Zeitschriftenartikel: „Learning Design and Development“

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Crick, Ruth, Tom McDermott und Nicole Hutchison. „Learning Design for Sustainable Development“. Journal of Education, Teaching and Social Studies 3, Nr. 3 (21.06.2021): p15. http://dx.doi.org/10.22158/jetss.v3n3p15.

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Purpose: The purpose of this paper is to theorise an approach to learning design for formal education and training contexts, which can empower the student-led acquisition of competences for sustainable development with particular reference to engineering education. Design: the paper presents a conceptual framework which synthesises two extant bodies of empirical research (i) into the development of systems engineering proficiencies and (ii) the development of learning power and authentic enquiry. Findings: Bringing these two research-based bodies of knowledge together enables the conceptualisation of a practical learning design which integrates the development of self-leadership, learning relationships and complex problem solving for sustainable futures. These two approaches, and their synthesis, have been implemented in practice but not reported on or theorised before.Originality: This transdisciplinary theoretical study was undertaken by the original researchers to integrate and transcend the limitations of disciplinary and siloed approaches to learning design for 21C meta-competencies and to explore a common architecture capable of deployment over time and adaptable to different contexts. Research limitations/implications: Whilst the two strands of research underpinning this synthesis are well researched, the integrated model has yet to be empirically verified through appropriate scientific methodologies.Practical implications: this study provides a foundation for the development of a core curricular spine to be developed as an accreditation framework in formal education and work-based settings. The development of a rigorous measurement model has significant implications for policy and practice.

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Rahadian, D., S. H. Bariyah, I. Nasrullah, Y. Purwanti und K. Imania. „Development of online learning design“. Journal of Physics: Conference Series 1402 (Dezember 2019): 066044. http://dx.doi.org/10.1088/1742-6596/1402/6/066044.

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Lim, Cheol-Il, Seong-Youn Hong und Sun-Young Kim. „Development of e-PBL Prototype with IMS Learning Design“. Journal of the Korea Contents Association 12, Nr. 3 (28.03.2012): 498–508. http://dx.doi.org/10.5392/jkca.2012.12.03.498.

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Kim, Tai Ki. „Learning analytics instructional design model development“. Asian Journal of Education 22, Nr. 2 (30.06.2021): 201–28. http://dx.doi.org/10.15753/aje.2021.06.22.2.201.

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Muin, A., und M. Fatma. „Hypothetical learning trajectory design in development of mathematics learning didactic design in madrasah“. Journal of Physics: Conference Series 1836, Nr. 1 (01.03.2021): 012070. http://dx.doi.org/10.1088/1742-6596/1836/1/012070.

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Nugent, Gwen, Leen-Kiat Soh und Ashok Samal. „Design, Development, and Validation of Learning Objects“. Journal of Educational Technology Systems 34, Nr. 3 (März 2006): 271–81. http://dx.doi.org/10.2190/9bf6-1kbl-y3cx-6qxg.

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Anchukov, S. V., und Yunyi Jia. „DEVELOPMENT OF DESIGN STUDENTS’NEED FOR LIFELONG LEARNING“. Научное мнение, Nr. 3 (2021): 77–87. http://dx.doi.org/10.25807/pbh.22224378.2021.3.77.87.

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Nuraini, Umi, Primasa Minerva Nagari, Nur Alfiyatuz Zahro und Nuventin Asna Putri. „E-ASSESSMENT DESIGN DEVELOPMENT IN ENTREPRENEURIAL LEARNING“. International Journal of Education, Psychology and Counseling 7, Nr. 45 (15.03.2022): 259–72. http://dx.doi.org/10.35631/ijepc.745021.

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Assessment is a fundamental aspect of learning and becomes a challenge in online learning in the area of disruption. Besides being able to improve the professional competence of educators, the proper application of e-assessment can help students to have the competencies needed in the 21st century. This study aims to develop an e-assessment design in entrepreneurial learning in Accounting Department Universitas Negeri Malang, Indonesia. This e-assessment, which is designed to assess students' knowledge, attitudes, and skills, becomes more efficient and transparent and is easily accessible to students. The results of this study are not only useful for lecturers in the process of designing e-assessments but also for undergraduate students of Accounting Education as prospective accounting educators so that they know in real-life contexts that can be learned and applied in educational courses. The development of the e-assessment design in this study can be used as a reference for other researchers in developing e-assessments in other subjects, but still must adapt it to the curriculum and learning system that applies at the university.

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Juita, Erna, Rahmi Zulva und Helfi Edial. „DESIGN OF DEVELOPMENT ASSESSMENT LEARNING CRITICAL THINKING.“ International Journal of Advanced Research 6, Nr. 7 (31.07.2018): 236–39. http://dx.doi.org/10.21474/ijar01/7358.

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Kim, Sanghong. „Development of E-Learning Design Strategies based on Smart Learning“. Korea Association of Yeolin Education 28, Nr. 3 (30.07.2020): 1–25. http://dx.doi.org/10.18230/tjye.2020.28.3.1.

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Edy Jogatama Purhita, Dewi Widyaningsih und Edwin Zusrony. „A HOLISTIC MODEL IN LEARNING MULTIMEDIA DESIGN DEVELOPMENT“. Pixel :Jurnal Ilmiah Komputer Grafis 13, Nr. 2 (10.12.2020): 14–20. http://dx.doi.org/10.51903/pixel.v13i2.270.

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Multimedia learning software development requires design methods, development tools, examination models and proficiency in Information Technology systems. It is necessary to formulate a Holistic Method which considers all related aspects in order to guide the quality of good design in designing Multimedia Learning. Implementing the findings of the Holistic Method formulation to build multimedia learning with good design quality. This study formulates the stages of multimedia development which include: Creative Brief, Design, Material Preparation, Compiling, Testing, Distribution. The multimedia software development process will be guided by 15 guiding elements which are grouped into 5 elements, include : content, appearance, utility aspect, user caracter, and didactic. These guiding elements are used to produce good quality learning multimedia designs. The methodology is called Holistic Multimedia Development Model (HMDM).

