Relevant bibliographies by topics / Instructional Content Design

Academic literature on the topic 'Instructional Content Design'

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Published: 9 March 2023
Last updated: 11 March 2023

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Journal articles on the topic "Instructional Content Design"

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Plungis, Joan. "Book Review: Creative Instructional Design: Practical Applications for Librarians." Reference & User Services Quarterly 57, no. 3 (March 16, 2018): 218. http://dx.doi.org/10.5860/rusq.57.3.6612.

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The title of this book might lead readers to expect a manual filled with examples of jazzy learning objects; however, the content goes far beyond that, broadly defining instructional design as “intentional, sound instructional or programmatic creation, delivery, and assessment that takes into account the audience, course, or program context, and shared learning goals” (p. ix). Why does instructional design in this larger sense matter for librarians? The way that libraries define themselves has shifted from materials to services, so the quality and relevance of instruction classes, online content, programs, and outreach initiatives are increasingly critical to their success.
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Anuar, Roslaili, Shahriman Zainal Abidin, and Wan Zamani Wan Zakaria. "THE DESIGN, DEVELOPMENT AND EVALUATION OF TPSACK COURSEWARE TO FACILITATE THE ART AND DESIGN EDUCATION STUDENTS ARTISTIC SKILLS KNOWLEDGE." Asian Journal of University Education 15, no. 3 (December 31, 2019): 56–69. http://dx.doi.org/10.24191/ajue.v15i3.06.

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This study examines the efficacy of the TPSACK courseware which was developed with artistic skills practice to discover the Technological, Pedagogical and Content Knowledge components in the design of the courseware. The courseware was developed based on Dick and Carey Instructional Design Model (2009) which addresses instruction as an entire system, focusing on the inter-relationship between context, content, learning and instruction. Respondents from 130 Art and Design Education (ADE) group were gathered to analyse the TPSACK courseware. The courseware is designed with artistic skills practice for Arts students aimed at developing their artistic skills using technological assistance. The artistic skills included in the courseware are vital for students in preparation of becoming future art educator. The TPSACK courseware was evaluated using questionnaire with 5 point Likert scale comprising elements of interface design, content, artistic skills practice and the usability of the courseware. Significant findings revealed that the courseware include satisfactory and appropriate practices of artistic skills for Art students to improve their personal skills. Not only that, the study also suggests that the Dick and Carey Instructional model (2009) may be an ideal model in providing an instructional framework for courseware development.
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Anuar, Roslaili, Shahriman Zainal Abidin, and Wan Zamani Wan Zakaria. "THE DESIGN, DEVELOPMENT AND EVALUATION OF TPSACK COURSEWARE TO FACILITATE THE ART AND DESIGN EDUCATION STUDENTS ARTISTIC SKILLS KNOWLEDGE." Asian Journal of University Education 15, no. 3 (December 31, 2019): 69. http://dx.doi.org/10.24191/ajue.v15i3.7561.

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This study examines the effectiveness of the TPSACK courseware which was developed with artistic skills practice to discover the Technological, Pedagogical and Content Knowledge components in the design of the courseware. The courseware was developed based on Dick and Carey Instructional Design Model (2009) to address instruction as an entire system and focusing on the inter-relationship between various factors such as context, content, learning and instruction. A total of 130 respondents Art and Design Education (ADE) group were selected to analyse the TPSACK courseware. The courseware is aimed to develop the students’ artistic skills using technological assistance. The artistic skills included in the courseware are vital for students in preparation of becoming a future art educator. The TPSACK courseware was evaluated using questionnaire with a 5-point Likert scale comprising elements of interface design, content, artistic skills practice and the usability of the courseware. The findings revealed that the courseware indicated satisfactory and appropriate practices of artistic skills for Art students to improve their personal skills. Not only that, the study also suggests that the Dick and Carey Instructional model (2009) will be an ideal model to provide an instructional framework for courseware development.
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Wasson, Barbara, and Paul A. Kirschner. "Learning Design: European Approaches." TechTrends 64, no. 6 (May 13, 2020): 815–27. http://dx.doi.org/10.1007/s11528-020-00498-0.

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Abstract Research on instructional and learning design is ‘booming’ in Europe, although there has been a move from a focus on content and the way to present it in a formal educational context (i.e., instruction), to a focus on complex learning, learning environments including the workplace, and access to learner data available in these environments. We even see the term ‘learning experience design’ (Neelen and Kirschner 2020) to describe the field. Furthermore, there is an effort to empower teachers (and even students) as designers of learning (including environments and new pedagogies), and to support their reflection on their own practice as part of their professional development (Hansen and Wasson 2016; Luckin et al. 2016; Wasson et al. 2016). While instructional design is an often heard term in the United States and refers to “translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” (Smith and Ragan 1999), Europe tends to lean more towards learning design as the key for providing efficient, effective, and enjoyable learning experiences. This is not a switch from an instructivist to a constructivist view nor from a teacher-centred to a student-centred paradigm. It is, rather, a different mind-set where the emphasis is on the goal (i.e., learning) rather than the approach (i.e., instruction). Designing learning opportunities in a technology enhanced world builds on theories of human learning and cognition, opportunities provided by technology, and principles of instructional design. New technology both expands and challenges some instructional design principles by opening up new opportunities for distance collaboration, intelligent tutoring and support, seamless and ubiquitous learning and assessment technologies, and tools for thinking and thought. In this article, the authors give an account of their own and other research related to instructional and learning design, highlight related European research, and point to future research directions.
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Lochmiller, Chad R., and Kathleen M. W. Cunningham. "Leading learning in content areas." International Journal of Educational Management 33, no. 6 (September 9, 2019): 1219–34. http://dx.doi.org/10.1108/ijem-03-2018-0094.

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Purpose The purpose of this paper is to report findings from a systematic literature review that explore how recent research on instructional leadership has addressed the role of mathematics and science instruction. Design/methodology/approach Using Hallinger’s (2014) approach to conducting systematic reviews, the review included 109 peer-reviewed articles published since 2008 in leading mathematics and science education journals. An a priori coding scheme based upon key leadership behaviors articulated in Hitt and Tucker’s (2016) unified leadership framework informed the analysis presented. Findings Results indicate that leaders support content area instruction by facilitating high-quality instructional experiences through curricular and assessment leadership. Leadership frequently involves establishing organizational conditions that support teachers’ efforts to improve their own practice instead of direct leadership action on the part of instructional leaders. This support takes different forms and can include distributing leadership to teacher leaders with content area experience as well as using resources strategically to provide professional development or instructional coaching. Originality/value The review strengthens the connections between the instructional leadership, mathematics and science literatures, and identifies some of the leadership practices that these literatures deem important for instructional improvement. The review also reveals the potential for future research exploring the influence of a particular content area on supervisory practice and leadership discourse.
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Weiss, Margaret P., Anya S. Evmenova, Michael J. Kennedy, and Jodi M. Duke. "Creating Content Acquisition Podcasts (CAPs) for Vocabulary." Journal of Special Education Technology 31, no. 4 (October 24, 2016): 228–35. http://dx.doi.org/10.1177/0162643416673916.

