30.12.1995): 51–86. http://dx.doi.org/10.17232/kset.11.2.51.

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Baykal, Ali. „Open systems metaphor in instructional design“. Procedia - Social and Behavioral Sciences 1, Nr. 1 (2009): 2027–31. http://dx.doi.org/10.1016/j.sbspro.2009.01.356.

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Clemente, Rebecca, und Barbara L. Martin. „Instructional systems design and public schools“. Educational Technology Research and Development 38, Nr. 3 (September 1990): 81–85. http://dx.doi.org/10.1007/bf02298186.

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Martin, Barbara L., und Rebecca Clemente. „Instructional systems design and public schools“. Educational Technology Research and Development 38, Nr. 2 (Juni 1990): 61–75. http://dx.doi.org/10.1007/bf02298270.

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Richards, Boyd F. „Should instructional designers design expert systems?“ Educational Technology Research and Development 37, Nr. 3 (September 1989): 63–71. http://dx.doi.org/10.1007/bf02299058.

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Dissertationen zum Thema "Instructional systems – Design"

Wild, Martyn. „Developing performance support systems for complex tasks: Lessons from a lesson planning system“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/1556.

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There lacks coherent and persuasive rationales for the further development of computer-based, interactive educational materials, for tertiary settings. Indeed, educational software arising out of what might be coined the “multimedia era”, namely the mid and later 19902, has been marked by lacklustre products with an emphasis in development and evaluation placed largely on technological issues (such as the use of video, sound and animations). As such, the rapid increase in commercially available (usually CD based) products has generally met a cool adoption from academics and educationalists, with both these groups often bemoaning the paucity or non-existence of effective instructional design models for the use of “new media” in teaching and learning, based in clearly delineated constructs that derive their substance from theoretical models and research findings. This research programme was intended to explore one such rationale.

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Stubbs, S. Todd. „Design Drawing in Instructional Design at Brigham Young University's Center for Instructional Design: A Case Study“. Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1666.pdf.

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Anosky, Alana Marie. „Text and graphics in instructional design“. Thesis, Georgia Institute of Technology, 1992. http://hdl.handle.net/1853/28580.

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Njenga, James Kariuki. „Instructional design process in a web-based learning management system: design, implementation and evaluation issues“. Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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Web technologies have necessitated a transformation culture in higher education
institutions. Many of these institutions are employing web technologies whose
development, for varying reasons, is not supported by research in their field and
domain of use. One such field is instructional design for the web learning.
Although there is a lot of research on the most effective instructional design
strategies, the use of research for web-based learning applications has been
limited.

This thesis reports on a study aimed at transforming the research on instructional
design into practice by designing an instructional design system and providing an
argument for its implementation. The argument is intended to facilitate the design
and development of an instructional design subsystem of the web, that would in
turn offer effective and efficient ways for creating web-based learning materials
to instructors.

The study started by examining the various paradigms, theories and practices of
instructional design with the intent of using them to enrich and improve the
practice of instructional design in web learning. It undertook a thorough and
systematic review of the literature on instructional design in order to come up
with an instructional design system. The design approach used successful design
patterns that have been used elsewhere, e.g. in software design, to create common
responses or solutions to recurrent problems and circumstances. Instructional
design patterns were identified in this study as the recurrent problems or processes
instructional designers go through while creating instructional materials, whose
solutions can be reused over and over again.

This study used an iterative developmental research process of finding and
modelling an instructional design process as the research methodology. This
process follows and builds on existing research on instructional models, theories
and strategies, and ensures that the same methodology can be used to test the
theories in the design, thus improving both the research and the design.

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De, Villiers Mary Ruth. „The dynamics of theory and practice in instructional systems design“. Diss., Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-02212003-180121.

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Masiewicz, Andrew Casimer. „Instructional designer's toolkit: A practical approach to the effective design of instruction“. CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2345.

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The purpose of the project was to develop a web-based instructional design tool. The tool provides guidelines, templates, and checklists to simplify the overall process, and give the designer a path to follow to help manage the instructional design project. It is based on the generalized model of Instructional Systems Design (ISD), but is applicable to the design of instructional materials for delivery by an instructor, by Computer-based Training (CBT), or a combination of instructor-led and technology-based delivery.

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Zolna, Jesse S. „Two stage process model of learning from multimedia guidelines for design /“. Diss., Atlanta, Ga. : Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/22668.