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Poetro, Joesianto Eko, M. Basuki Rahmat, Agus Khumaidi, Hananta A und Bhakti Bhakti. „Development of SCADA Dynamic Application Design“. SPIRIT OF SOCIETY JOURNAL 5, Nr. 1 (30.09.2021): 16–26. http://dx.doi.org/10.29138/scj.v5i1.1576.

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The COVID-19 pandemic has changed major habits in learning patterns. Before the pandemic, almost all learning activities took place face-to-face. Especially vocational education, where competence or expertise is an absolute achievement that must be achieved. Learning patterns where practical learning reaches 60% of students must obtain practical learning directly. During the pandemic, direct learning activities cannot be carried out in full. This will have an impact on student competence. Solution is needed to solve it. One of them is how students can practice virtually. This article does not discuss the extent of competence achieved by a student through online practice. The focus of this article is to discuss how practical devices can be controlled remotely by designing a virtual system on the platform and running it in real time or known as dynamic application. And technicians or PLP will still supervise the operation of equipment in the laboratory. The device will be built using the MODBUS communication protocol.

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Rapanta, Chrysi, Marcelo Maina, Nicole Lotz und Alberto Bacchelli. „Team design communication patterns in e-learning design and development“. Educational Technology Research and Development 61, Nr. 4 (11.06.2013): 581–605. http://dx.doi.org/10.1007/s11423-013-9306-5.

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Tanaiutchawoot, Narucha. „The Metaverse Design and Evaluation in Product Design and Development“. International Journal of Higher Education Pedagogies 5, Nr. 1 (07.03.2024): 19–30. http://dx.doi.org/10.33422/ijhep.v5i1.590.

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The COVID-19 pandemic prompted a shift to online learning like SUT-Elearning, Zoom, and Google Classroom. However, these platforms have limitations in replicating classroom dynamics and fostering interaction. Students have low motivation for studying and class participation. The concept of a metaverse classroom is introduced, aiming to enhance engagement by exploring the Metaverse's origins, features, and educational benefits. This study delves into integrating metaverse technology into online education, using Suranaree University of Technology's product design and development course as a model. This course merges project-based and problem-based learning. The investigation outlines the gradual creation of a virtual classroom aligned with these traditional approaches, detailing its functions, components, and limitations. The classroom design is evaluated through student feedback gathered from interviews and surveys. Students assess the design's advantages and disadvantages and compare between the Metaverse, physical classes, Zoom, and video-based learning. Results drawn from feedback from 20 students highlight a preference for physical learning, closely followed by the Metaverse, which excels in engagement over Zoom and video. The Metaverse also excels in real-time interactions, with minor differences in self-directed learning. The study emphasizes the potential of integrating the Metaverse as a catalyst to improve online education and immersive learning. It highlights the ability of metaverse integration to increase real-time engagement and support innovative instructional methods. These methods are vital in effective online education, particularly in the ever-evolving educational landscape.

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Ishaq, I Nyoman S. Degeng, Henry Praherdhiono und Made Duananda Kartika Degeng. „Learning Design Heutagogical Approach in Developing Self-Determined Learning Skills“. Journal of Education Research and Evaluation 8, Nr. 2 (28.05.2024): 373–83. http://dx.doi.org/10.23887/jere.v8i2.76371.

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Learning and teaching practices in various tertiary institutions (PT) remain in didactic pedagogy, perpetuating teacher-centered learning methods, thus failing to take advantage of technological developments. This research aims to develop a pedagogical approach to learning design to develop learners' self-determined learning skills through a blended learning scheme. This type of research is development research. The model used in developing the Heutagogi approach learning design is the 4D development model. The subjects of this research are learning design experts, learning media experts, and learning device experts. The subjects of this trial were all 60 students. The methods used to collect data are questionnaires and test questions. The instruments used in collecting were questionnaire sheets and test questions. Techniques for analyzing data are qualitative, quantitative, and inferential statistical descriptive analysis. The research results are as follows: First, the learning design and learning support tools for developing self-determined learning skills are valid and reliable. Secondly, there are differences in the effectiveness of learning designs for self-determined learning strategies (Heutagogi). Third, there is a correlation between the value of self-determined learning skills and course learning outcomes (CPMK). It was concluded that the Heutagogi approach learning design is suitable for use in learning and improves student learning outcomes.

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Johnstone, Christopher, Acacia Nikoi und Ndungu Kahihu. „Uhusiano Design for learning“. International Journal of Educational Development 52 (Januar 2017): 19–25. http://dx.doi.org/10.1016/j.ijedudev.2016.10.006.

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McKay, Alison, Thomas A. Hazlehurst, Alan de Pennington und David C. Hogg. „DESIGN DESCRIPTIONS IN THE DEVELOPMENT OF MACHINE LEARNING BASED DESIGN TOOLS“. Proceedings of the Design Society 3 (19.06.2023): 1227–36. http://dx.doi.org/10.1017/pds.2023.123.

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AbstractApplications of machine learning technologies are becoming ubiquitous in many sectors and their impacts, both positive and negative, are widely reported. As a result, there is substantial interest from the engineering community to integrate machine learning technologies into design workflows with a view to improving the performance of the product development process. In essence, machine learning technologies are thought to have the potential to underpin future generations of data-enabled engineering design system that will deliver radical improvements to product development and so organisational performance. In this paper we report learning from experiments where we applied machine learning to two shape-based design challenges: in a given collection of designed shapes, clustering (i) visually similar shapes and (ii) shapes that are likely to be manufactured using the same primary process. Both challenges were identified with our industry partners and are embodied in a design case study. We report early results and conclude with issues for design descriptions that need to be addressed if the full potential of machine learning is to be realised in engineering design.