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Mastering content vocabulary is critical to the success of students with high-incidence disabilities in the general education curriculum. General education classrooms often do not offer the opportunities necessary for these students to master important vocabulary. Teachers often look to technology to help. Several studies have indicated that content acquisition podcasts (CAPs) may have an impact on the vocabulary learning of secondary students with high-incidence disabilities. In this study, 37 in-service teachers enrolled in a master’s program in special education were taught to create CAPs for vocabulary terms in a course focused on methods for secondary-level instruction. Teacher-created podcasts were assessed on the presence of Mayer’s instructional design principles as well as evidence-based practices for vocabulary instruction. Although teachers were able to include many instructional design principles related to technology in their CAPs, their use of instructional principles and evidence-based practices was inconsistent. Implications are discussed.
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Cates, Ward Mitchell. "The Importance of Subject Matter Instructional Expertise in Research on the Effectiveness of Instructional Computer Programs." Journal of Educational Technology Systems 21, no. 4 (June 1993): 363–67. http://dx.doi.org/10.2190/lgwl-5g88-p57m-6flc.

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This article examines the importance of subject matter instructional expertise in the design of research studies on computer-based instruction. It considers the implications of shifts in instructional focus from associationism toward cognitivism and points out how difficult it is for most researchers to be experts in both computer-based instructional design and subject matter content instruction. The article suggests that researchers need to work closely with subject matter instructional experts and need to document in their presentations and research articles that they recognized and addressed the importance of subject matter instructional expertise.
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Dreisiebner, Stefan. "Content and instructional design of MOOCs on information literacy." Information and Learning Sciences 120, no. 3/4 (March 11, 2019): 173–89. http://dx.doi.org/10.1108/ils-08-2018-0079.

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PurposeThis paper aims to uncover the current status of information literacy (IL) instruction through massive open online courses (MOOCs), comparing the content and instructional design of existing offers and showing avenues for future MOOCs.Design/methodology/approachAn extensive search for existing MOOCs on IL revealed 11 offers that are available for analysis. A content analysis is conducted to compare their content and instructional design. The category system is based on the IL standards and performance indicators of the Association of College and Research Libraries (2000), which has been supplemented with additional categories and an evaluation grid for MOOCs.FindingsThe results suggest first, that the topics covered by IL MOOCs differ widely. While some of the MOOCs mainly reflect the performance indicators suggested by the ACRL standards on IL from 2000, some other MOOCs focus on completely different topics such as fake news or internet security. Second, they show that MOOCs on IL tend not to emphasize subject-specific and country- or culture-specific contexts. Third, it shows that input-based teaching approaches dominate, while collaborative and interactive activities are only rarely used. Fourth, they allow drawing a possible connection between student engagement and design of the learning contents.Research limitations/implicationsThis work reflects the current status of IL facilitation through MOOCs. Further research is needed.Practical implicationsThe results confirm that MOOCs are a promising approach for developing IL skills and provide avenues for future MOOC projects, especially on IL.Originality/valueThis paper is one of few works to discuss IL facilitation through MOOCs.
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Berge, Ph.D., Zane L. "Secret of Instructional Design Revisited." Frontiers in Education Technology 4, no. 4 (November 10, 2021): p26. http://dx.doi.org/10.22158/fet.v4n4p26.

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Improvements in technology, especially automation, robotics, and artificial intelligence have dramatically changed what people do in the workplace and how they do it. Technology advancements over the past 3 decades have reshaped demands in schooling and the workplace bringing on new challenges and opportunities. Employers need employees who are critical thinkers, communicators, collaborators, and creators to remain competitive and innovative. Educators recognize these abilities that learners must have to take advantage of the opportunities and face the challenges that are presented to them in the 21st century. As was the case 30 years ago, the same consistency is needed today among the four elements of instructional design: objectives, methods, content, and evaluation. There must also be integration of the instructional system with authentic, real-world performance. If these two critical aspects are not met the chances of obtaining the desired effectiveness of learning is not likely to be met. The Internet and cloud computing allow more rapid development of instruction for more efficient and affective learning. The pace of change also requires a greater emphasis on the iterative nature of evaluating the instructional design system.
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Laksana, Dek Ngurah Laba, Yosefina Uge Lawe, Frumensia Ripo, Maria Oliva Bolo, and Tarsisius Donbosko Dua. "Lembar Kerja Siswa Berbasis Budaya Lokal Ngada Untuk Pembelajaran Tematik Siswa Sekolah Dasar." JURNAL PENDIDIKAN DASAR NUSANTARA 5, no. 2 (February 17, 2020): 227–41. http://dx.doi.org/10.29407/jpdn.v5i2.13903.

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Recent instructions has been focusing on critical thinking skills by utilizing contextual learning resources. Therefore, this study was conducted by aiming at describing the quality of local culture-based students’ worksheet from the aspect of content, instructional design, instructional media, and the product users in accordance with the characteristics of primary school students. The integrated local culture-based worksheet was developed by using ADDIE model (analyze, design, development, implementation, and evaluation). The data collected n study were analyzed descriptive qualitatively. Further, this study produced a thematic students’ worksheet on three main topics. The perception of the expert of instructional content to the integrated local-culture based worksheet was also in excellent category. On the other hand, the perception of the expert of instructional design and instructional media were in good category. Lastly, the perception of the students as the product users was in excellent category. Thus, it can be concluded that the developed worksheet has been suited to the primary school students’ characteristics.
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Dissertations / Theses on the topic "Instructional Content Design"

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Sorensen, Ann L. "Serving students from a distance: A content analysis of persistent characteristics in distance learners." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1539618707.

