Academic literature on the topic 'Instructional Media Centre'

Video in the form of “little media” arrived in India in the mid-1970s shortly after Wilbur Schramm proposed the concept in 1973. In this article, I investigate the ways in which the discourse and practices of “little media” were re-formulated in India through specific historical contexts and media formations that assigned it political meanings beyond its initial developmental functions. Taking the case of the important media initiative, Centre for the Development of Instructional Technology (CENDIT), this paper explores the production and circulation of “little media” and the range of context-specific interactive methods the center deployed. The historiographic account of video at this particular juncture contributes to an expansion of Indian screen history. It complicates the dominant understanding of video during this period as a medium for the circulation of commercial cinema with a parallel narrative of purposive and emancipatory video-based initiatives.

This study analyses the effectiveness of instructional media using Digital Video Disc (DVD) and videos in nutrition education concerning the development of toddlers’ food preferences of balanced meals based on community empowerment. The media was expected to be used by the cadre of Posyandu (Maternal and Child Health Centre) and housewives in Rawamangun village. This study used the quasi experiment method. The data analysis showed the score of F was 15.89 that was higher than the F table with the score of 4.11 in the significance level of 0.05. It indicates the learning outcomes of the instructional media using DVD and videos was higher than using handouts. The result of this study was a nutrition education model concerning the development of toddlers’ food preferences of balanced meals in the form of DVD and videos that can be effectively applied. The media is able to improve the learning outcomes of nutrition education including the knowledge and the skills. Thus it indirectly supports the government program in community empowerment. Penelitian ini dilakukan bertujuan untuk menganalisis efektivitas penggunaan media dalam bentuk DVD interaktif dan video dalam perancangan model pendidikan tentang pembentukan kesukaan balita terhadap makanan bergizi seimbang pada ibu berbasis pemberdayaan masyarakat yang dapat digunakan oleh kader posyandu dan ibu rumah tangga kelurahan Rawamangun. Metode quasi experiment. Hasil analisis varians dua jalur antar kolom diperoleh harga Fhitung = 15,89 lebih besar dibandingkan Ftabel = 4,11 pada taraf signifikansi α = 0,05. Nilai ini menunjukkan bahwa hasil belajar kader posyandu dengan media dalam bentuk DVD dan video lebih baik dibandingkan dengan media handout. Hasil penelitian dapat membentuk suatu model pendidikan gizi yaitu media dalam bentuk DVD interaktif dan video tentang pembentukan kesukaan anak terhadap makanan bergizi seimbang yang diterapkan. Media dan metode tersebut dapat meningkatkan hasil belajar berupa pengetahuan dan keterampilan dalam penyuluhan gizi pada ibu, kader posyandu dan masyarakat sehingga secara tidak langsung dapat membantu program pemerintah dalam pemberdayaan masyarakat. The developed media improves the achievement of nutritional education of mothers, society and indirectly helped the government program in community empowerment.

Background and objective: The trouble of nutritional state is considered as a prophet of morbidity and mortality in patients with advanced liver disease. The severity of nutritional disorder increases with diminished liver function. The aim of this study was to explore the nutritional indicators among patients with liver transplantation patients in Egypt.Methods: Outlined is a descriptive cross-sectional research design using a convenience sampling of 210 patients following liver transplantation from the outpatient of transplantation centre the Mansura university Hospital, Wady el-Nile Hospital, International Military Medical centre, Almady Military Hospital. Data were collected using an adapted four parts tool that gathered sociodemographic data of patients; data about patient dietary habits and dietary balance and an assessment of patients physical and anthropometric measurements as nutritional predictor’s.Results: There is a highly significant relation between nutritional status, gender and sociodemographic characteristics among patients with liver transplantation. As well, educational levels and occupation point to difference between physical and nutritional indicators parameter and sociodemographic characteristics. As well, high body mass indicators (BMI) vary between physical and nutritional indicator parameters.Conclusions: There are noticeable needs for instructional schemes to be offered on simple media to increase awareness of patient’s nutritional requirements post transplantation. Implications for Nursing and Health policy: There is a growing demand for strategies and programs that take into consideration all the needs of liver transplantation patients. Efforts should be carried out to design and implement interventions that suit the patients following liver transplantation using simple media and suitable language.