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Tkaczyk, Bart. „Crafting continuing learning and development: a positive design tool for leadership development“. Development and Learning in Organizations: An International Journal 28, Nr. 4 (02.06.2014): 5–8. http://dx.doi.org/10.1108/dlo-10-2013-0079.

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Purpose – The purpose of this paper is to consider leaders as continuing learning and development (L&D) crafters. Design/methodology/approach – To maximize leaders’ “self-awareness” and “learning agility”, this article addresses itself to positive, purposeful and planned self-development by means of continuing L&D crafting. Findings – Executing leader’s structured and personalized developmental portfolios produce both personal and organizational gains, as reported by participants in the global “Learning Entrepreneurs” research project. Practical implications – The article offers a “designy” tool that executives can use in the workplace and outside. Social implications – Apart from the fact that it seems highly practical to employ L&D crafting as a business leadership development method, one can extrapolate this idea, and recommend this technique to leaders outside of business. This may transform institutions at large into learning organizations. Originality/value – Rooted in design thinking and positive organizational studies, the article advances a “continuing developmental portfolio” made up of two components: a continuing executive development “Check-in” and “Design”. These together are a mechanism for natural and disciplined learning from opportunistic incidents.

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Pradana, Fajar, Punaji Setyosari, Saida Ulfa und Tsukasa Hirashima. „Development of Gamification-Based E-Learning on Web Design Topic“. International Journal of Interactive Mobile Technologies (iJIM) 17, Nr. 03 (06.02.2023): 21–38. http://dx.doi.org/10.3991/ijim.v17i03.36957.

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Conventional learnings have given way to methods aided by technological advances. The approach known as Student-Centered Learning (SCL) is the foundation of e-learning. Furthermore, SCL demands students to be self-motivated to complete courses and engage with the offered learning content. Programming is one of the most important subjects to study independently and with the aid of an instructor. The need for graduates with programming and computational skills in the field of web design continues to receive widespread attention from the industry. However, problems such as low student engagement are often encountered in learning about programming concepts and syntax. Gamification is an instructional approach to facilitate learning and boost motivation through game elements, mechanics, and thinking. Therefore, this research aims to discuss the development of Gamification-based e-learning to increase student engagement and motivation, especially in HTML and CSS web design. This system was tested with 3 methods, including unit, system, and user testing. In user testing, this study involved 264 students from computer backgrounds to validate the system. The results show that the e-learning system can perform well according to the expected specifications.

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Lakshmi G S, Prasanna. „Design and Development of Skin Cancer Prediction Using Machine Learning Over Live Cloud Infrastructure“. International Journal of Science and Research (IJSR) 12, Nr. 3 (05.03.2023): 153–57. http://dx.doi.org/10.21275/sr23302194246.

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Chih-Chao Chung, Chih-Chao Chung, Shi-Jer Lou Chih-Chao Chung und Yuh-Ming Cheng Shi-Jer Lou. „Development and Empirical Research on Competency Indicators for Starlink Design-Based Learning Innovation Courses“. 電腦學刊 35, Nr. 3 (Juni 2024): 067–79. http://dx.doi.org/10.53106/199115992024063503006.

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This study aimed to enhance a Starlink Design-based Learning (DBL) Innovation course at a Science and Technology university by formulating competency indices, course content, assessment tools, and instructional materials. Thirteen experts in satellite communication, spectrum management, satellite applications, launch, and system integration employed the fuzzy Delphi method to evaluate the significance of the capability indices. Taking 39 junior students enrolled in practical courses as the subjects, this study conducted an 18-week quasi-experimental teaching and used importance-performance analysis to explore the impact of the Starlink DBL Innovation course on student learning effectiveness. This study identified five key capability indices, encompassing the Starlink system, satellite communication technology, spectrum management, satellite network applications, and sustainable satellite technology development, with 21 specific indicators. The Starlink system index garnered the highest importance according to the experts’ evaluations. According to the IPA results, 21 indicators were classified into the four categories of Keep Up the Good Work, Concentrate Here, Low Priority, and Possible Overkill, which were used to provide specific and feasible suggestions for course improvement so as to adjust the teaching content and methods in a targeted manner and thereby improve student learning experience and effectiveness. At the same time, this study proposed a number of relatively low-importance performance indicators that were present in the overall evaluation of the students, which may provide new directions in future teaching and research and are worth further in-depth research and exploration. These findings could inform the development of the Starlink DBL Innovation course and other relevant thematic courses, offering a pioneering framework for interdisciplinary technology education and cultivating adept graduates. This research contributed to the literature by providing practical tools to elevate technology-focused curricula.

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Balango, Supriyanto, und Ruslan Ruslan. „DEVELOPMENT OF HURDLES MEDIA LEARNING“. Jambura Journal of Sports Coaching 2, Nr. 2 (05.09.2020): 69–74. http://dx.doi.org/10.37311/jjsc.v2i2.7225.

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Learning facilities are often a problem in the learning process for athletic sports. The purpose of this study was to produce a product to develop a hurdling learning tool. The subjects of the small scale trial were class IV which assessed 28 students, and the subjects of the large scale trial were class V who were assessed 32 who were in SDN 70 Kota Tengah Kota Gorontalo. The method in this research is related to determining potentials and problems, design data, design validation, revised design, product testing, product testing, usage trials, product revisions, product testing. The results of this development research are in the form of a tool made from a rubber band with adjustable height support poles then poured out and packed into a book.

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León, Cristo, und James Lipuma. „Collaborative Co-Design: Transforming Traditional Professional Development“. Revista de Gestão Social e Ambiental 18, Nr. 10 (20.09.2024): e06461. http://dx.doi.org/10.24857/rgsa.v18n10-089.