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Thesis (Ph. D.)--Psychology, Georgia Institute of Technology, 2008.
Committee Chair: Richard Catrambone; Committee Member: James Foley; Committee Member: Mark Guzdial; Committee Member: Paul Corballis; Committee Member: Wendy Rogers.

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Braswell, Ray. „Toward an adapted systems design model for instructional development“. Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/74759.

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This study was conducted primarily to discern ways of adapting traditional instructional design models to better guide educators whose most typical design problem is one of "repurposing" commercial materials to meet already established instructional needs. The problem of using existing materials to satisfy already established goals and objectives is considered in this study to be a uniquely different situation than was envisioned in those cases where designers use systems approaches to develop complete instructional packages. Yet, many educators will find this ideal version of design work difficult to satisfy and rarely have the opportunity (with appropriate resources) to design instruction "according to the book". This research, therefore, was undertaken to provide a practical example of design work, utilizing an interactive video design problem. The strategy adopted in this study consisted of the following: 1) The author produced an interactive video lesson which could exemplify the potential of repurposing and reveal the design problems encountered; 2) Each of the design "steps" or moves made by the author was preserved through an extensive set of designer notes as well as an audiotaped record of designer and participant comments. In this study, the author's think-aloud protocols were used as data along participant's comments; 3) These process data, the design notes and the audiotaped records were subjected to qualitative analyses borrowed and adapted from standard ethnographic research procedures; 4) Subsequent considerations for repurposing were abstracted from the qualitative analyses and presented as practical guidelines for designers working in an interactive environment. Of primary interest is the adapted systems design model developed for this study. This model illustrates five considerations for repurposing which deserve special attention: 1) repurposing actually beginning in the middle of the typical design sequence; 2) the matching process which exists between available materials and the existing goals and objectives which has to be satisfied; 3) the effective utilization of repurposed materials in instructional lessons; 4) the reconstruction of the repurposed materials into an acceptable instructional lesson; 5) the creation and incorporation of additional materials which are needed in the instructional unit. Visual illustrations showing the relationships between these considerations and the typical design scenario are presented in the study. The adapted model presented in this study provides for those instructional designers, who rarely have the time or expertise, a practical set of procedural considerations.
Ed. D.

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Seawright, Larry L. „Reducing learning object inspection/evaluation costs in instructional design /“. Diss., CLICK HERE for online access, 2003. http://contentdm.lib.byu.edu/ETD/image/etd232.pdf.

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Tennis, Margaret D. Rhodes Dent. „Resolving an instructional problem in nursing education through the use of generic instructional design“. Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9323745.

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Thesis (Ed. D.)--Illinois State University, 1993.
Title from title page screen, viewed February 20, 2006. Dissertation Committee: Dent M. Rhodes (chair), Ray Davidson, Donald Kachur, Rebecca Shaw. Includes bibliographical references (leaves 237-246) and abstract. Also available in print.

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Bücher zum Thema "Instructional systems – Design"

Piskurich, George M. Rapid Instructional Design. New York: John Wiley & Sons, Ltd., 2006.

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Smith, Patricia L. Instructional design. New York: Merrill, 1993.

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Smith, Patricia L. Instructional design. New York: Merrill, 1993.

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David, Twitchell, Hrsg. Instructional design theory. Englewood Cliffs, N.J: Educational Technology Publications, 1994.

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Zita, Glasgow, Hrsg. Exercises in instructional design. Columbus: Merrill Pub. Co., 1990.

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Association, Information Resources Management. Instructional design: Concepts, methodologies, tools and applications. Hershey PA: Information Science Reference, 2011.

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1919-, Briggs Leslie J., und Wager Walter W. 1944-, Hrsg. Principles of instructional design. 3. Aufl. New York: Holt, Rinehart and Winston, 1988.

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Sottilare, Robert A., und Jessica Schwarz, Hrsg. Adaptive Instructional Systems. Design and Evaluation. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77857-6.

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Pucel, David J. Performance-based instructional design. New York: Gregg Division, McGraw-Hill, 1989.

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Joellyn, Pollock, und Reigeluth Charles M, Hrsg. Instructional design strategies and tactics. Englewood Cliffs, N.J: Educational Technology Publications, 1992.