This study has the objective to measure the Geography Curriculum in 2013Curriculum (K-13) in the development of the value of patriotism. The method employedis the analysis of documents related to the geography curriculum. There are four findingsin this research, they are (1) based on documents from the Pusat Kurikulum dan Buku(Centre for Curriculum and Books), curriculum Geography has a goal to build characterand cultivate patriotism as to be pride as an Indonesian; (2) compared with the previouscurriculum, geography subjects in the K-13 greatly accentuate the materials of Indonesiangeography; (3) Content of the patriotism value has Sumpah Pemuda’s spirit (IndonesianYouths’ Vow for Indonesian Independence) as its background; and (4) to develop thevalue of patriotism, Geography learning uses a direct approach (instructional effects) andindirect approach (nurturant effects) to develop the value of patriotism. In direct approach,values of patriotism are delivered through advice by creating a learning environment thatenables the emergence of opportunities for teachers to give advices. In inndirec approach,the values of patriotism are developed through methods of recitation and media that havea positive impact on the development of patriotism.

Media centers have a continual need for self-instruction programs which assist patrons in the operation and use of a variety of equipment. Students involved in media production classes need projects that simulate “real life” situations as closely as possible. Having a client with specific needs — a client who can be demanding with regard to project evaluation, and who can also pay students who produce usable programs — is an ideal way to simulate that “real life” environment. California State University at Bakersfield merged these two needs. Beginning multimedia students' first assignment was to develop programs for instructing their classmates on how to use audiovisual equipment. The media center director agreed to buy projects that met his standards and fit the center's needs. This cooperative venture between communication classes and the media center served several instructional goals, and afforded many mutual benefits. Students learned valuable lessons in project design, audience analysis, media production, and marketing. The media center provided the faculty instructional support, a motivating context for students to work, and assistance in evaluation. And, by developing self-instruction programs, the students and faculty provided an expanded resource that directly benefited the Media Center's customers.

This article recognizes the potential and possibilities of digital media in COVID-19 crisis management in different democratic systems. It is the comparative analysis of information management during the COVID-19 pandemic in Poland, the United Kingdom and Italy. From the theoretical approach, the crisis management usually deals with two main models. The first one is defined as the post-reactive model, which is based on reacting to events after the first symptoms of the crisis and the communication model remains the top-down process. The second one is described as the pro-reactive model, which is based on building a dialogue space with the participatory community and it is the bottom-up communication process. In this case, the community becomes an active partner in bridging the crisis. The main goal of the proposed article is to examine the ways in which digital media influences the quality of strategic communication management in local public spaces and what type of crisis management strategy is applied to each political culture. The article discusses the pros and cons of information distributed through digital platforms by both the media and public institutions in terms of community awareness and crisis governance. The article applies a mixed method approach, which includes content analysis (media and governmental digital services), interviews (with the authorities’ members and media representatives) and social media network analysis (mainly Facebook). The analysis has been ongoing since the beginning of the pandemic in Europe (March–September 2020). The research has demonstrated that the shape and distribution of information during the pandemic were of great importance for the quality of information strategy activities. The problem was noticeable disinformation at all levels, which was the result of a lack of control over the message and the pursuit of sensation or conspiracy. It was clearly observed that without the support of crisis communication during the pandemic by the media, mainly digital platforms, it would be impossible to implement it. In all three countries, social media was the ‘information management centre’ in the COVID-19 era, but the activity of individual municipalities was slightly different. As far as the urbanized and semi-urbanized level is concerned, some consistency can be observed. In all three cases, communication on social media platforms was conducted very intensively and with the use of various tools (texts, statistics, instructional videos, scientific articles, infographics, etc.). All the ‘organizers’ of the local public sphere (presidents, mayors, journalists, service representatives) tried to keep in touch with the inhabitants.

This research covering 30 junior High School in 10 regions in Indonesia aims at identifying the needs for learning resource center. the findings show that all schools have performed the funcion of learning resource center in instructional activities and 70% of the teachers has used media in their instructions; 78% of the schools have included learning resource center in their school stuctures; but only 30% of them treat the learning resource centers as formal organizations. more over, 90% of the schools provide special room for learning resource center which are generally used for Audio Visual. besides, the hardware and software of learning resources are not as complete as they should be. Based on the findings this research recomends the goverment facilitates the schools to develop learning resources center in each school as it has important and strategic roles in improving the quality of instructional process and competencies.