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Objective: The primary aim of this project was to develop the "Online Professional Learning Exchange" (OPLE), a platform designed to support blended learning and facilitate a shift towards a Community of Practice (CoP) model. By integrating face-to-face, blended, and fully online learning situations, this move was intended to enhance the accessibility and effectiveness of professional development. Theoretical Framework: The project was grounded in theories of adult learning and community of practice. It utilized these frameworks to foster an environment where educators could collaboratively design and engage with learning materials. This approach aimed to promote sustained professional growth and mastery of teaching concepts. Method: The development of the OPLE involved a systematic review of the literature on professional learning and training methods, followed by the creation of blended learning modules that included videos, written materials, polls, and discussions. This method facilitated varied instructional approaches to cater to different learning styles and needs. Results and Discussion: The OPLE successfully enabled educators to master relevant educational concepts more efficiently and effectively. The analysis revealed that this integrated approach supported individual learning needs and encouraged active participation in a broader professional community. Research Implications: The findings from this project underscore the potential of collaborative co-design in professional development, particularly in enhancing the adaptability and engagement of PD programs. This model presents a viable blueprint for other educational systems looking to modernize their professional development approaches. Originality/Value: This research contributes to the field by demonstrating how transitioning from traditional expert-led training to a community-based, co-design approach can significantly improve the relevance and impact of professional development. The OPLE model highlights the value of integrating technology with collaborative learning frameworks to foster ongoing professional engagement and improvement.

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Bennett, Erica. „Learning by Design“. Bulletin for the Study of Religion 51, Nr. 1 (08.11.2022): 35–38. http://dx.doi.org/10.1558/bsor.23549.

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The January 6, 2020 insurrection at the United States Capitol Building confirmed and challenged many people’s assumptions about how religion functions in society. As the events of that day continue to be reviewed by government officials, scholars, and public audiences, the Uncivil Religion Project has become an invaluable resource in those endeavors. Spearheaded by Prof. Mike Altman at the University of Alabama and Jerome Copulsky and Peter Manseau from the Smithsonian National Museum of American History, the collaborative web project is both a media-rich digital archive and scholarly anthology on this pivotal historical moment. Altman led a team of graduate students in the University of Alabama’s Religion in Culture MA program in the development of the site. Bulletin editorial assistant Erica Bennet interviewed Ciara Eichorst, Katie Johnson, and Phoebe Duke-Mosier to learn how this project not only took shape, but also impacted their education in the academic study of religion.

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Mardiana, Dina, und Umiarso El-Rumi. „The Development of Students’ Self-Regulated Learning Through Online Learning Design“. TARBIYA: Journal of Education in Muslim Society 8, Nr. 2 (15.03.2022): 119–34. http://dx.doi.org/10.15408/tjems.v8i2.22804.

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AbstractSelf-regulated learning is one of the most important factors in online education. This research focused on exploring how the learning design of an online Islamic education course called Pendidikan Agama Islam (PAI) facilitated the development of students’ self-regulated learning. This study was situated at the State University of Malang (MUs), Indonesia and used qualitative approach in the form of case study as its methodology. The data were collected through documentation, online-based interviews, and observation. After being collected, the data then were analyzed using the interactive model of Miles, Huberman, and Saldana. The research found that the PAI course at State University of Malang (MUs) had four learning design stages consisting of stimulation and problem identification, learning problem-content analysis, verification of results, and generalization. This stages facilitated the development of students’ self-regulated learning, as observed through three indicators owned by each student, namely, creativity, ability to think critically, and self-regulation. The implication of this study is the emerge of the technical-didactic side of online Islamic education learning through a designed learning design stages so that in the end it will lead to benefits in achieving educational goals more effectively.AbstrakPembelajaran mandiri merupakan salah satu faktor terpenting dalam pembelajaran online. Penelitian ini berfokus pada eksplorasi tentang bagaimana desain pembelajaran daring matakuliah pendidikan Islam yang disebut Pendidikan Agama Islam (PAI) memfasilitasi pengembangan pembelajaran mandiri mahasiswa. Penelitian ini berlokasi di Universitas Negeri Malang (MUs), Indonesia dan menggunakan pendekatan kualitatif berupa studi kasus sebagai metodologinya. Data dikumpulkan melalui dokumentasi, wawancara berbasis online, dan observasi. Setelah dikumpulkan, data kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldana. Penelitian menemukan bahwa matakuliah PAI di Universitas Negeri Malang (MUs) memiliki empat tahap desain pembelajaran yang terdiri dari stimulasi dan identifikasi masalah, analisis konten masalah pembelajaran, verifikasi hasil, dan generalisasi. Tahapan ini memfasilitasi pengembangan pembelajaran mandiri mahasiswa, sebagaimana terlihat melalui tiga indikator yang dimiliki oleh masing-masing mahasiswa, yaitu, kreativitas, kemampuan berpikir kritis, dan regulasi diri. Implikasi dari penelitian ini adalah munculnya sisi teknis pembelajaran daring Pendidikan Agama Islam melalui tahapan desain pembelajaran yang dirancang sehingga pada akhirnya akan bermanfaat dalam mencapai tujuan pendidikan secara lebih efektif. How to Cite: Mardiana, D, Umiarso. (2021). The Development of Students’ Self-Regulated Learning Through Online Learning Design. TARBIYA: Journal of Education in Muslim Society, 8(2), 119-134. doi:10.15408/tjems.v8i2.22804.

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Kirschner, Paul A. „Design, development, and implementation of electronic learning environments for collaborative learning“. Educational Technology Research and Development 52, Nr. 3 (September 2004): 39–46. http://dx.doi.org/10.1007/bf02504674.

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El-Rumi, Umiarso. „The development of students’ self-regulated learning through online learning design“. Jurnal Kependidikan Penelitian Inovasi Pembelajaran 6, Nr. 1 (17.05.2022): 53–67. http://dx.doi.org/10.21831/jk.v6i1.44980.