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Distance learning has experienced a noteworthy increase in both the number of institutions offering alternatives to traditional classroom instruction, and the number of students participating in the various distant modalities. Accompanying the increase of students utilizing distance learning is the subsequent increase in students leaving their studies before completion. These two opposing increases have elevated the need to address retention in distance learning and specifically, online distance learning. This study utilizes the results of a Transfer Student Survey administered to criminal justice and nursing online students between 2006 and 2008. Survey results were used to determine if specific traits of persisters and non-persisters could be identified, in an effort to shine light on potential services that could be utilized to reverse attrition.;This quasi-qualitative study of online distance learners revealed some characteristic differences between persisters and non-persisters as well as between the majors of study. Outcomes of the survey were subdivided by nursing persisters and non-persisters, criminal justice persisters and non-persisters, and aggregate persisters and non-persisters. This data was further scrutinized by frequency of response as well as by mean and median scores. From that point, differences that might not have been evident through quantitative review were able to be brought to the forefront. Consequential conclusions were then utilized to provide recommendations to the institution regarding services that could be beneficial to overcome areas of deficiency with the ultimate goal of improving retention among distance learners. Additionally, suggestions were made pertaining to the challenges experienced by the limitations of the Transfer Student Survey.;Further study of distance learners, particularly in varying majors, is needed to ascertain whether there is a connection between field of study and attrition. Furthermore, results of this study alluded to time constraints and lack of priority being placed on studies as potential causes of departure. Additional research of distance learners should be done that supports or disputes these findings.
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Fotiyeva, Izolda S. "Constructing an instructional design framework that incorporates re-purposing popular media to enhance mathematics and science instruction." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/23963.

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This study was an effort to construct and validate an instructional design framework for media content selection that incorporates re-purposing popular media to enhance mathematics and science instruction. The study resulted in the development and validation of a framework that was applicable with novice and expert instructional designers to be used as a stand - alone model or as a supplement to widely-used instructional design models. The framework was developed based on the literature review of four constructs: instructional design models, re-purposing popular media, learning theories and the new generation learners' characteristics, and multidisciplinary or integrated approaches to instruction. The findings of the literature review were used as the theoretical foundation for the construction of the framework for media content selection. During the final step of the study's Phase One, the researcher used the first iteration of the framework to develop a short instructional module that incorporated the re-purposing of popular media. This instruction focused on early mathematics (K-2) and the re-purposing of full-feature children animated films. The goal of this step was the development of documentation to record the process for media content selection that was later used to modify and revise the framework. As the next step, the framework was validated by subject matter experts in the field of instructional design. The framework was then further revised and modified. The findings of this study have implications on the areas that pertain to (a) instructional design models, (b) media selection, (c) media content selection, and (d) curriculum integration. Based on the findings of this study, recommendations to practitioners choosing to use the framework for media content selection were suggested and suggestions for future research were provided.
Ph. D.
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McDonald, Jocelyn. "Examination of Teachers' Perceived Technological Pedagogical Content Knowledge and its Relationship to Lesson Design." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7408.

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School districts are increasingly adopting 1-to-1 technology initiatives to support 21st century teaching and learning; yet, there are still many challenges with the effective integration of technology into teacher instructional practices. Teacher's technological, pedagogical, content knowledge (TPACK) is an integral part in planning the instructional process for effective integration. In this quantitative study, teachers' knowledge of technology, content, and pedagogy was examined through the lens of TPACK and its relationship to their lesson design practices. Two validated TPACK instruments were used to collect data on 117 in-service teachers in a large, urban school district with a 1-to-1 technology initiative. A MANOVA and correlational analysis were performed, and results of this study indicated there were no statistically significant differences between teachers' constructs of TPACK and their years of experience in a 1-to-1 technology initiative. However, statistical significance was found between teachers' constructs of TPACK and their content area. Additionally, a correlation was found between teachers' TPACK, their lesson design practices, and design disposition. The results of this study may positively impact social change by informing school administrators and other educational change leaders in the planning of teacher instructional support to further develop teachers in the implementation of technology integration to support the 21st century learning needs of today's students.
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Reese, Debbie Denise. "Metaphor and Content: An Embodied Paradigm for Learning." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/26564.

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Through a direct application of two cognitive science theories, conceptual metaphor (Lakoff & Johnson, 1980, 1999) and structure mapping (Gentner, 1983, 1989; Gentner & Markman, 1995), this project defined an instructional design model for the design, development, and assessment of metaphor-enhanced, computer-mediated learning environments. It used the model to produce an instructional product with a metaphor-based interface. The project also built a parallel learning environment that employed a concept map interface. To test the metaphor-based productâ s effectiveness at enabling learners to build rich mental models of a complex, abstract concept, the project ran fifty-seven preservice teachers (55 female, 2 male; mean age of 21) through the instruction, randomly assigning half to the concept map interface environment and half to the metaphor-based interface environment. Participants completed four essay-type assessment questions. Trained raters, blind to participant assignment, isolated any of the 13 targeted concepts present within participantsâ protocols and, through consensus, constructed a concept map for each participant, representing that participantâ s mental model of the targeted domain. Map attributes were translated into four weighted subscores (nodes, branches, levels, and cross-links) and summed. Comparison across the two groups indicated no significant difference for richness of mental model, t(55)=-.72, p> .05, although the discussion suggests methods for increasing the power in subsequent experimental sessions. A significant interaction between Subscore and Achievement, F(3,51)=33.42, p< .01, suggests that concept map cross-links are much more sensitive to differences in domain integration and the general richness of a participantâ s mental model than the level and branch subscores. This result has implications for classroom application. Concept maps have taken a place as a learnerâ s, a teacherâ s, and a researcherâ s tool. With cross-domain validation and domain-specific extensions, specification of the relative sensitivity of various subscales, that is, the structure of the concept map, will enable educators to justify weighting scales and identify learner achievement. Credible concept map weighting scales also enhance learnersâ self-reliant and impartial assessment of personal growth in domain-specific knowledge. Results suggest that learners who have difficulty integrating domain concepts require direct, explicit instruction to help them to make connections between disparate conceptual strands.
Ph. D.
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Knight, Victoria, Pamela J. Mims, and Jenny Root. "Addressing Multiple Priorities in Academic Core Content Instruction." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3234.

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Secondary teachers of students with extensive support needs are tasked with helping their students prepare for successful post-secondary outcomes by setting and making progress toward meaningful goals related to self-determination, social and communication skills, and other individualized needs. Federal law also mandates that teachers provide academic core content instruction that is aligned with grade level standards, and recent federal rulings (e.g., Endrew v. Douglas County) have highlighted the need for instruction to be specially designed based on the unique needs of individual students with disabilities. The impact of standards-based instruction on the adult lives of individuals with extensive support needs is yet to be seen, but increased academic opportunities will provide an increased level of skills over prior generations. One way educators can meet the unique individual needs of their students is to integrate transition skills and goals within academic instruction. This presentation will provide guidance to educators on how to ensure academic core content instruction is personally relevant for secondary students with extensive support needs in the areas of literacy, mathematics, and science.
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Man, Sujie. "Are preservice instructional designers adequately prepared for tomorrow's diverse learning audiences? a cultural content analysis of textbooks (1993-2003) used for instructional design /." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000260.

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Man, Sujie. "Are Preservice Instructional Designers Adequately Prepared For Tomorrow’s Diverse Learning Audiences?—A Cultural Content Analysis Of Textbooks (1993-2003) Used For Instructional Design." Scholar Commons, 2004. https://scholarcommons.usf.edu/etd/1147.