Indonesia is a country that has a high potential for natural disasters. Picture story book is a form of disaster management learning that can help children from an early age to prepare for a natural disaster. The aims of this study to develop story books as a disaster management learning media, to improve knowledge and skills of children and teacher about the understanding, principles, and actions of rescue when facing the natural disasters, to increase the teacher’s learning quality in disaster management. Developmental research approach is used to execute the study. A total of 48 children aged 5-6 years have to carry out pre-test and post-test. Pre-test data shows that children's knowledge about disaster management with an average of 47.92% and its improved at post-test with 76,88%. Five theme of story books involves floods, landslides, earthquakes, tsunamis, lands and forest fires is the product. Dissemination of five story books are proper for children and improve their understanding of disaster management. Keywords: Early Childhood Education, Management Disaster, Storybooks Reference: Abulnour, A. H. (2013). Towards efficient disaster management in Egypt. Housing and Building National Research Center. https://doi.org/10.1016/j.hbrcj.2013.07.004 Adiyoyoso, W. (2018). Manajemen Bencana. Jakarta: Bumi Aksara. Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16–25. https://doi.org/10.3102/0013189X11428813 Batič, J. (2019). Reading Picture Books in Preschool and Lower Grades of Primary School. Center for Educational Policy Studies Journal, (November), 1–18. https://doi.org/10.26529/cepsj.554 Bosschaart, A., van der Schee, J., Kuiper, W., & Schoonenboom, J. (2016). Evaluating a flood- risk education program in the Netherlands. 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Short communication: Patterns of chronic and acute diseases after natural disasters - A study from the International Committee of the Red Cross field hospital in Banda Aceh after the 2004 Indian Ocean tsunami. Tropical Medicine and International Health, 12(11), 1338–1341. https://doi.org/10.1111/j.1365- 3156.2007.01932.x Haggstrom, M. (2020). The art of read-aloud, body language and identity construction: A multimodal interactional analysis of interaction between parent, child and picture book. International Journal of Language Studies, 14(1), 117–140. Halim, L., Abd Rahman, N., Zamri, R., & Mohtar, L. (2018). The roles of parents in cultivating children’s interest towards science learning and careers. Kasetsart Journal of Social Sciences, 39(2), 190–196. https://doi.org/10.1016/j.kjss.2017.05.001 Hamele, M., Gist, R. E., & Kissoon, N. (2019). 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IERI Procedia, Vol. 2, pp. 30–35. https://doi.org/10.1016/j.ieri.2012.06.047 Lopez, Y., Hayden, J., Cologon, K., & Hadley, F. (2012). Child participation and disaster risk reduction. International Journal of Early Years Education, 20(3), 300–308. https://doi.org/10.1080/09669760.2012.716712 Manjale, N. B., & Abel, C. (2017). Significance and adequacy of instructional media as perceived by primary school pupils and teachers in. 4(6), 151–157. Masuda, K., & Yamauchi, C. (2017). The effects of female education on adolescent pregnancy and child health: evidence from Uganda’s Universal Primary Education for fully treated cohorts. GRIPS Discussion Paper - National Graduate Institute for Policy Studies, (17/01), 49-pp. Retrieved from https://pdfs.semanticscholar.org/07f5/ebe91e3ac20179daae7d885ea50f8154f94e.pdf Mateo, R. M. (2015). Contrastive Multimodal Analysis of two Spanish translations of a picture book. 212, 230–236. https://doi.org/10.1016/j.sbspro.2015.11.338 McKenney, S., & Reeves, T. (2012). Conducting educational design research. London: Routledge. Meng, L., & Muñoz, M. (2016). Teachers’ perceptions of effective teaching: a comparative study of elementary school teachers from China and the USA. Educational Assessment, Evaluation and Accountability. Mudavanhu, Chipo Muzenda Manyena, B., & Collins, A. E. (2016). Disaster risk reduction knowledge among children in Muzarabani District, Zimbabwe. Natural Hazards, 84(2), 911–931. https://doi.org/10.1007/s11069-016-2465-z Mutch, C. (2014). International Journal of Educational Development The role of schools in disaster settings : Learning from the 2010 – 2011 New Zealand earthquakes. International Journal of Educational Development. https://doi.org/10.1016/j.ijedudev.2014.06.008 Ozturk, M. B., Sendogdu, M. C., Seker, E., & Tekinsen, H. K. (2011). 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Education has been identified as one of the most important ways to achieve national development. With 3 million non-literate adults in Lagos State, the commercial nerve center of the nation, radio becomes a veritable medium to teach such adults who, for several reasons including economic, do not have the opportunity of formal schooling. The study assessed the effectiveness of educational radio broadcasting for adult literacy in Lagos State, Nigeria. Five hundred and five (505) adult learners participating in Lagos is Learning Project were purposively selected. Findings showed that a majority (62.4%) of the study participants used the instructional radio program, Mooko Mooka, to prepare for classroom instruction, while 53.5% of the study participants used the program for revision. Findings also revealed that 40.6% of them listened to the program three times per week and this implied that frequency of exposure could influence literacy skill. The study concluded that radio instructional techniques were effective in promoting adult literacy and therefore recommended that the radio listening sessions should be increased as part of efforts to reduce adult illiteracy in the country. Also, community media centers should be created in different communities to encourage group listening where learners can be supervised.