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This study focused on exploring how the online learning design of Pendidikan Agama Islam (PAI) course facilitated the development of students’ self-regulated learning. This study was conducted at the State University of Malang, Indonesia, and used a qualitative approach in the form of a case study as its research method. Based on Bandura’s learner agency theory, the data were collected through documentation, online-based interviews, and observation. After being collected, the data then were analyzed using the interactive model of Miles, Huberman, and Saldana. Findings show that the PAI course at the State University of Malang had four learning design stages: stimulation and problem identification, learning problem-content analysis, verification of results, and generalization. These stages facilitated the development of students’ self-regulated learning, as observed through three indicators owned by each student, namely, creativity, ability to think critically, and self-regulation. The implication of this study is the emergence of the technical-didactic side of online Islamic education learning through a designed learning design stage so that, in the end, it will lead to benefits in achieving educational goals more effectively.

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Zavelickaya, A., Yu Bykonya und O. Belova. „Competencies for Effective Distance Learning: Design and Development“. Management of the Personnel and Intellectual Resources in Russia 9, Nr. 6 (28.01.2021): 40–43. http://dx.doi.org/10.12737/2305-7807-2021-40-43.

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Digitalization processes, as well as the conditions of the pandemic, have led to the active development of distance learning. This is dictated by the need to develop new qualities in students, allowing them to effectively engage in learning in new conditions. The studies, described in this article, allowed not only to develop a competence model for a bachelor's degree for work in distance learning, but also to provide recommendations, as well as a plan for the step-by-step development of competencies necessary for effective work with the use of distance technologies.

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Et al., Hamsi Mansur. „The Development of Model Design Inclusive Education Learning“. Psychology and Education Journal 58, Nr. 1 (04.02.2021): 4087–95. http://dx.doi.org/10.17762/pae.v58i1.1470.

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The learning of inclusive education will run in accordance with the national education goals, characteristics, and culture of the Indonesian social system when applied in a clear and measured model of inclusive education learning. However, the learning process of inclusive education in Indonesia does not mean there are no challenges and failures, and so far, there has not been a model based on local wisdom. Therefore, the development of inclusive learning design models based on local wisdom becomes more important. This research aims to produce a product development model of inclusive education learning design based on local wisdom. This model was developed using a combination of the Borg & Gall model that accommodates the local wisdom of inclusive education. Local wisdom in inclusive education is reflected in three characters, namely: respect for diversity, cooperation, and a sense of brotherhood. This research was conducted in 100 schools that provide inclusive education. The result is that the design of inclusive education learning must follow components such as: the process of identification and assessment of special needs, the curriculum is developed with a modification model, the availability of human resources (GPK), and assessment of learning processes for special needs students is arranged and adapted to the conditions/characteristics of students and system culture Indonesian social society. The implications of the findings above schools need to prepare human resources, infrastructure, funding allocation, and regulations set by schools in the implementation of inclusive education.

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Lam, Jeanne, Norris Lau, Christine Shim und Simon K. S. Cheung. „Design and development process for blended learning courses“. International Journal of Innovation and Learning 13, Nr. 3 (2013): 322. http://dx.doi.org/10.1504/ijil.2013.052900.

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Yulando, Steven, S. Sutopo und Tabughang Franklin Chi. „Electronic Module Design and Development: An Interactive Learning“. American Journal of Educational Research 7, Nr. 10 (18.10.2019): 694–98. http://dx.doi.org/10.12691/education-7-10-4.

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KATAOKA, Ichiro, Tatsuya HASEBE, Zixian ZHANG und Norihiko NONAKA. „Development of Design Exploration Technology Utilizing Machine Learning“. Proceedings of Conference of Kanto Branch 2019.25 (2019): 19F15. http://dx.doi.org/10.1299/jsmekanto.2019.25.19f15.

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Sholihah, Fatikhatun Nikmatus, und Sofi Aristya Hanifa. „Development of Experiential Learning Discovery Learning Tools Through E-learning on Protist Material“. APPLICATION: Applied science in Learning Research 1, Nr. 2 (28.10.2021): 89–94. http://dx.doi.org/10.32764/application.v1i2.1924.

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Using the discovery learning concept, this study intends to generate learning resources such as lesson plans, LKPD, and learning outcomes tests. Research and development (R&D) methodologies are used in this work. The design research and development R&D procedure is referred to as the implementation procedure. The R&D model has ten stages: 1) potential and problems,) Product Design, 3) Data Collection, 4) Design Validation, 5) Design Revision, 6) Product Trial, 7) Product Revision, 8) Trial Use, 9) Product Revision, and 10) Mass Production. Due to a complete lack of time and research funds, this study only made it to the design revision stage. A material validation questionnaire was utilized for validator 1 and a learning device validation questionnaire was used for validator 2. Based on the findings of the research and discussion, it can be concluded that an experience-based Discovery Learning learning tool has been produced through E-learning as a learning tool that has been assessed by several validators, with an average value of 97.3 for lesson plans with a very feasible category for validators 1 and 78.6 with eligible categories for validator 2. The average LKPD score is 94.3 for validator 1, with a very good category, and 81.4 for validator 2, with a very feasible category. The average value for the learning outcomes test is 95 for validator 1, with a very good category, and 87.5 for validator 2, with a very feasible category.

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Lu, Yanglin. „Research of Design and Development of Educational Game“. Lecture Notes in Education Psychology and Public Media 50, Nr. 1 (26.04.2024): 288–91. http://dx.doi.org/10.54254/2753-7048/50/20240972.

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The current social background shows the development trend of a "learning society", and lifelong learning is regarded as an effective way for social individuals to meet the challenges of the rapid growth of knowledge, shortening of information update cycle and accelerating iteration frequency. In this context, educational games, as an innovative form of education, are gradually receiving social attention. Educational games have the characteristics of combining entertainment and education, which can provide a more attractive and interesting learning experience, so as to stimulate learners' learning interest and initiative. This paper mainly studies how educational games are designed and the current situation and prospects of educational games. The purpose of this paper is to explore how to make better educational games nowadays, when educational games are becoming more and more common but the quality is uneven. This paper is mainly through literature analysis and review research. This paper finds that the production of educational games needs to create a learning environment, stimulate learning interest and keep players learning.