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This study used content analysis to examine the coverage of cultural issues in the five phases of instructional design within ID/ISD textbooks published between 1993 and 2003. The results indicated that not all the ID/ISD textbooks examined in this study covered cultural issues. Among the textbooks that did cover cultural issues, none of them reached more than 10% coverage of the total pages of any one book. The phase of Analysis and the Other category received the highest amount of coverage in both the 53 books sample and 36 books sample; whereas the phase of Implementation received the least amount of coverage overall. The findings from this study have implications for both students and faculty members. With respect to students, the coverage of cultural issues in the textbooks examined in this study might influence students' beliefs regarding cultural issues. It may indirectly influence future instructional designers' work effectiveness as well. With respect to faculty members, the amount of cultural issues coverage may reinforce faculty members to underrate the importance of cultural issues in the instructional design process. The study also provides several recommendations to textbook authors, faculty members and instructional designers regarding the amount of coverage of cultural issues within the ID/ISD textbooks.
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Root, Jenny, Pamela J. Mims, and Victoria Knight. "Infusing Transition Content into Core Content Instruction for Students with Extensive Support Needs." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3229.

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Secondary teachers face many challenges in balancing academic and transition priorities for students with extensive support needs. This panel will provide research-based strategies for designing instruction that addresses multiple priorities in literacy, science, and mathematics lessons. Learner Outcomes: (1) Participants will describe components of self-determination that have an impact on academic achievement for students with disabilities; (2) Participants will use transition-infused academic instruction to design IEPs and lessons that value student diversity; (3) Participants will identify research-based strategies for integrating transition and academic skill instruction across content areas
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Wu, Penn Pinlung. "Development of a Career-Oriented Instructional Design Model for Game Programming." NSUWorks, 2012. http://nsuworks.nova.edu/gscis_etd/339.

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This dissertation proposal begins with a discussion about how the education of game programmers was not meeting the needs of the game industry. With this problem identified, this study proceeded to verify the existence of disparities of current game programming curricula. The findings from the literature review were able to: (a) justify the need to develop a career-oriented instructional design model for education of game programming; (b) identify the disparities that caused the mismatch of instructional content between academia and the game industry; (c) review research that contributed to the identification of three disparities: curriculum objectives and structure, instructional content, and curriculum orientation; (d) discuss theories and models of instructional design, student engagement, and related pedagogies; and (e) explore how these theories and models might be instrumental in improving education of game programming. The results obtained from the literature review were also used to formulate guidelines for investigating the status of currently available curricula in game programming. The research design and the research methods utilized by this study to examine the research questions are also described in detail. Four research questions were used to guide the study with the goal of identifying or forming a guiding principle for developing an instructional design model for a career-oriented education of game programming professionals. The results of this study indicated that all of the investigated game programming curricula had not yet produced graduates whom the game companies are interested in hiring as game programmers and that educational institutions had missed an opportunity to equip students with the proper programming skills for the game industry. Furthermore, this study identified that an accreditation standard as well as an industry-accepted instructional design model was not yet available to reflect the personnel hiring requirements of the game industry. The curriculum and coursework must be career-oriented and instructional content must center on game programming. Game programming pedagogy must lead to development of core competencies. In reviewing these findings, the guiding principles for developing an instructional design model became clear. The contribution of this study was to present an immediately applicable instructional design model that could be used as a basis by schools to create or fine tune their game programming curricula. The completed model is provided as an attachment to this dissertation. This proposed instructional design model is intended to provide an initial basis towards a solution to minimize the disparities between academia and the game industry in educational areas of curriculum orientation, curriculum objectives and structure, and instructional content. As with any problem solution, future study and analysis should be done in order to optimize and standardize a game programming curriculum that will be accepted by the game industry as well as accredited by a mutually accepted accreditation body.
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Baker, Fredrick William III. "Policies related to the implementation of openness at research intensive universities in the United States| A descriptive content analysis." Thesis, University of South Alabama, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3645569.

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In this dissertation, I describe a study examining institutional policy documents for statements related to the implementation of openness. The purposes of this study were to explore the current state of policies related to the implementation of openness in higher education, and to provide guiding recommendations to higher education institutions looking to address the issue of implementation of openness in their own policies. Policy plays a critical role in the implementation of innovations such as openness. The policy environment is complex and potentially confusing. Technology enables the proliferation of openness, and higher education institutions are now facing a number of challenges associated with the implementation of openness. Not much is known about the stance of higher education or the state of its response to openness. As a result, there was not much guidance available for institutions looking to address the implementation of openness in their institutions.

This dissertation involved a descriptive study that follows summative content analysis methodology. The research design was a qualitative dominant sequential mixed methods model, meaning that I focused primarily on the qualitative elements of the study and provided limited descriptive quantitative analysis derived from the qualitative data.

Five major areas of openness affecting higher education institutions were drawn from the literature. These are Open Access Research, Open Content, Open Teaching and Learning, Open Source Software, and Other, less pronounced, areas of openness. I searched the Faculty Handbooks, Strategic Plans, and Technology Plans of a stratified random sample of research-intensive higher education institutions for keywords related to the major areas of openness. I then evaluated the resulting statements based on the directness with which they address openness and on their policy role as enabler, barrier, or neutral toward the implementation of openness.

I provided 45 idealized policy statements as well as the best-found policy statements from the study. These statements were intended to be used as recommendations for guiding institutions in crafting their own policy statements to address openness through policy. The idealized statements were intended to fit in the three policy documents (Faculty Handbook, Strategic Plan, Technology Plan), serve each policy role (enabler, barrier, and neutral), and address area of openness (Open Access, Open Content, Open Source Software, Open Teaching and Learning, and Other Areas of Openness). Five major findings emerged from the study. These include the realization that openness is really a human-centered approach, and the discovery that openness is not commonly addressed in higher education policies. Additionally, I found that there was wide variance in how institutions actually address openness, that Open Access is addressed more than other areas in policy, and that content analysis is an effective method for obtaining information related to higher education policies. I provided my reflections and conclusions on the study in Chapter Five.

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Books on the topic "Instructional Content Design"

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1947-, Shanley Michael G., ed. The prospects for increasing the reuse of digital training content. Santa Monica, CA: Rand, 2009.

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New directions in technological pedagogical content knowledge research: Multiple perspectives. Charlotte, NC: Information Age Publishing, Inc., 2015.

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Lomakina, Tat'yana, and Nina Vasil'chenko. Modern technology of teaching a foreign language: design and experience. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1111366.