The study explored the changing role of libraries/media centres at ex-Model C (now Section 21) high schools in the Nelson Mandela Metropole (NMM), focussing on a case study of the Framesby High School (FHS) media centre in Port Elizabeth. Model C schools originated in the 1990s, just before the transition to democratic rule in 1994, when White, or House of Assembly schools were given a choice of three school governing models, namely, fully-private Model A schools, Model B state schools and semi-private Model C schools. Model C schools would receive state subsidies of about 50%, with the balance raised through school fees. A major research purpose was to present a comprehensive description of the current ex- Model C school library context and how these influenced the service orientation and intended core functions of school librarians, such as teaching information literacy, providing academic support and promoting general literacy and reading. The FHS media centre service was further described with an aim of providing functional library/media centre management guidelines, applicable to high school libraries/media centres in similar ex-Model C school situations, or any libraries that could find such guidelines useful. This qualitative FHS media centre case study was based on the FHS media centre manager’s personal observation as participative action researcher and further supported by literature, an interview and questionnaire feedback from FHS educators and respondents from selected NMM ex-Model C high school libraries. By comparing historical and existing national and provincial school library issues, conclusions were reached regarding macro- and micro-school library contexts, for example, the effect of having no national policy, the support roles of school management and governing bodies, the influence of digital media and the position of school librarians. School librarian concerns, including their roles, qualifications, service conditions and professional status, especially within Section 21 schools, were considered with the high school library and librarian’s contribution towards curriculum outcomes and life-long learning. With specific reference to ex-Model C schools, the absence of a library policy also resulted in diverse levels of school management and school governing body recognition of the school library/media centre. This impacted on the school librarian’s role in curriculum support and information literacy teaching as well as the availability of funds, infrastructure and resources. It is recommended that government should address the supply of library facilities, services and posts for school librarians and assistants. Lack of governmental action is maintaining the growing divide between ex-Model C schools and disadvantaged schools, while the lack of school library services also has a negative influence on literacy and pass rates, especially in poorer regions, like the Eastern Cape. In the light of the vast difference between the results of ex-Model C schools and other schools in the Eastern Cape, these schools and their library services could provide a benchmark towards improving educational contexts in the province.

Thesis (Ph. D.)--Illinois State University, 1985.
Title from title page screen, viewed June 29, 2005. Dissertation Committee: John McCarthy (chair), John Brickell, Timothy Duffy, Kenneth Strand, Clayton Thomas. Includes bibliographical references (leaves 118-123) and abstract. Also available in print.

Although research supports the blended learning methodology as a way to personalize and engage students, research also documents the widespread hesitation among educators when it comes to embracing technology. District leaders believe that such is the case in an upper Midwest school district where all high school students are provided devices, yet these leaders note that few teachers are fully exploiting the tools. Framed by the connectivism and social constructivism theories, this qualitative case study focused on teachers' views of blended learning, its influence on their teaching practices, and how they see it helping students to learn. The guiding research questions addressed the successes and challenges of blended learning, including how Moodle was used for formative e-assessment. Data were collected from 12 purposefully selected high school teachers by a questionnaire, 3 different observations in each of their classrooms, computer screenshots provided by participants, and 3 semi-structured interviews per teacher. Open coding produced common themes during the data analysis. Findings show that these teachers believe that blended learning promotes individualization, collaboration, organization, engagement, real-world relevance, and student-centered learning. While they agreed that blended learning supported their practice, challenges were cited such as students disengaging in the learning process, device and infrastructure concerns, and the time to integrate technology effectively. Based upon these findings, professional learning communities were designed to improve teacher pedagogy for using blended learning. This study may serve as a model for staff from other schools who are integrating higher levels of technologies as they try to level the playing field and prepare students to be global citizens with the necessary 21st century skills.