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Kim, Dae Geon. „Development of High-Strength Concrete Mixed Design System Using Artificial Intelligence“. Webology 19, Nr. 1 (20.01.2022): 4268–85. http://dx.doi.org/10.14704/web/v19i1/web19281.

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The quality inspection of high-strength concrete construction sites consists of a compressive strength test that is considered the most important, but this can be confirmed through a compressive strength test after 28 days of high-strength concrete application. Therefore, it is of paramount importance to ship high-quality products to ready-mixed concrete factories by increasing the reliability of the mixed design that affects high-strength concrete production. In addition, there is a need to develop an efficient management system for mixed design that determines high-strength concrete quality by measuring the mixing ratio of materials in the ready-mixed concrete factory production stage. This study used matrix laboratory(MATLAB) using Deep learning, a language that performs mathematics and engineering calculations based on matrices, and presented a mixed design model by adjusting the strength through input and output variables, learning data collection, model structure determination, learning error, and repetition results. The predicted mean value of 40 MPa was measured at 40.75 MPa, showing a difference of 0.75 MPa and 40 MPa, and the error rate was confirmed to be 4.13%. And the predicted mean value of 55 MPa was measured as 55.55 MPa, showing a difference between 55 MPa and 0.55 MPa, and the error rate was confirmed to be 1.73%. Through this study, the reliability of high-strength concrete quality management is secured by applying a high-strength concrete mixed design system using artificial intelligence(AI) and adjusting it in connection with all fields of the production process.

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Devanny Gumulya. „TRANSFORMING LEARNING EXPERIENCES IN ART AND DESIGN APPRECIATION: A RESEARCH ON E-LEARNING DESIGN AND DEVELOPMENT“. Journal of Research and Innovation In Open and Distance Learning 3, Nr. 1 (29.02.2024): 32–54. http://dx.doi.org/10.33830/jriodl.v3i1.7634.

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The paper focuses on the design and development of an e-learning course in art and design appreciation. Using the ADDIE model, the study explores the integration of the See Think Wonder approach in the e-learning context. The research aims to enhance learners' engagement, understanding, and appreciation of art and design. The study consists of analysis, design, development, implementation, and evaluation of art and design appreciation e-learning. The findings indicate that the See Think Wonder approach positively impacts the e-learning environment by increasing learner engagement, critical thinking skills, and emotional connection to artworks. The approach facilitates active participation, critical discussions, and improved observation and interpretation of artworks. The e-learning platform offers flexibility and accessibility, enabling learners to study at their own pace. Multimedia elements and interactive activities enhance the learning experience. Evaluation results support the effectiveness of the course, with learners recognizing the value of the See Think Wonder approach in enhancing art and design appreciation. It improves their confidence in analyzing artworks and deepens their understanding of artistic elements and principles. The research contributes to the field of art and design education by highlighting the potential of e-learning in transforming learning experiences. It provides insights for educators and instructional designers seeking to enhance art and design education through digital platforms.

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Kamasi, Nadya Verona Viani, und Tirsa Julianti Saruan. „Mobile Learning (M-Learning) Based Learning Application Design for Elementary School Students“. JURNAL ILMIAH SAINS 20, Nr. 2 (15.06.2020): 70. http://dx.doi.org/10.35799/jis.20.2.2020.27877.

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This study was designed to produce a learning design based on Mobile Learning (M-Learning) that is appropriate for elementary school students. In making this instructional media design, the Multimedia Development Life Cycle (MDLC) method consists of six stages: concept, design, obtaining material, assembly, testing, and distribution, but in this study only carried out two stages, concept and design. The results showed that the MDLC method privides the feasibility percentage of: media experts amounted to 89.44%; material experts amounted to 92,89%, and teachers amounted to 93.3%. This study produces a learning design based on Mobile Learning (M-Learning) that is feasible to be applied for elementary school students.Keywords: Learning media; mobile learning; multimedia development life cycle Desain Aplikasi Pembelajaran Berbasis Mobile Learning (M-Learning) Untuk Siswa Sekolah DasarABSTRAKPenelitian ini bertujuan untuk menghasilkan desain media pembelajaran berbasis Mobile Learning (M-Learning) yang layak untuk siswa sekolah dasar. Dalam membuat desain media pembelajaran ini digunakan metode Multimedia Development Life Cycle (MDLC) yang terdiri dari enam tahapan yaitu concept, design, obtaining content material, assembly, testing, dan distribution, namun pada penelitian ini hanya dilakukan dua tahapan saja yaitu tahap concept dan tahap design. Hasil penelitian menunjukkan bahwa metode MDLC memberikan hasil persetase kelayakan dari: ahli media sebesar 89,44%; ahli materi sebesar 92,89%; dan guru-guru sebesar 93,3%. Penelitian ini menghasilkan sebuah desain media pembelajaran berbasis Mobile Learning (M-Learning) yang layak diterapkan pada siswa sekolah dasar.Kata Kunci: Media pembelajaran; mobile learning; multimedia development life cycle

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Tajuddin, Shafruddin, Muhammad Kamal und Zuryati Zuryati. „ARABIC MATERIAL DEVELOPMENT DESIGN FOR SENIOR HIGH SCHOOL“. Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban 6, Nr. 1 (12.06.2019): 93–107. http://dx.doi.org/10.15408/a.v6i1.10949.

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The aims of the research were to develop Arabic learning material model for the senior high school level which was able to become a standard textbook in Arabic learning for high school. It was a realization of the National Language Politics policy that stated, Arabic as a language of religion and culture is taught from elementary school to university level. The research used to research and development (R & D) approach that refers to Borg and Gall theory. There are 10 steps in the development research cycle. However, it was given the small-scale research, which developed materials and media Arabic learning in Jakarta area, this research did at the stage of getting the final product, namely the prototype of Arabic learning material developed. The research was begun through survey research to obtain an empirical sequence of Arabic learning as a basis to support rational empirical strategies in the development design of Arabic learning materials in high school. This research produced Arabic learning textbooks of class X to class XII at the High School level which are equipped with media.