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The monograph deals with the theoretical and practical issues of pedagogical design of the technology of teaching a foreign language in the system of secondary vocational education. Presents an analysis of key concepts "instructional design" and "technology of education" that is meaningful and reveals the basic principles of the system, activity-based and student-centered approaches to the design of learning technologies to address new opportunities and the status of the str system in the modern socio-economic conditions. The author has developed a method of selection of the content of learning English language, based on the modular structure of the course, taking into account international experience in building the content of language education for professional purposes, the requirements of the educational-methodical complex of teaching business English and core competencies stipulated by the Council of Europe, as well as the requirements of the labour market and the needs of employers standardisert, intensificarea language training specialist of middle management by reflection of the status and trends of professional activities in various fields. For use in the system of professional development of teachers of secondary vocational education, additional education and the system of corporate training.
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O'Neil, Harold F. Design of an instructional strategy to teach visualization in an advection context in intelligent computer-assisted instruction. Brooks Air Force Base, Tex: Armstrong Laboratory, Air Force Systems Command, 1991.

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Jay, McTighe, ed. Integrating differentiated instruction and understanding by design: Connecting content and kids. Alexandria, Va: Association for Supervision and Curriculum Development, 2006.

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Smith, Robin M. Conquering the Content. New York: John Wiley & Sons, Ltd., 2009.

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Smith, Robin M. Conquering the content: A step-by-step guide to online course design. San Francisco: Jossey-Bass, 2008.

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Sandra, Parks, ed. Infusing critical and creative thinking into content instruction: A lesson design handbook for the elementary grades. Pacific Grove, CA: Critical Thinking Press & Software, 1994.

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Swartz, Robert J. Infusing critical and creative thinking into content instruction: Selections from the elementary and secondary lesson design handbooks. Pacific Grove, Calif: Critical Thinking Press and Software, 1993.

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David, Carson. Fotografiks: An equilibrium between photography and design through graphic expression that evolves from content. Corte Madera, Calif: Gingko Press, 1999.

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Book chapters on the topic "Instructional Content Design"

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Van Fleet, Verena. "Adaptive Modules on Prerequisite Chemistry Content Positively Impact Chiropractic Students’ Proficiency in Biochemistry." In Adaptive Instructional Systems. Design and Evaluation, 453–65. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77857-6_32.

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Ako-Nai, Frederick, Qing Tan, and Enrique Antonio de la Cal Marin. "Employing Blockchain Technology in Instructional Design and Learning Content Creation." In Lecture Notes in Computer Science, 581–88. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-35343-8_61.

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Clark, Christine, and Gwen Stowers. "Speaking With Trunks, Dancing With the “Pink Elephants”." In Multicultural Instructional Design, 1343–62. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch064.

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This chapter takes a contrary view of the “meta” aspect of meta-communication (where meta is defined as “behind” or “beneath”) in the online multicultural teacher education classroom, arguing that such communication inhibits learning about (content) and through (pedagogy) sociopolitically-located multicultural teacher education by enabling e-racism, e-classism, and e-sexism to operate in largely covert manners in the distance education context. Accordingly, this chapter contends that digital meta-communication on issues of race/ethnicity, socioeconomic class, and sex/gender needs to be “de-meta-ed” or made explicit in order for the kind of liberatory reflective conversation on these topics to occur that is foundational to the adequate preparation of PK-12 teachers to effectively educate all students.
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Hsieh, Alexander L., and Gita Seshadri. "Promoting Diversity and Multicultural Training in Higher Education." In Multicultural Instructional Design, 75–94. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch004.

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The educational system and academia reside at the core of most professional settings. The issues are that diversity and multicultural content and process continue to be taught in higher education but multicultural issues within programs are sometimes neglected. These concerns occur in and out of the classroom and can be a microcosm of biases in our society. This chapter seeks to promote diversity and multicultural training and discussion of microaggressions to infuse and build higher education programs to become more culturally competent both in content and process. The theoretical concepts are presented to offer a guideline and lens to perceive faculty training. Biases are explored as they pertain to our current state of higher education in both the structure and content. Instances of faculty training are given with case examples to highlight the training process and to promote an academic environment that is open to multicultural discussions and persistent on creating and maintaining safe space and time. Suggestions for future exploration and reading recommendations are made.
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"Design Within the Content Layer." In An Architectural Approach to Instructional Design, 293–312. Routledge, 2013. http://dx.doi.org/10.4324/9780203075203-19.

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"Using Analytical Techniques to Determine Instructional Content." In Mastering the Instructional Design Process, 90–97. Hoboken, NJ, USA: John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781119176589.ch5.

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Andrews-Swann, Jenna. "Cultivating Global Citizens." In Multicultural Instructional Design, 492–506. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch023.

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This chapter presents the author's experiences working with international content in the higher education classroom to explore successful examples of intercultural material that can benefit students pursuing a degree in any field. The author explores how social science courses in general, and anthropology courses in particular, that work from a foundation of cultural relativism and standpoint theory can equip students with important knowledge and skills that promote tolerance and respect of cultural difference. Finally, the author demonstrates that students finish courses like these with a better understanding of and appreciation for the cultural differences that exist all around them.
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Machado, Lisiane, Amarolinda Zanela Klein, Angilberto Freitas, Eliane Schlemmer, and Cristiane Drebes Pedron. "The Use of Virtual Worlds for Developing Intercultural Competences." In Multicultural Instructional Design, 754–68. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch035.

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In this research, the authors present a framework for developing Intercultural Competence (IC) and use Tridimensional Digital Virtual Worlds (3DVW) as environments for developing Intercultural Competence. They developed an artifact, via Design Research, constituted by an educational method using the 3DVW Second Life® as the place for a virtual exchange program between 92 Brazilian and Portuguese master students. The results of the authors' study indicate that the 3DVW can be used for the development of IC because it allows rich experiential and relational/conversational learning opportunities, especially due to the affordances of immersion/sense of presence, social interaction, content production and knowledge sharing.
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Loose, William, and Teri Marcos. "Instructional Design for Millennials." In Increasing Productivity and Efficiency in Online Teaching, 1–25. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0347-7.ch001.

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The authors have worked since 2000 to prepare school leaders at two California Institutions of Higher Education (IHE) in partnership with K-12 public, private, and charter schools. While transforming their programs into virtual delivery models, as an option for students, both online and face-to-face hybrid formats require conditions that help students effectively succeed as learners. Over fifteen years the authors have narrowed discussions for efficient facilitation and mapping to course content while personalizing lessons to deeply engage their learners' creation of new knowledge. They make twenty-three recommendations for streamlining course content, assignments, and assessments to meet individual needs of students while meeting the expectations and challenges of changing national and state standards. The authors conclude that ‘thinking anew' through faculty ideation is a must for IHEs as the changing learner demands changing practice.
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Johnson, Genevieve Marie, and Audrey Cooke. "An Ecological Model of Student Interaction in Online Learning Environments." In Multicultural Instructional Design, 387–415. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch018.