Library media specialists (LMSs) have a unique position within a school, which is the opportunity to reach out to every student, especially to gifted and talented students who can benefit from having more advocates within their learning communities. Collaborating with other education professionals is beneficial to all students and many library media specialists already make this a normal part of their job responsibilities. The LMSs who are participants of Project CATALYST (Collaboration among Teachers and Librarians Yields Successful Teaching) are required to collaborate with classroom teachers in order to provide more enriching opportunities for students when they come to the library media center. So, the purpose of this project was to introduce gifted and talented terminology and strategies that focus on differentiated instruction for gifted and talented students to LMSs participating in Project CATALYST grant through the Ohio Valley Educational Cooperative (OVEC). This will meet two specific needs: providing the LMSs opportunities to collaborate with classroom teachers while becoming another resource for gifted and talented students that can enhance their learning beyond the classroom. The LMSs who participate in Project CATALYST were introduced to specific gifted and talented terminology and strategies that focus on differentiated instruction for gifted and talented students through a three-hour professional development. The participants completed an online pre-survey that identified the specific needs of the group and the professional development was designed with these needs in mind. After participating in the professional development, the participants were asked to complete an online post-survey to determine if the professional development was effective in changing the awareness and instructional practices of the participants when working with gifted and talented students. The pre- and post-surveys were analyzed to validate the effectiveness of the project and found that there was positive response by library media specialists to professional development on using differentiated instruction with gifted and talented students in the library media center. The small changes in instructional practices by 70 percent of the participants validate the effectiveness of the project in enlightening educators in the needs of gifted and talented students and the need to collaborate with other educators to provide enriching and challenging learning activities for these unique students.

Ethics and Issues in Media is an interactive case-study software that allows communications students to make ethical decisions based on real-life case studies. The evaluation of Ethics and Issues in Media focused on whether or not Ethics and Issues in Media 1) was easy to use, 2) allowed students to make real-life ethical decisions in realistic contexts, 3) enabled students to think about ethical issues in new ways, 4) enabled students to think through and determine potential courses of action to realistic ethical issues and 5) enabled students to understand the consequences of others' ethical decisions. A focus group discussion was held with the creator of Ethics and Issues in Media and with the students who had used it. Students' comments regarding Ethics and Issues in Media were generally positive. Ethics and Issues in Media proved to be successful in the ways that it enabled students to think through ethical issues for themselves, understand the consequences of others' ethical decisions, and think about ethical issues in new ways. Some students found Ethics and Issues in Media to be difficult to navigate, and many had trouble trusting that their answers were saved or submitted properly. The students recommended that the instructor expand the number and type of case studies included in Ethics and Issues in Media. Additionally, I recommend a more thorough orientation to Ethics and Issues in Media prior to implementation as a final exam.

This study investigated relationships between the extent to which elementary classroom teachers tend to choose school library media specialists for cooperation on instructional problems and several school climate and faculty related characteristics including the general academic effectiveness of the school, the overall cohesion and cooperativeness of the teaching faculty on instructional matters, and the propensity of the group and individual faculty to seek cooperation to solve instructional problems. The instructional choice status of the school library media specialist was also studied in relation to various individual personality factors, as measured by Cattell's 16 Personality Factor Questionnaire, as well as school media specialist status variables including degreed or non-degreed status, total years of experience as a school library media specialist, years of experience on campus as a school library media specialist, and total number of years of experience in the field of education. The instructional status of the school library media specialist was also examined in relationship to the size of the school served. The study included 1,079 elementary classroom teachers and thirty-nine school library media specialists from thirty-nine Texas elementary schools similar in important wealth, size, and student demographic characteristics. Twenty of the schools ranked in the bottom 25% of all schools in the state as to how well their students performed on the 1988 Texas Educational Assessment of Minimum Skills (TEAMS) test. Nineteen schools ranked among the top 25%of all schools in the state in academic effectiveness. As compared to the low academic schools, the high academic schools were found to be significantly more instructionally cohesive, and classroom teachers in those schools were significantly more disposed to choose the school library media specialist to cooperate with them on instructional problems. No significant relationships were discovered between the instructional choice status of the school media specialist and his or her measured personality characteristics.

