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Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 3 березня 2023

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Статті в журналах з теми "Instructional systems – Design":

Uzunboylu, Huseyin, and Emine Kosucu. "An evaluation on instructional systems design." International Journal of Learning and Teaching 12, no. 1 (January 31, 2020): 30–41. http://dx.doi.org/10.18844/ijlt.v12i1.4552.

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

Ziegenfuss, Donna Harp. "Information Literacy and Instruction: Backward Design: A Must-Have Library Instructional Design Strategy for Your Pedagogical and Teaching Toolbox." Reference & User Services Quarterly 59, no. 2 (March 4, 2020): 107. http://dx.doi.org/10.5860/rusq.59.2.7275.

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

Piper, Joan Berkeley. "Instructional systems design for zookeepers." Performance + Instruction 25, no. 3 (April 1986): 7–11. http://dx.doi.org/10.1002/pfi.4150250304.

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Salisbury, David F. "General systems theory and instructional systems design." Performance + Instruction 29, no. 2 (February 1990): 1–10. http://dx.doi.org/10.1002/pfi.4160290202.

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Yang, Chia-Shing, and David M. Moore. "Designing Hypermedia Systems for Instruction." Journal of Educational Technology Systems 24, no. 1 (September 1995): 3–30. http://dx.doi.org/10.2190/476c-l2jf-g4et-vvax.

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

Kim, Dong Sik. "Conceptualization of Instructional Design Automatization Systems." Journal of Educational Technology 11, no. 2 (December 30, 1995): 51–86. http://dx.doi.org/10.17232/kset.11.2.51.

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Baykal, Ali. "Open systems metaphor in instructional design." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 2027–31. http://dx.doi.org/10.1016/j.sbspro.2009.01.356.

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Clemente, Rebecca, and Barbara L. Martin. "Instructional systems design and public schools." Educational Technology Research and Development 38, no. 3 (September 1990): 81–85. http://dx.doi.org/10.1007/bf02298186.

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Martin, Barbara L., and Rebecca Clemente. "Instructional systems design and public schools." Educational Technology Research and Development 38, no. 2 (June 1990): 61–75. http://dx.doi.org/10.1007/bf02298270.

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Richards, Boyd F. "Should instructional designers design expert systems?" Educational Technology Research and Development 37, no. 3 (September 1989): 63–71. http://dx.doi.org/10.1007/bf02299058.

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Дисертації з теми "Instructional systems – Design":

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Книги з теми "Instructional systems – Design":

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

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

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Smith, Patricia L. Instructional design. 2nd ed. Upper Saddle River, N.J: Merrill, 1999.

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Smith, Patricia L. Instructional design. 3rd ed. Hoboken, N.J: J. Wiley & Sons, 2005.

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

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Merrill, M. David. Instructional design theory. Edited by Twitchell David. Englewood Cliffs, N.J: Educational Technology Publications, 1994.

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D, Tennyson Robert, and Dijkstra S, eds. Instructional design: International perspectives. Mahwah, N.J: L. Erlbaum Associates, 1997.

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Seels, Barbara. Exercises in instructional design. Columbus: Merrill Pub. Co., 1990.

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J, Briggs Leslie, Gustafson Kent L, and Tillman Murray, eds. Instructional design: Principles and applications. 2nd ed. Englewood Cliffs, N.J: Educational Technology Publications, 1991.

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

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Частини книг з теми "Instructional systems – Design":

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

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

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

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

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

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

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

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Kinner, Tyler, and Elizabeth T. Whitaker. "A Framework for the Design and Development of Adaptive Agent-Based Simulations to Explore Student Thinking and Performance in K-20 Science." In Adaptive Instructional Systems, 190–206. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05887-5_14.

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Talandron-Felipe, May Marie P. "Considerations Towards Culturally-Adaptive Instructional Systems." In Adaptive Instructional Systems. Design and Evaluation, 604–15. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77857-6_43.

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Merrill, David. "Instructional design tools based on knowledge objects." In Intelligent Tutoring Systems, 27. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/3-540-61327-7_97.

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Тези доповідей конференцій з теми "Instructional systems – Design":

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

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

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

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

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Parker, Kevin, Cynthia LeRouge, 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.

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

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

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

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

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

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Звіти організацій з теми "Instructional systems – Design":

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

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

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

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

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

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

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

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

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.