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Buchteile zum Thema "Instructional systems – Design"

Witte, Thomas E. F., Jonas Hasbach, Jessica Schwarz und Verena Nitsch. „Towards Iteration by Design: An Interaction Design Concept for Safety Critical Systems“. In Adaptive Instructional Systems, 228–41. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50788-6_17.

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Whitaker, Elizabeth, Ethan Trewhitt und Elizabeth S. Veinott. „Intelligent Tutoring Design Alternatives in a Serious Game“. In Adaptive Instructional Systems, 151–65. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22341-0_13.

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Hampton, Andrew J., und Arthur C. Graesser. „Foundational Principles and Design of a Hybrid Tutor“. In Adaptive Instructional Systems, 96–107. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22341-0_8.

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Romiszowski, A. J. „A Review of Instructional Design: The First Two Levels“. In Producing Instructional Systems, 49–69. London: Routledge, 2024. http://dx.doi.org/10.4324/9781315067452-7.

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Rowland, Gordon, und Ann-Marie Adams. „Systems Thinking in Instructional Design“. In Design Approaches and Tools in Education and Training, 29–44. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-011-4255-7_3.

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Rand, Angela Doucet. „Systems Thinking in Instructional Design“. In The Instructional Design Trainer's Guide, 112–20. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003109938-12.

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Taylor, Jonathan E. „Curriculum and Instructional Systems Design“. In Motivational Immediacy in the Workplace, 137–57. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003144137-11.

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Romiszowski, A. J. „The Analysis of Knowledge and Skills: A New Model for Instructional Design“. In Producing Instructional Systems, 35–47. London: Routledge, 2024. http://dx.doi.org/10.4324/9781315067452-6.

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Harpstead, Erik. „Learning Within Gameplay Loops: Considering Adaptive Educational Technology from a Game Design Lens“. In Adaptive Instructional Systems, 137–47. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-34735-1_10.

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Rodrigo, Ma Mercedes T., Jaclyn Ocumpaugh, Dominique Marie Antoinette Manahan und Jonathan D. L. Casano. „Ibigkas! 2.0: Directions for the Design of an Adaptive Mobile-Assisted Language Learning App“. In Adaptive Instructional Systems, 130–41. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22341-0_11.

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Konferenzberichte zum Thema "Instructional systems – Design"

Marcellis, Marco, Ella Roubtsova und Bert Hoogveld. „INSTRUCTIONAL DESIGN FOR JAVA ENTERPRISE COMPONENT TECHNOLOGY“. In 11th International Conference on Enterprise Information Systems. SCITEPRESS - Science and Technology Publications, 2009. http://dx.doi.org/10.5220/0002153804200422.

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Eliseo, Maria Amelia, Cibelle A. de La Higuera Amato, Solomon Sunday Oyelere, Valeria Farinazzo Martins und Ismar Frango Silveira. „Fostering Inclusive Education through Universal Instructional Design“. In 2021 16th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2021. http://dx.doi.org/10.23919/cisti52073.2021.9476667.

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Srimathi, H., und S. K. Srivatsa. „SCORM-compliant Personalized eLearning Using Instructional Design Principle“. In 2009 International Conference on Signal Processing Systems (ICSPS). IEEE, 2009. http://dx.doi.org/10.1109/icsps.2009.98.

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Nagvajara, Prawat, Kevin Cunningham und Swetha George. „Instructional design with practical problems using co-simulation“. In 2011 IEEE International Conference on Microelectronic Systems Education (MSE). IEEE, 2011. http://dx.doi.org/10.1109/mse.2011.5937099.

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Parker, Kevin, Cynthia LeRouge und Ken Trimmer. „Alternative Instructional Strategies in an IS Curriculum“. In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2892.

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Systems Analysis and Design is a core component of an education in information systems. To appeal to a wider range of constituents and facilitate the learning process, the content of a traditional Systems Analysis and Design course has been supplemented with an alternative modeling approach. This paper presents an instructional design that incorporates a model from accounting literature (REA) with traditional Systems Analysis and Design methods in introducing the topic of data modeling. Detailed instructions for deriving data elements and relationships are presented. Feedback from students indicates increased satisfaction with the learning process and retention of material.

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Sorensen, H. Barbara, und Warren E. Benjamin. „Implementing Front-End Training Design Through the Instructional Systems Development Process“. In Aerospace Technology Conference and Exposition. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 1990. http://dx.doi.org/10.4271/901944.