Since the term intercultural communication was first used by Edward T. Hall in 1959, more than half a century has passed, and the context of intercultural communication has gone through dramatic changes. With the advent of the internet and the digital media technologies, instructors can offer students computer-mediated intercultural communication using a variety of new media such as video-conferencing and instant messaging. Drawing from contact theory, learning cycle theory, and new media theory, the authors examine the use of computer-mediated intercultural communication, report various ways that new media are used in classrooms based on an online survey, discuss its benefit and limitations, and review a best practice example, a case of “Global Understanding Course” coordinated by East Carolina University and Global Partners in Education. The authors believe that integrating the use of new media in intercultural communication education helps prepare students for the global society.

Instructional models such as Challenge-Based Learning (CBL) reflect changes in traditional methods of teaching. CBL, developed by Apple, promotes problem-based learning, where collaboration and hands-on learning are key elements in the process (Larmer, Ross, & Mergendoller, 2009). Today's learners must develop information literacy and media literacy skills to communicate by way of 21st century tools, and new instructional models reflect these changes. The integration of technology in the classroom has affected education models in elementary and secondary schools across the nation. This chapter presents a mixed-methods study of a middle school involved in a one-to-one iPad initiative. In order to promote student-centered instruction through the use of technology, the middle school adopted a CBL model of instruction. This examination of teachers' concerns with pedagogy and technology depicts readiness for integration and implications of new innovations. The process of change and technology integration is addressed in this chapter.

Instructional models such as Challenge-Based Learning (CBL) reflect changes in traditional methods of teaching. CBL, developed by Apple, promotes problem-based learning, where collaboration and hands-on learning are key elements in the process (Larmer, Ross, & Mergendoller, 2009). Today's learners must develop information literacy and media literacy skills to communicate by way of 21st century tools, and new instructional models reflect these changes. The integration of technology in the classroom has affected education models in elementary and secondary schools across the nation. This chapter presents a mixed-methods study of a middle school involved in a one-to-one iPad initiative. In order to promote student-centered instruction through the use of technology, the middle school adopted a CBL model of instruction. This examination of teachers' concerns with pedagogy and technology depicts readiness for integration and implications of new innovations. The process of change and technology integration is addressed in this chapter.

Learning is contextual, active, social, and reflective. Learners construct their own understanding by connecting prior knowledge to new information. Technology, when properly utilized, can facilitate these natural learning processes. This chapter discusses fundamental principles of human learning as they apply to the design of lessons, units, and curricula that include technology. Design models described include project based learning and backwards design, two approaches that often utilize technology and value the development of student 21st-century skills such as creativity, critical thinking, communication, and collaboration. Technology is also a tool that music educators can use to differentiate instruction and to provide learning support to special needs students. Finally, when engaged in instructional design that includes technology, music educators and their students need to be cognizant of copyright laws, utilizing public domain and Creative Commons media and materials whenever possible.

During '90s, a debate initiated between Clark and Kozma about the role of media on learning. While Clark proposed that the media had no effect on learning, Kozma proposed that learning is influenced when method and media is combined and appropriately used. In today's world, the role of social media on learning is inevitable since social media is increasingly used by individuals with the purpose of searching for information and watching instructional videos. In this respect, the influence of social media on learning is investigated in this study within the context of Kozma's perspective. Correspondingly, the instructional content provided by social media, the appropriate instructional methods, and implications for learning theories are discussed in this chapter, together with certain practical applications. In the end, social coding platform, collaborative e-learning platform, and virtual classroom management simulation are described as practical social media applications.

It is not possible to develop firm design rules advising teachers and designers on exactly how to best design entire courses, course activities, and different kinds of instruction sets and experiences. However, based on existing research from various disciplines (Cognitive Psychology, Information Design, Instructional Design, Multimedia Design) it is possible to formulate principles and develop guidelines and recommendations for the design of effective and efficient courses, course activities and instruction sets that facilitate, enhance and extend good teaching, and are also highly conducive to student learning. In this chapter, we focus on teachers in their role as information designers in print, and digital environments. With the 21st Century classroom in mind, guidelines based on information, and multimedia research design assist the teacher-designer to confidently blend content, modalities, and media, and design information and instruction sets that are well suited for the intended receivers thus optimizing their potential for learning.

Social media networks are becoming increasingly popular as a means for social interaction. A number of studies have found that elderly people have a difficulty in using social media platforms while exist a number of barriers that discourage them from using technology. This chapter investigates the educational needs of older people, who are members of two elderly care centers in Northern Greece, intending to attend an educational program on using smartphones as a communication tool to join social media networks. Research findings indicate that elderly women are more willing to attend an educational program than men and key areas of their interest include access to the internet (e.g., online payments), how to create and use an e-mail account, and how to join social media networks in order to feel less isolated by communicating with other individuals or groups with the same interests.