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Francesconi, Alberto, und Claudia Dossena. „Learning to design cultural districts and learning from designing them“. European Planning Studies 24, Nr. 4 (19.01.2016): 704–22. http://dx.doi.org/10.1080/09654313.2015.1133565.

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Septianto, Tri, Ainaini Ratna Noeri und Dewi Kristanti. „Development Lughotuna Application in Arabic Learning“. EDUKASI : Jurnal Pendidikan Islam (e-Journal) 10, Nr. 2 (19.12.2022): 272–80. http://dx.doi.org/10.54956/edukasi.v10i2.354.

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Arabic language learning that is not optimal in class VII B at MTs Negeri 1 Sidoarjo is caused by the learning media used so far that is less attractive, and the teacher needs to include the four skills that the teacher into the learning media must own. So it is necessary to develop a learning media to help optimize learning. This study aims to explain and examine the learning media developed in the form of an android application called Lughotuna. The mixed method was used in this study. Data is sourced from informants who know the focus, such as school principals and learning admins obtained by observation and interviews. The supporting data comes from various books, journals and other encyclopedias. The data were then analyzed quantitatively and qualitatively. Learning media development includes 1) problem identification; 2) product design; 3) validation; and 4) product publication. In product design, there are two validations: media design validation and media content validation. Media design validation uses four aspects of assessment, including 1) ease of use and navigation; 2) aesthetics or beauty; 3) media integration, and 4) technical quality. In validating media content, three aspects of assessment are used, namely 1) suitability; 2) quality and purpose of content; and 3) instructional quality. In validating media design and media content, possible results are obtained.

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Huang, Le Hui, und Bin Gui. „On the Design and Development of Micro-Course“. Applied Mechanics and Materials 599-601 (August 2014): 2052–55. http://dx.doi.org/10.4028/www.scientific.net/amm.599-601.2052.

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Micro-course is important learning resource of online learning and mobile learning in micro-era. The paper reviews the basic concept and characteristics of micro-course, proposes the ideas and templates of micro-course teaching design, and introduces the methods of micro-course making.

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Thaariq, Zahid Zufar At, und Alif Hanifatur Rosyidah. „Trends of Instructional Design Development: A Bibliometric Analysis“. Jurnal Educative: Journal of Educational Studies 8, Nr. 2 (31.12.2023): 216. http://dx.doi.org/10.30983/educative.v8i2.6182.

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Instructional design, as part of educational technology, is very useful in planning the desired direction of teaching and learning activities. Designers need to have a direction that can relate to the rapid development of the times. Researchers conducted a bibliometric study to review the current direction of instructional design development. This study is characterized by being analytical across time, as it is based on analyzing files in the time period (2013-2023) collected in Google Scholar database of 1000 articles. Then the article data obtained was analyzed to see what retention had developed. The results of the review show that there are various instructional design directions relevant to various constructs, such as (1) online learning, (2) blended learning/instruction, (3) project-based learning, (4) gamification, (5) instructional modules, (6) computer-assisted learning, and (7) simulation-based learning. These four results have signaled that the current paradigm is within the scope of e-learning. These results can be used as an illustration for educators and other designers to see the latest emerging instructional design trends.Desain pembelajaran, sebagai bagian dari teknologi pendidikan, sangat berguna dalam merencanakan arah kegiatan belajar mengajar yang diinginkan. Desainer perlu memiliki arah yang dapat berhubungan dengan perkembangan zaman yang begitu cepat. Peneliti melakukan studi bibliometrik untuk meninjau arah pengembangan desain pembelajaran saat ini. Studi ini memiliki karakteristik analitis lintas waktu, karena didasarkan pada analisis file dalam periode waktu (2013-2023) yang dikumpulkan dalam basis data Google Scholar sebanyak 1000 artikel. Kemudian data artikel yang diperoleh dianalisis untuk melihat retensi yang telah berkembang. Hasil tinjauan menunjukkan bahwa terdapat berbagai arah desain pembelajaran yang direlevansikan dengan berbagai konstruk, seperti (1) online learning, (2) blended learning/instruction, (3) project-based learning, (4) gamifikasi, (5) modul pembelajaran, (6) pembelajaran berbantuan komputer dan (7) pembelajaran berbasis simulasi. Keempat hasil tersebut telah menandakan bahwa paradigma saat ini telah berada pada lingkup pembelajaran berbasis elektronik (e-learning). Hasil ini bisa dijadikan sebagai gambaran bagi pendidik maupun desainer lainnya dalam melihat tren desain pembelajaran terkini yang telah berkembang.

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Park, Yasung, und Yong Kim. „A Design and Development of micro-Learning Content in e-Learning System“. International Journal on Advanced Science, Engineering and Information Technology 8, Nr. 1 (27.02.2018): 56. http://dx.doi.org/10.18517/ijaseit.8.1.2698.

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Devereux, Stephen, und Richard Longhurst. „Incorporating Seasonality into Agricultural Project Design and Learning*“. IDS Bulletin 41, Nr. 6 (November 2010): 88–95. http://dx.doi.org/10.1111/j.1759-5436.2010.00186.x.

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Irawan, Agus, Siti Mukodimah, Afrizal Martin und Yunaida Ervika. „Design and Development of Lampung Script Educational Game“. International Journal of Information technology and Computer Engineering, Nr. 23 (30.05.2022): 36–48. http://dx.doi.org/10.55529/ijitc.23.36.48.