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Ecological theory conceptualized the student as surrounded by a series of environmental systems and the processes of learning as interaction between the student (i.e., bioecology) and the systems (i.e., microsystem, exosystem and macrosystem). This chapter synthesizes the literature and proposes an ecological model of student interaction in online learning environments. Specifically, learner-learner, learner-instructor and learner-content interactions occur in the microsystem and are mediated by the interface subsystem. Student microsystemic interactions influence and are influenced by the instructional design exosystem. The macrosystem reflects the indirect influence of university culture on all aspects of the microsystem, exosystem and interface subsystem. The chronosystem captures the effect of time on the student and on all ecological systems (e.g., students mature and university culture evolves)
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Conference papers on the topic "Instructional Content Design"

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Richiteanunastase, Elenaramona, Camelia Staiculescu, and Corina Cace. "CHANGES IN ADULT INSTRUCTIONAL DESIGN PARADIGM." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-046.

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Instructional design/ designing training activities for adults is an activity that requires the anticipation of the steps that will be covered in the training process. This includes anticipating the objectives, content, methods, resources and assessment instruments in the context of a training activity. The analysis of the main instructional design models highlights a paradigm shift in the design training activities for the adults through a shift from product-centered design models (centered on the learning outcomes), to process-centered models (centered on the components of the training process) and mixed models (centered on the learning outcomes but also on the pedagogical conditions in which they occur). Based on this categorization, the paper covers the most common instructional models of design used in adult education: taxonomic models centered on the learning objectives - B. Bloom, L. Anderson, Krathwohl, E. J Simpson, T.S Baldwin, process-centered models - ADDIE model, Kemp model, mixed models –Merrill, Gagne and adaptive instruction models. The models of instructional design are covered in a critic but constructive manner, following their advantages and disadvantages and their possibilities for implementation. In the final part of the paper we address to the need of conceptualization of the concept of \\\"blended learning” and the need to develop a specific instructional design model in the light of the new perspectives and challenges that may appear. Blended learning is used to describe a solution that combines several different delivery methods or the learning that mixes various forms of organizing activities such as face-to-face classrooms, e-learning, and self-paced learning.
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Viaro, Felipe S., Régio P. Silva, and Tânia K. Silva. "Heuristic evaluation of graphic content in instructional material HyperCALGD." In 6th Information Design International Conference. São Paulo: Editora Edgard Blücher, 2014. http://dx.doi.org/10.5151/designpro-cidi-44.

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Ploder, Christian, Lisa Ehrhardt, Laura Gamper, and Christoph Hazy. "INSTRUCTIONAL DESIGN OF KNOWLEDGE NUGGETS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end053.

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Throughout their careers, all students experience the same set of learning routines within the same time frame and following the same pedagogical approach based on identical materials. In contrast, Knowledge Nuggets provide students with different opportunities to achieve specific learning outcomes through self-directed learning activities. An individual student's skill inventory could improve the full individualization of the Knowledge Nugget delivery at the start of each class. Knowledge Nuggets are considered learning materials organized within small, defined topics. This granularity makes the content easier to consume at an individual pace. Depending on their scope and size, these Knowledge Nuggets can vary. The level does not indicate the amount of content or the shared knowledge's difficulty but how the learning is prepared and conveyed. The simplest way (level 1) to share knowledge is only to provide text within a document. The next higher level 2 includes a slideshow explained in more detail by playing an audio podcast - so the combination of visual with audio should attend two senses in parallel. The slides contain images or diagrams in addition to keywords. Video tutorials are the most advanced ways to share knowledge. This type of tutoring allows instructors to visually illustrate content to minimize complexity by combining text, speech, images, and animation. With level 3 (video tutorials), it is possible to address more senses simultaneously. However, all three levels offer the same characteristics: practicality, reproducibility, and manageable time. These characteristics are of great relevance to be accepted as training methods in any educational program. The progressive redistribution of dimensions occurs in elaboration, the use of technology, and the cognitive load. The paper aims to determine why the different levels are essential for the overall picture and how the measurement of learning success can be measured.
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Gal, Iddo, and Anna Trostianitser. "Understanding basic demographic trends: connecting table reading, task design, and context." In Promoting Understanding of Statistics about Society. International Association for Statistical Education, 2016. http://dx.doi.org/10.52041/srap.16103.

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The paper aims to inform the conceptualization of teaching/learning goals and instructional design related to understanding multivariate statistics that describe trends in society. The paper presents a conceptual analysis leading to identification of a gap in current analyses and instructional sequences focused on interpretation of information in tables [and graphs]. The paper advocates for the need to develop students' ability to reflect about the factors that cause or are related to observed trends, and about their societal implications, and highlights the need to develop task design principles that can promote such understanding. We then present an empirical demonstration of a possible class sequence, and results from an exploratory class activity with 43 students whose responses were content-analysed. Based on these results and the prior analysis, we reflect on benefits in terms of increased motivation and relevance of statistics instruction, and call for the use of task design principles that directly connect data, statistics, and class activities to the actual societal context in which students have to operate as adults, in order to enhance students' statistical literacy and understanding of statistics about society.
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Parker, Kevin, Cynthia LeRouge, and 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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du Plessis, Jacques, Alex Koohang, Jared Schaalje, Xiangming Mu, and Johannes Britz. "Panel Discussion: Learning Object Definitions, Metadata, Instructional Design, and Repositories." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2904.

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The many promises of learning objects (readily available quality instruction, reducing cost of production, personalized learning, interoperability, reusability, discoverability/accessibility, scalability, durability, content customization, and many more) have been the talk of the e-learning community in recent years. Higher education institutions have begun to capitalize on these promises by adopting, developing, and deploying learning objects in e-learning instruction.
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Notargiacomo Mustaro, Pollyana, Ismar Frango Silveira, Nizam Omar, and Sandra Maria Dotto Stump. "Structure of Storyboard for Development of Interactive Learning Objects." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2912.

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A theoretical discussion and practical guidelines for development and production of learning objects as a result of a structural document named storyboard will be presented. A storyboard must contain instructions and detailed description for development learning objects. During the instructional design phase, the storyboards are elaborated by the instructional designer with collaborate of subject matter expert (SME), graphic artists, programmers, and other interdisciplinary team members research. This involves researches in instructional design procedures and processes for improvement materials, environments and learning experiences and promotes the acquisition of specifics skills and knowledge by students. But one of the problems to create learning objects is the simple transposing of traditional elements for cyberspace without concerning about the instructional strategies or considering learning styles that could be more significant than content-by-strategy. One solution for this problem is using storyboards as model schemes built over some theoretical proposals: Robert Gagne’s conditions for learning, levels of interaction present in Rod Sims’ Taxonomy, characteristics of hypertext systems presented by Pierre Levy and George Landow, and orientation in knowledge domain by using diagrams and reduction of information overload, characterized by Richard Wurman.
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Zaman, H. B., N. A. Mukti, Sembok TMT, and A. Ahmad. "Indigenous multimedia content development for next generation smart schools: a cognitive instructional design approach." In Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05). IEEE, 2005. http://dx.doi.org/10.1109/icalt.2005.169.