This chapter highlights critical lessons learned during the past six years during the development of a capstone graduate educational technology course, teaching School Library Media (SLMS) pre-service students how to develop learner centered, knowledge centered and assessment centered Web-based learning tools; in short, to enable them to become change agents in their educational communities. A large northeastern University has cultivated educational partnerships that bring together University students with their professional, in-service, PreK-12 counterparts to explore issues of technology in education, pedagogy, theory, curriculum, information literacy, assessment, and evaluation. Unlike traditional courses with prepackaged academic assignments, this course engages school library media specialists with real-world teaching and learning situations that are frequently ill-structured, often chaotic, and collaboratively defined by the learning needs of all participants (PreK-12 through university; in-service and pre-service). The strengths and weaknesses of the course are candidly discussed with recommendations for improvement.

Teacher candidates in online courses engage in authentic learning to foster 21st-century practices similar to those of their K–12 students, namely information and technology literacy and media production. This chapter describes instructional practices used in six online literacy courses for pre-service and in-service teacher candidates. The instructor assumed multiple roles during online instruction, including pedagogue, technologist, and evaluator. Although the course designs were highly structured, the instructor incorporated multiple resources to support diverse learners, to foster independent learning, to promote critical thinking and reflection on how instructional strategies can be used in K–12 classrooms, and to facilitate small group collaboration through authentic problem-solving tasks. Online courses for teacher education programs can serve as a vehicle for supporting candidates’ information and technology skills. Online instructors can assume the primary role of pedagogue to help candidates connect their content area with best practices in literacy and technology.

Introduction The paper Cullen chart has been a validated adjunct to perimeters in detecting scotomas for various neuro-ophthalmological pathologies for decades. It was digitized into a prototype-app to empower future users to conduct remote monitoring of visual fields. This project aimed to refine the apps' usability for future users to self-assess and monitor their visual fields by exploring the difficulties faced using the app, to gather feedback, and subsequently to improve its usability for future iterations to objectively compare iterations using the MAUQ scores. Methods Participants (n = 15; age: 24-58) recruited through convenience sampling underwent mixed (quantitative and qualitative) methods to measure 1. Participants' adherence to the app instruction through observation, 2. objective experiences of using the app through self-reporting using the mHealth App Usability Questionnaire (MAUQ), and 3. Subjective experience of app using through semi-structured interviews. Descriptive analysis was computed for observation and MAUQ data. Thematic analysis was adopted to analyse the semi-structured interview data. Results 1/15 adhered to 3 written instructions and 8/15 participants had awkward hand movements. The MAUQ median score was 123/147, the MAUQ domain mean scores - ease of use and satisfaction, system information arrangement and usefulness were 81.6%(45.7/56), 80.6%(33.9/42) and 80.2%(39.3/49), respectively. Questions 4, 5, 9, 11 and 19 were the 5 lowest-scoring questions. Qualitative data were categorised into instructions, test, and feedback which had codes and subcodes. Conclusion Feedback for improvements were surrounding central fixation, remembering peripheral stimuli, uncover eye when interacting with peripheral stimuli, video examples, an introduction to the app and audio instructions.

The Connecticut (CT) College of Technology with funding from the National Science Foundation (NSF) has established the Center for Life Support and Sustainable Living. The Center is the result of partnerships with the CT Community Colleges, four-year institutions, local hospitals and industry, and the collaboration with NASA through the CT Space Grant College Consortium. The primary goals of the Center are the following: (1) to provide teams of community colleges and four-year university students opportunities to apply science, engineering and technology knowledge as well as professional skills necessary to be successful in future employment to real-world problems that address life support and sustainable living issues; (2) to strengthen the 2+2+2 pathways between community colleges and four-year institutions; (3) provide professional development opportunities for community college faculty; (4) implement strategies to recruit and retain a diverse population of students interested in STEM disciplines; and (5) develop multi-media curriculum modules using contextual or problem-based-case-based learning (PBCL). The project has instituted interdisciplinary teams of community college and university students who are initiated into the program with intensive instruction and project planning and management, leadership, teamwork, and behavioral diversity using DISC behavioral analysis profiles during an intense three-week period during the winter intersession. In addition to the initial training, student participants must commit to working approximately 250 hours during their school year for which they are working on their respective team-based projects. As part of their hours, they must meet as a full team a minimum of twice each month. Participating students are currently mentored by two and four-year faculty and industry representatives. So far, the research has been conducted during the summer months and the academic year on life support and sustainable living projects for NASA, the U.S. Coast Guard, medical facilities, such as the CT’s Children’s Medical Center, and industry partners such as Hamilton Sundstrand and Kaman Aerospace. As a result of these research projects, the community college and four-year faculty are implementing real-world life support and sustainable living projects and collaboratively are writing multi-media Project-Based-Case Based Learning modules, which incorporate technology and science skill standards. The Problem-Based-Case-Based multi-media modules are being piloted at the CT College of Technology’s community colleges and universities.