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Zhi, Jiang. „Systems Approach Model: The Application Research of UML for Instructional Design“. In 2009 International Conference on Computational Intelligence and Software Engineering. IEEE, 2009. http://dx.doi.org/10.1109/cise.2009.5366826.

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Chimalakonda, Sridhar, und Kesav V. Nori. „A Patterns-Based Approach for Modeling Instructional Design and TEL Systems“. In 2014 IEEE 14th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2014. http://dx.doi.org/10.1109/icalt.2014.26.

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„Specification of Visual Instructional Design Languages Dedicated to Learning Management Systems“. In 7th International Conference on Software Paradigm Trends. SciTePress - Science and and Technology Publications, 2012. http://dx.doi.org/10.5220/0004079501990204.

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„Towards a Pattern-based Adaptive Approach for Instructional Design based on Teacher's Pedagogical Design Scheme“. In 15th International Conference on Enterprise Information Systems. SciTePress - Science and and Technology Publications, 2013. http://dx.doi.org/10.5220/0004573805320538.

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Berichte der Organisationen zum Thema "Instructional systems – Design"

Atuhurra, Julius, Rastee Chaudhry und Michelle Kaffenberger. Conducting Surveys of Enacted Curriculum Studies in Low- and Middle-Income Countries: A Toolkit for Policymakers, Researchers, and Education Practitioners. Research on Improving Systems of Education (RISE), März 2023. http://dx.doi.org/10.35489/bsg-rise-misc_2023/13.

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The Surveys of Enacted Curriculum (SEC) approach is used to analyse and report on the academic content embedded in education instructional components such as curriculum standards, assessments, and teachers' classroom instruction. Through a partnership between the RISE Programme and the Center for Curriculum Analysis, the approach has been used to analyse educational alignment in low- and middle-income country education systems, including in Kenya, Nepal, Nigeria, Tanzania, and Uganda. The SEC approach has many applications including content and alignment analysis for curriculum standards, assessments, and instructional materials; curriculum reform design and implementation support; and teacher professional development and support. This document provides a comprehensive toolkit for conducting an SEC study in LMICs. Following the introduction and background, Section 2 gives an overview of the SEC approach and provides a brief description of sequential steps involved in conducting an SEC study: (i) generating data; (ii) inputting data; (iii) processing and analysing data; and (iv) interpretating results. Section 3 then gives detailed, step-by-step instructions for implementing an SEC study. Section 4 shares lessons learned from conducting SEC studies in LMICs. The document then closes with an Appendix that provides a detailed overview of the SEC tools and other resources provided with this toolkit. These appendices [.zip] are available for download.

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Elmore, Richard F., und Deanna Burney. Continuous Improvement in Community District #2, New York City. Inter-American Development Bank, April 2002. http://dx.doi.org/10.18235/0011020.

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Community School District #2, in New York City, has been engaged in a long-term process of system-wide instructional improvement, now in its eleventh year. This process involves, among other things, heavy investments in professional development for teachers and principals that are focused on introducing and supporting specific instructional practices in literacy and mathematics, coupled with system-level and school-level accountability processes designed to assure high quality instruction in all schools and classrooms.

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Lavadenz, Magaly, Linda Kaminski und Elvira Armas. San Juan Unified School District Newcomer Support: Promising Practices. Center for Equity for English Learners, 2023. http://dx.doi.org/10.15365/ceel.sjusd2023.

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This report was developed through a partnership between the Policy Analysis for California Education (PACE) Newcomer Research-Practice-Policy Partnership and the Center for Equity for English Learners (CEEL) at Loyola Marymount University (LMU). It presents a case study that identifies promising practices for newcomer education implemented in San Juan Unified School District (SJUSD), one of 12 local educational agencies (LEAs) funded under the California Newcomer Education and Well-Being (CalNEW) project between 2018 and 2021. The case study was conducted during a 2022 summer program for recently arrived immigrant students. Using interviews with 32 school and community leaders and educators, a review of 65 program documents, and observations of 15 classrooms using a tool focused on effective instructional practices for newcomer education, four overarching themes that illustrate promising practices are identified a) building on community cultural wealth, b) leveraging multiple and differentiated resources, c) developing educator capabilities to teach and support newcomer students, and d) designing newcomer program and placement practices. Findings also reveal three overarching challenge areas faced in program implementation including a) grappling with conflicted ideologies, b) ongoing curricular needs and instructional supports for newcomer students, and c) building a comprehensive ELD program design. Based upon the findings for promising practices and challenges, the authors propose three implications for building effective systems to support newcomer students a) sustain newcomer program commitments, b) uphold assets-based narratives about immigrant /refugee students and communities, and c) strengthen local, state, and national newcomer education policy coherence.