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Some students think that Lampung script learning is boring because the method of delivery is still using book media so that children have difficulty understanding and memorizing it, current technological developments are increasingly interesting to be further developed, because all of them switch to using information technology, one of which is information technology. namely Gadgets, children prefer to spend time using Gadgets every day just to play games and not to study. Because according to what they know, learning is only based on book media, so a Design and Build system for learning Android -based Educational Game learning applications in the application has many options for recognizing the Lampung script, writing , and playing the Lampung script. This makes it easier for teachers and students to learn at school and at home. So that it attracts children's learning interest using Gadget.

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Irawan, Agus, Siti Mukodimah, Afrizal Martin und Yunaida Ervika. „Design and Development of Lampung Script Educational Game“. International Journal of Information technology and Computer Engineering, Nr. 23 (30.05.2022): 36–48. http://dx.doi.org/10.55529/ijitc23.36.48.

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Some students think that Lampung script learning is boring because the method of delivery is still using book media so that children have difficulty understanding and memorizing it, current technological developments are increasingly interesting to be further developed, because all of them switch to using information technology, one of which is information technology. namely Gadgets, children prefer to spend time using Gadgets every day just to play games and not to study. Because according to what they know, learning is only based on book media, so a Design and Build system for learning Android -based Educational Game learning applications in the application has many options for recognizing the Lampung script, writing , and playing the Lampung script. This makes it easier for teachers and students to learn at school and at home. So that it attracts children's learning interest using Gadget.

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Efendi, Yasin, Robinson Situmorang und Diana Nomida Musnir. „How to Development Learning Models for Programing Algorithms E-Learning Assistance“. Journal of Computational and Theoretical Nanoscience 17, Nr. 2 (01.02.2020): 1523–33. http://dx.doi.org/10.1166/jctn.2020.8835.

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This research aims to develop a learning model of Programming Algorithms and the Data I Structure of e-learning assistance. Research and development of this model will produce products in the form of print modules, learning designs and e-learning assisted media for Algorithms and Data I Structure courses. Development of learning models for Programming Algorithms and Structure of Data I for e-learning assistance using the Dick and Carey model design modified with the Trollip and Alessi models. The steps taken in the development of this model are preliminary research, planning and model development, validation, evaluation and revision of the model, and implementation of the model. Validation results from experts consisting of 93% learning design experts, 95% material experts, and 87% of media experts recommend that this development model is used in learning Programming Algorithms and Structure of Data I. As for the implementation of individual trials are achieved 95% achievement, a small group trials reaching 95%, and a field test achieved 96% success. The conclusion of the expert validation process and the results of trials, that the development of learning models of Programming Algorithms and Structure of Data I for e-learning assistance is feasible to be used in learning.

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Siagian, Pargaulan, Waminton Rajagukguk und Faiz Ahyaningsih. „Development of Problem-Based Number Theory Learning Tools“. PARADIKMA: JURNAL PENDIDIKAN MATEMATIKA 16, Nr. 1 (29.06.2023): 52–56. http://dx.doi.org/10.24114/paradikma.v16i1.42074.

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Development of Problem-Based Number Theory Learning Tools" in the 2022 FMIPA Unimed Mathematics Education Lecture. This research is the development of learning tools that aim to describe the development process that produces valid, practical, and effective number theory learning tools. Problem-Based Number Theory Learning developed by following the Four D's: Define, Design, Develop, and Disseminate. The trial of device development was carried out in the S1 Mathematics Education Study program in the Number Theory lecture. In the development of number theory lecture tools produce: Textbooks, and 14 Lesson Plans (LP) that are valid, practical and effective. The implementation process is carried out by preparing components of teaching materials for the Number Theory course in the form of: textbooks, LP which are carried out in the Number Theory course in 2022. In the implementation of disseminate applying limited Number Theory teaching materials produced: LP as many as 14 valid, practical and effective meetings to the Lecturer Team in the Department of Mathematics FMIPA Unimed

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Gao, Zheng. „Ecological Design in Network Learning Resources“. Advanced Materials Research 926-930 (Mai 2014): 4505–8. http://dx.doi.org/10.4028/www.scientific.net/amr.926-930.4505.

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In the rapid development of information technology, education, change of social background, the word "ecology" is more and more get the favor of education researchers. Ecological network learning environment to the learner and learning environment as a whole, focus on the interaction between learners and learning environment, attention generated in the learning process, focus on formation and maintenance of network learning ecology, is considered to be adapt to the future development trend of network learning environment. Ecology "based on" ecological learning "and" learning "learning ecosystem" supplies "as keywords to retrieve relevant literature, through to classify the literature, comparative analysis, think: the ecological network learning environment research comes from WebX.0, mix (a surgeon - up), the development of cloud computing and other technical and support; ecological psychology, Theory of complexity theory, uniform for ecological design of the network learning environment provide direct theoretical support.

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Murdoch, Tim, und Nigel Ball. „Machine learning in configuration design“. Artificial Intelligence for Engineering Design, Analysis and Manufacturing 10, Nr. 2 (April 1996): 101–13. http://dx.doi.org/10.1017/s0890060400001347.

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AbstractNew methods of configuration analysis have recently emerged that are based on development trends characteristic of many technical systems. It has been found that though the development of any system aims to increase a combination of the performance, reliability and economy, actual design changes are frequently kept to a minimum to reduce the risk of failure. However, a strategy of risk reduction commits the designer to an existing configuration and an approved set of components and materials. Therefore, it is important to analyze the configurations, components, and materials of past designs so that good aspects may be reused and poor ones changed. A good configuration produces the required performance and reliability with maximum economy. These three evaluation criteria form the core of a configuration optimization tool called KATE, where known configurations are optimized producing a set of ranked trial solutions. The authors suggest that this solution set contains valuable design knowledge that can be reused. This paper briefly introduces a generic method of configuration evaluation and then describes the use of a self-organizing neural network, the Kohonen Feature Map, to analyze solution sets by performing an initial data reduction step, producing archetype solutions, and supporting qualitative clustering.

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