Digital technologies have changed the world dramatically and, as a consequence, higher education is undergoing significant teaching and learning transformations based on their use. The need to plan and produce disruptive innovations for traditional learning tools brings a challenge in this sense. One of these modern pedagogical perspectives is the use of transmedia storytelling in education, which has given a new configuration to instructional tools and have changed their forms and educational function. We present a proposal of specialized vocabulary in reproductive biology of plants using the principles of transmedia storytelling. The design of an educational transmedia artifact for the particular terminological entry of the term «polinizador» is shown to illustrate the proposed structure for the vocabulary. This artifact is constituted by diverse resources made with the use of different media and is based on the use of tags linked to each resource, which allow interactive navigation between them, structuring the storytelling about the selected term. Each resource adds particular information on the definition of the term, so that the student can obtain the answer he needs. Transmedia storytelling allows the students’ interaction with resources in a way consistent with their own interests, making them the center of their learning.

Students’ attitudes towards science have long occupied the interest of the scientific community. The confirmed decline of students’ interest in pursuing the study of science, alongside the increasing recognition of scientific knowledge’s importance and economic utility, makes the issue even more imperative for any society attempting to raise its standards of scientific literacy. Attitudes towards science have been found to depend on variables like instructional teaching and curriculum. The latest research indicates that childhood experiences serve as a major influence on academic interest. The broad recommendation is to concentrate on improving 10 to 14-year-olds’ experience of science. Despite the recent flurry of media interest and the latest research in the scientific community, the school curriculum in most countries is still teaching obsolete science with scarce reference to current, cutting-edge scientific research. There is an urgent need to introduce the concepts of 20th-century Physics within the curriculum and exciting science programs that will enhance the interactive learning experience among students, as is shown by evaluating reports of OECD and PISA results. While this has led to several changes in the curriculum of secondary schooling in some countries, it is still an imperative case for others and definitely for Greece. There are some individual or institutional projects around the globe that introduce modern science and technology to upper primary students, yet of no nationwide effect. This paper aims to review the latest research on students’ attitudes towards science and to present the possible next research steps in amplifying students’ interest and engagement in science.

Reversible lanes in Chicago’s Kennedy Expressway are an available infrastructure that can significantly improve traffic performance; however, a special focus on congestion management is required to improve their operation. This research project aims to evaluate and improve the operation of reversible lanes in the Kennedy Expressway. The Kennedy Expressway is a nearly 18-mile-long freeway in Chicago, Illinois, that connects in the southeast to northwest direction between the West Loop and O’Hare International Airport. There are two approximately 8-mile reversible lanes in the Kennedy Expressway’s median, where I-94 merges into I-90, and there are three entrance gates in each direction of this corridor. The purpose of the reversible lanes is to help the congested direction of the Kennedy Expressway increase its traffic flow and decrease the delay in the whole corridor. Currently, experts in a control location switch the direction of the reversible lanes two to three times per day by observing real-time traffic conditions captured by a traffic surveillance camera. In general, inbound gates are opened and outbound gates are closed around midnight because morning traffic is usually heavier toward the central city neighborhoods. In contrast, evening peak-hour traffic is usually heavier toward the outbound direction, so the direction of the reversible lanes is switched from inbound to outbound around noon. This study evaluates the Kennedy Expressway’s current reversing operation. Different indices are generated for the corridor to measure the reversible lanes’ performance, and a data-driven approach is selected to find the best time to start the operation. Subsequently, real-time and offline instruction for the operation of the reversible lanes is provided through employing deep learning and statistical techniques. In addition, an offline timetable is also provided through an optimization technique. Eventually, integration of the data-driven and optimization techniques results in the best practice operation of the reversible lanes.