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Pratt, Deirdre Denise. "An analysis of the design features of three mixed-mode courses in a master’s degree programme." In IASTED International Conference on Education and Technology (ICET). ACTA Press, 2005. http://dx.doi.org/10.51415/10321/247.

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This paper suggests that a system of communicative rfunctions can be used to provide a framework for analysing course design, and illustrates this with reference to three mixed-mode courses intended for use in a master’s programme in Computer Assisted Language Teaching (CALT). The design principle is based on an architecture of functions necessary for effective communication, namely, the contextual, ideational, interactive social and reflexive functions. Because the principle is descriptive rather than prescriptive, and is thought to identify a deep structure of human functioning common to all social interaction, it provides a template for analyse of course design which can be applied within different educational paradigms. The template offers the course designer moving into a new milieu or medium the opportunity to gain a fresh perspective on the process of instructional design. Issues such as the educational context, course content, learning interactions, academic requirements and assessment can be now viewed in terms of how these contribute to knowledge construction, rather than whether the outcome per se is desirable: the latter issue is already addressed comprehensively in current instructional design paradigms.
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Sani, Mustapha sumaila, and Bello Hassan. "DEVELOPMENT AND VALIDATION OF A MULTIMEDIA INSTRUCTIONAL PACKAGE FOR TEACHING BASIC ELECTRONIC DEVICES AT UPPER BASIC EDUCATION LEVEL." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-049.

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The study was conducted to develop and validate a multimedia electronic instructional package for teaching the Basic Electronic Devices component of Basic Technology at the Upper Basic Education level. It was a developmental research design, which involved the systematic study of designing, developing, and evaluating instructional programs, processes, and products that must meet criteria of internal consistency and effectiveness. Developmental research is particularly important in the field of instructional technology. The study therefore involved the analysis and description of the development process and the evaluation of the final product. The study was guided by the four research questions. The area for this is Kano state, North-Western Nigeria. Kano state lies within the Coordinates 110 30'N 80 30'E. The population for the study consists of 291 Basic Technology teachers, out of this, 10 Basic Technology teachers, 5 instructional technologist and 5 computer specialists were purposely selected for the evaluation of the package based on the four instruments for assessment. The findings of the study revealed that design procedures were followed in the development of the of Basic Electronic Devices Computer Instructional Package (BEDCIP); the BEDCIP have adequately covered the curriculum content of the subject matter; BEDCIP have met required instructional technology standards; and the BEDCIP have met the required technical standards. The study therefore recommends amongst others that Basic Technology teachers should be encouraged to prepare some aspects of their lessons in electronic form; the BEDCIP should be utilized for classroom instruction especially when teaching the Basic Electronic Devices component of Basic Technology; and that similar packages should be developed for the other aspects of Basic Technology curriculum.
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Reports on the topic "Instructional Content Design"

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Nelson, Gena. Proportional Reasoning Interventions in Special Education Synthesis Coding Protocol. Boise State University, April 2021. http://dx.doi.org/10.18122/sped136.boisestate.

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The purpose of document is to provide readers with the coding protocol that authors used to code nine group and single case design intervention studies focused on proportional reasoning interventions for students (grades 5-9) with learning disabilities (LD) or mathematics difficulty (MD). The studies yielded intervention effects ranging from g = −0.10 to 1.87 and from Tau-U = 0.88 to 1.00. We coded all of the studies for variables in the following categories: study information, intervention features, dependent measures, participant demographics, LD and MD criteria and definitions, instructional content, study results, and quality indicators for group and single case design. The study quality indicator coding portion of this coding protocol was adapted from Gersten et al. (2005) and Horner et al. (2005). This code book contains variable names, code options, and code definitions. The mean interrater reliability across all codes using this protocol was 91% (range across categories = 82%–96%). The publication associated with this coding protocol is Nelson et al. (2020).
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Lindo-Ocampo, Gloria Inés, and Hilda Clarena Buitrago-García. English for Business Course. Thematic Unit: Business Events. Ediciones Universidad Cooperativa de Colombia, September 2022. http://dx.doi.org/10.16925/gcnc.24.

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This didactic unit is aimed at the fifth semester students of the Business Administration, Marketing and International Business program, who have already completed the four basic levels of the Open Lingua program. This proposal seeks to develop skills and competencies that allow them to perform in different fields related to private, public and solidarity economy companies, and in various mediation and negotiation processes at national and international levels. The instructional design of this unit contains real-life situations, focused on the world of business, that allow students to interact in various types of business events. The grammatical and lexical concepts, necessary to interact successfully in these types of communicative situations, are introduced and applied. The educational activities are designed to offer opportunities to interact in business conferences, international exhibitions, and seminars, among others. The contents are framed in natural and meaningful contexts. This leads to a greater understanding of the type of language used in business and the way it is used to communicate. The contents are structured in three lessons in which the level of complexity of the topics, tasks, texts and transitions (4Ts) have been considered. Also, various types of activities that activate and reinforce previous knowledge and that, subsequently, evaluate the progress of the students, are included.
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Leis, Sherry, Mike DeBacker, Lloyd Morrison, Gareth Rowell, and Jennifer Haack. Vegetation community monitoring protocol for the Heartland Inventory and Monitoring Network: Narrative, Version 4.0. Edited by Tani Hubbard. National Park Service, November 2022. http://dx.doi.org/10.36967/2294948.

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Native and restored plant communities are part of the foundation of park ecosystems and provide a natural context to cultural and historical events in parks throughout the Heartland Inventory and Monitoring Network (HTLN). Vegetation communities across the HTLN are primarily of three types: prairie, woodland, and forest. Park resource managers need an effective plant community monitoring protocol to guide the development and adaptation of management strategies for maintaining and/or restoring composition and structure of prairies, woodland, and forest communities. Our monitoring design attempts to balance the needs of managers for current information and the need for insight into the changes occurring in vegetation communities over time. This monitoring protocol consists of a protocol narrative (this document) and 18 standard operating procedures (SOPs) for monitoring plant communities in HTLN parks. The scientific objectives of HTLN plant community monitoring are to (1) describe the species composition, structure, and diversity of prairie, woodland, and forested communities; (2) determine temporal changes in the species composition, structure and diversity of prairie, woodland, and forested communities; and (3) determine the relationship between temporal and spatial changes and environmental variables, including specific management practices where possible. This protocol narrative describes the sampling design for plant communities, including the response design (data collection methods), spatial design (distribution of sampling sites within a park), and revisit design (timing and frequency of monitoring visits). Details can be found in the SOPs, which are listed in the Revision History section and available at the Integrated Resource Management Applications (IRMA) website (irma.nps.gov). Other aspects of the protocol summarized in the narrative include procedures for data management and reporting, personnel and operating requirements, and instructions for how to revise the protocol.
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Tokarieva, Anastasiia V., Nataliia P. Volkova, Inesa V. Harkusha, and Vladimir N. Soloviev. Educational digital games: models and implementation. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3242.