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Sheets, Colton. 1461191-PL-PR-04 Composite Repair Guidelines Document for Nonmetallic Repairs for Offshore Applications. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), Januar 2018. http://dx.doi.org/10.55274/r0011769.

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PHMSA guideline for using composite repair materials in both onshore and offshore pipeline applications. Based on knowledge and full-scale testing. Includes instruction for properly using composite materials based on the pipeline defects, design a composite repair systems, and associated installation techniques.

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Kaffenberger, Michelle, Jason Silberstein und Marla Spivack. Evaluating Systems: Three Approaches for Analyzing Education Systems and Informing Action. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/093.

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While conventional interventions and evaluations address the symptoms of the learning crisis, there is growing acknowledgement that widespread and sustained learning improvements will require systems approaches that diagnose and address the root causes of low learning. This paper presents and applies three methods to evaluate education systems and inform how to improve system coherence for learning. First, we use learning trajectories to evaluate the dynamics of children’s learning in 22 low- and middle-income countries. Second, we present a set of principles called the ALIGNS principles and show how they can be used to evaluate and improve alignment of curricula, assessments, and teacher support and instruction. Finally, we present a systems diagnostic framework and apply it to a program in South Africa, showing how the program takes a systems approach to improve learning. These tools help concretize systems thinking and bring insights to bear on the design and evaluation of policies and programs intended to improve learning.

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McElhaney, Kevin, Anthony Baker, Carly Chillmon, Zareen Kasad, Babe Liberman und Jeremy Roschelle. An Initial Logic Model to Guide OpenSciEd Research: Updated Version. Digital Promise, März 2022. http://dx.doi.org/10.51388/20.500.12265/152.

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This white paper supports an ongoing effort to define a research agenda and catalyze a research community around the OpenSciEd curriculum materials. Rigorous research on these materials is needed in order to answer questions about the equitable design of instructional materials, impacts on student learning, effective and equitable classroom teaching practices, teacher professional development approaches, and models for school adoption that address the diverse needs of historically marginalized students in STEM. Research findings have the potential to advance the knowledge, skills, and practices that will promote key student, teacher, and system outcomes. The research agenda stands to accelerate the research timeline and stimulate a broad range of research projects addressing these critical needs. To support the collaborative development and activation of the research agenda, we outline an initial logic model for OpenSciEd. The logic model can shape research efforts by clarifying intended relationships among (1) the principles, commitments, and key affordances of OpenSciEd; (2) the components of OpenSciEd and how they are implemented and supported in classrooms, schools, districts, and states; and (3) the desired outcomes of OpenSciEd.

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Saltus, Christina, Molly Reif und Richard Johansen. waterquality for ArcGIS Pro Toolbox : user's guide. Engineer Research and Development Center (U.S.), September 2022. http://dx.doi.org/10.21079/11681/45362.

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Monitoring water quality of small inland lakes and reservoirs is a critical component of the US Army Corps of Engineers (USACE) water quality management plans. However, limited resources for traditional field-based monitoring of numerous lakes and reservoirs covering vast geographic areas often leads to reactional responses to harmful algal bloom (HAB) outbreaks. Satellite remote sensing methodologies using HAB indicators is a good low-cost option to traditional methods and has been proven to maximize and complement current field-based approaches while providing a synoptic view of water quality (Beck et al. 2016; Beck et al. 2017; Beck et al. 2019; Johansen et al. 2019; Mishra et al. 2019; Stumpf and Tomlinson 2007; Wang et al. 2020; Xu et al. 2019; Reif 2011). To assist USACE water quality management, we developed an Environmental Systems Research Institute (ESRI) ArcGIS Pro desktop software toolbox (waterquality for ArcGIS Pro) founded on the design and research established in the waterquality R software package (Johansen et al. 2019; Johansen 2020). The toolbox enables the detection, monitoring, and quantification of HAB indicators (chlorophyll-a, phycocyanin, and turbidity) using Sentinel-2 satellite imagery. Four tools are available: (1) automating the download of Sentinel-2 Level-2A imagery, (2) creating stacked image with options for cloud and non-water features masks, (3) applying water quality algorithms to generate relative estimations of one to three water quality parameters (chlorophyll-a, phycocyanin, and turbidity), and (4) creating linear regression graphs and statistics comparing in situ data (from field-based water sampling) to relative estimation data. This document serves as a user’s guide for the waterquality for ArcGIS Pro toolbox and includes instructions on toolbox installation and descriptions of each tool’s inputs, outputs, and troubleshooting guidance.

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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez und Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.

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Bogdanov, Sergey I. Electronic educational resource "Ambulance and emergency medical care for mental disorders and behavioral disorders at the prehospital stage". SIB-Expertise, Januar 2024. http://dx.doi.org/10.12731/er0784.29012024.

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The Electronic educational resource (hereinafter referred to as EER) “Basic aspects of narcology” is designed for 36 training hours. This distance learning course aims to develop communicative competence, prepare for solving standard problems of professional activity using information resources, medical and biological terminology, and is also aimed at optimizing the educational process at the university, creating conditions for achieving the required level of modern education and comprehensive development of the personality of students . The EER was developed in accordance with the Federal State Educational Standard of Higher Education. Intended for medical school students as a material that allows future doctors to become more in-depth acquainted with the basic aspects of narcology, as well as for psychiatrists, psychiatrists-narcologists, and doctors of other specialties who, due to the specifics of their work, systematically interact with patients with drug addiction pathology. The EER was developed by Doctor of Medical Sciences, Associate Professor, highly qualified psychiatrist-narcologist with 37 years of experience in the specialty of psychiatry-narcology. The structure of the EER is classic and includes an abstract, glossary, instructions for working with the course, brief information about the authors, a methodological block, 4 lectures in presentation format and video lectures on the following topics: “Ethanol from the birth of modern civilization to the creation of new stars”, “Alcoholism”, “General issues of addiction” and “Classification of substances and drugs that cause addiction.” To control the studied material, clinical tasks and final testing on the topic being studied are used. To receive feedback from cadets and students, there is a feedback form. A student who has mastered the program is able to possess professional competencies, including the ability to: professionally navigate issues of terminology and definitions related to the subject of the educational material; master the amount of knowledge on the mechanisms of the effects of psychoactive substances on the human body; correctly navigate the issues of modern classification of surfactants; correctly diagnose pathological conditions associated with chronic ethanol intoxication; apply distance educational technologies (DET) in professional activities; use automated information systems and knowledge bases in professional activities.

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Bogdanov, Sergey I. Electronic educational resource "Basic aspects of narcology". SIB-Expertise, Januar 2024. http://dx.doi.org/10.12731/er0783.29012024.

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The electronic educational resource (hereinafter referred to as EER) “Basic aspects of narcology” is designed for 36 training hours. This distance learning course aims to develop communicative competence, prepare for solving standard problems of professional activity using information resources, medical and biological terminology, and is also aimed at optimizing the educational process at the university, creating conditions for achieving the required level of modern education and comprehensive development of the personality of students . The EER was developed in accordance with the Federal State Educational Standard of Higher Education. Intended for medical school students as a material that allows future doctors to become more in-depth acquainted with the basic aspects of narcology, as well as for psychiatrists, psychiatrists-narcologists, and doctors of other specialties who, due to the specifics of their work, systematically interact with patients with drug addiction pathology. The EER was developed by Doctor of Medical Sciences, Associate Professor, highly qualified psychiatrist-narcologist with 37 years of experience in the specialty of psychiatry-narcology. The structure of the EER is classic and includes an abstract, glossary, instructions for working with the course, brief information about the authors, a methodological block, 4 lectures in presentation format and video lectures on the following topics: “Ethanol from the birth of modern civilization to the creation of new stars”, “Alcoholism”, “General issues of addiction” and “Classification of substances and drugs that cause addiction.” To control the studied material, clinical tasks and final testing on the topic being studied are used. To receive feedback from cadets and students, there is a feedback form. A student who has mastered the program is able to possess professional competencies, including the ability to: professionally navigate issues of terminology and definitions related to the subject of the educational material; master the amount of knowledge on the mechanisms of the effects of psychoactive substances on the human body; correctly navigate the issues of modern classification of surfactants; correctly diagnose pathological conditions associated with chronic ethanol intoxication; apply distance educational technologies (DET) in professional activities; use automated information systems and knowledge bases in professional activities.

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