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Nowadays, social media, ICT, mobile technologies and applications are increasingly used as tools for communication, interaction, building up social skills and unique learning environments. One of the latest trends observed in education is an attempt to streamline the learning process by applying educational digital games. Despite numerous research data, that confirms the positive effects of digital games, their integration into formal educational contexts is still relatively low. The purpose of this article is to analyze, discuss and conclude what is necessary to start using games as an instructional tool in formal education. In order to achieve this aim, a complex of qualitative research methods, including semi-structured expert interviews was applied. As the result, the potential of educational digital games to give a unique and safe learning environment with a wide spectrum of build-in assistive features, be efficient in specific training contexts, help memorize studied material and incorporate different learning styles, as well as to be individually adaptable, was determined. At the same time, the need for complex approach affecting the administration, IT departments, educators, students, parents, a strong skill set and a wide spectrum of different roles and tasks a teacher carries out in a digital game-based learning class were outlined. In conclusion and as a vector for further research, the organization of Education Design Laboratory as an integral part of a contemporary educational institution was proposed.
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Melnyk, Yuriy. Academic Journal Website Model. KRPOCH, 2018. http://dx.doi.org/10.26697/preprint.melnyk.1.2018.

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Background: The tens of thousands of academic journal websites that are on the Internet today often do not have a clear organizational structure for their website. If most of them are convenient enough for readers (if the journal is open access), then many have problems informing authors about the conditions, the process of submitting and reviewing the manuscript. The Editorial Offices empirically populate the journal's website with content that can change dramatically (both in terms of website design and content) as the journal develops. Aim of Study: To develop a website model for an academic journal that takes into account the basic requirements for the preparation, publication, and archiving of high quality scientific manuscripts. Material and Methods: The academic journal website model is based on a structural-functional approach. The website content consists of text and integrated applications. This model takes into account the basic requirements for the preparation, publication, and archiving of high-quality open access scientific manuscripts, as well as the indexing of journal articles by leading indexing agencies. Results: The academic journal website model is structured with the following menu and submenu elements: 1. HOME: 1.1. Journal information; 1.2. From the editorial office; 1.3. Databases, Indexing; 2. EDITORIAL BOARD: 2.1. Editorial board; 2.2. Reviewers; 2.3. Editing and reviewing process; 3. EDITORIAL POLICIES: 3.1. Editorial policies; 3.2. Plagiarism policy; 3.3. Open access policy; 3.4. The ethics codex of scientific publications; 3.5. Disclaimer; 3.6. License terms; 3.7. Terms of publications (fee); 4. ARCHIV: 4.1. Previous issues; 4.2. Current issue; 4.3. Articles online first; 5. INSTRUCTIONS FOR AUTHORS: 5.1. General recommendations; 5.2. Manuscript templates; 5.3. Supplemental materials; 6. STATISTICS: 6.1. Publications; 6.2. Authors; 6.3. Readers; 7. CONTACTS: 7.1. Contact; 7.2. Subscriptions; 7.3. Search. Conclusions: This academic journal website model was implemented for the International Journal of Science Annals (IJSA). Authors and readers of IJSA noted the advantages of the model proposed by the author, including: a convenient and understandable website interface, the availability of the necessary hyperlinks to the pages of the journal's website and external media (sites of indexed agencies, library archives, etc.), convenient search for information on the website and published in the journal articles (by author, publication, text of the article), availability of integrated applications (online submission of manuscripts, filing appeals against the decision of reviewers and complaints about published articles, viewing the interactive printed version of the journal, etc.), availability of templates (for authors, reviewers), availability of multiple formats for archiving articles (PDF, DOAJ, XML, TXT), the ability to choose the style of citing the article and the website language (English, Ukrainian), etc. Keywords: journal, model, website, academic, indexing
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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7

Lessons on literacy training for adolescent girls: Considerations for SWEDD safe spaces. Population Council, 2021. http://dx.doi.org/10.31899/sbsr2021.1001.

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Abstract:
Literacy training for girls and young women can bridge the gap between girls’ low rates of schooling in the Sahel region and their desire for lifelong knowledge and skills. Literacy programs may also help promote community behavioral and attitudinal change by making the benefits of girls’ education visible. Sahel Women’s Empowerment and Demographic Dividend (SWEDD) has increased literacy training for adolescent girls (AGs) to add to the assets they need to improve health outcomes. As a response to the need to strengthen literacy training components in Safe Spaces, practical lessons from evidence-based programming were compiled. These lessons center the learning experience on AGs and emphasize the need for materials that actively engage participants and thus increase the likelihood of their retaining information. As noted in this brief, within Safe Spaces, literacy training curriculum content should be informed by AG subject matter suggestions to increase relevance to the girls’ lives, regardless of the setting (community spaces or schools). Additionally, instructors need dedicated training using simple instructions and evidence-based curricula. Community involvement may help ensure longterm community support for girls’ education.
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Hometown Business Preservation Initiative: Revolving Loan Fund Guide. Office of Community and Rural Affairs Purdue University Center for Regional Development University—Department of Extension, 2023. http://dx.doi.org/10.5703/1288284317611.

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A revolving loan fund (RLF) serves as a gap financing source, typically allocated for small businesses. In some instances, an RLF is implemented to meet other economic and community development needs. The funds are used to make small loans for projects that do not meet commercial lending guidelines. The fund revolves as loans are repaid and the capital is reused to make new loans. The Hometown Business Preservation Initiative (HBPI) was launched to provide technical assistance to communities in need of supporting vital community businesses during the COVID-19 pandemic. It was developed to educate and inform communities of the purpose and foundations for quickly establishing a fund. The program later expanded to deliver reinforcement practices for sustaining a revolving loan fund. It was our goal to deliver a streamlined technical assistance program that packages instruction and materials essential to creating and operating a Revolving Loan Fund. The contents contained in this guide include tutorials, templates, and resources for establishing a new fund as well as perpetuating an existing fund. The contents provide a full scope of principles and strategies, along with examples and recommendations regarding processes and procedures. The embedded templates were designed for effortless adaptation to enhance the effectiveness of any revolving loan fund.
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