Journal of Applied Instructional Design最新文献_第5页

Designing Online Professional Learning to Support In-Service and Preservice Teachers Adapting to Emergency Remote Teaching 设计在线专业学习以支持在职和职前教师适应紧急远程教学

Journal of Applied Instructional Design Pub Date : 2021-09-01 DOI: 10.51869/103/maatbb

Maya Anderson, Alison Turner, Barb Brown

引用次数: 1

Undergraduate Students in Online Social Communities: An Exploratory Investigation of Deliberate Informal Learning Practices 网络社会群体中的大学生:有意非正式学习实践的探索性调查

Journal of Applied Instructional Design Pub Date : 2021-09-01 DOI: 10.51869/103/erh

Enilda Romero-Hall

{"title":"Undergraduate Students in Online Social Communities: An Exploratory Investigation of Deliberate Informal Learning Practices","authors":"Enilda Romero-Hall","doi":"10.51869/103/erh","DOIUrl":"https://doi.org/10.51869/103/erh","url":null,"abstract":"A total of 573 undergraduate students consented to participate in this investigation about deliberate informal learning practices using social media. Data analysis consisted of parametric and non-parametric statistical procedures. An analysis of the rankings provided by undergraduate students for the different deliberate informal learning activities performed in their most used social media (MUSM) showed that listening to podcasts related to their area of study, following/connecting with professional organizations, and connecting with leaders in their field of study were ranked higher than the other activities. The results also showed evidence of statistically significant differences in the ranking provided to the informal learning activities performed by undergraduate students in their least used social media (LUSM). Listening to podcasts related to their area of study, viewing videos that can assist with coursework, and following/connecting with professional organizations were ranked higher than the other deliberate informal learning activities. The results of this investigation can be of benefit to instructors, regardless of the discipline of study, and instructional designers wishing to connect academic activities with informal learning endeavors that undergraduate students are already performing for personal enjoyment while participating in online social communities.","PeriodicalId":348789,"journal":{"name":"Journal of Applied Instructional Design","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126414008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

By Hook or by Crook: Designing Physics Video Hooks with a Modified ADDIE Framework Hook or By Crook:用修改后的ADDIE框架设计物理视频钩子

Journal of Applied Instructional Design Pub Date : 2020-09-01 DOI: 10.51869/93MMHVMC

M. McHugh, Veronica McCauley

引用次数: 3

Design Considerations for Bridging the Gap Between Instructional Design Pedagogy and Practice 弥合教学设计教学法与实践之间差距的设计考虑

Journal of Applied Instructional Design Pub Date : 2020-09-01 DOI: 10.51869/93JSRMRJKMD

Jill E. Stefaniak, Rebecca M. Reese, Jason K. McDonald

引用次数: 2

Building Empathy and Developing Instructional Design Experience and Skills: A Case Study of Using Personas to Design Open Education Resources 建立同理心与发展教学设计经验与技能:运用人物角色设计开放教育资源的个案研究

Journal of Applied Instructional Design Pub Date : 2020-09-01 DOI: 10.51869/93JBJM

John Baaki, Jennifer A. Maddrell

引用次数: 1

Enhancing Instructor Credibility and Immediacy in the Design of Distance Learning Systems and Virtual Classroom Environments 在远程学习系统和虚拟课堂环境的设计中提高讲师的可信度和即时性

Journal of Applied Instructional Design Pub Date : 2020-06-01 DOI: 10.51869/92MRGSW

Miguel Ramlatchan, G. Watson

{"title":"Enhancing Instructor Credibility and Immediacy in the Design of Distance Learning Systems and Virtual Classroom Environments","authors":"Miguel Ramlatchan, G. Watson","doi":"10.51869/92MRGSW","DOIUrl":"https://doi.org/10.51869/92MRGSW","url":null,"abstract":"What are the optimal techniques for applying the latest generation of telepresence, video conferencing, and communication technologies in distance education and virtual classroom designs? If human beings use more than voice to communicate, what implications does the ability to more effectively replicate eye-to-eye contact have in collaborative distance education? This research study explored the effects of perceived faculty credibility and immediacy during virtual classroom presentations. This quantitative experiment created four independent treatments that varied the video resolution and varied the ability of the instructor to maintain virtual eye-contact with students during each presentation. Participants were assigned into one of the four treatment groups, each listening to the same instructor narration and viewing the same instructor present the same subject matter, only the resolution and camera angle differed. A series of 2x2 Analysis of Variances were conducted on independent groups where an instructor was simultaneously recorded from two high-definition (1920x1080) cameras, one at eye-level and one located 15-degrees above eye-level, during the delivery of a 20-minute instructional module. These two camera angles were also replicated in a lower resolution (320x240). A total of 108 undergraduate and graduate participants completed the video and audio multimedia presentations and completed credibility and immediacy survey instruments. The results suggest that the position of the instructor's camera is more important than the resolution of the recorded video.","PeriodicalId":348789,"journal":{"name":"Journal of Applied Instructional Design","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121979973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

What Models are Instructional Designers Using Today? 今天的教学设计师使用什么模型?

Journal of Applied Instructional Design Pub Date : 2020-06-01 DOI: 10.51869/92JBKD

Jeremy Bond, K. Dirkin

{"title":"What Models are Instructional Designers Using Today?","authors":"Jeremy Bond, K. Dirkin","doi":"10.51869/92JBKD","DOIUrl":"https://doi.org/10.51869/92JBKD","url":null,"abstract":"The rapid evolution of instructional design, its relative novelty, and trends impacting it serve to cloud understanding and complicate practice. This study sought insight into an area of instructional design practice in higher education by exploring a subset of survey data gathered in early 2018. In part, the survey asked instructional designers and leaders of instructional design teams, working in higher education settings, which design models and theoretical frameworks guided their work. Nearly two hundred individuals provided responses. Answers offered most often included models with long histories, relative to instructional design at large, such as ADDIE and Backward Design. Technology's impact on instructional design was also made apparent by the inclusion of tech-focused frameworks including TPACK and SAMR. Statistical testing failed to develop significant relationships between the quantity of models reported in use and other characteristics of designers, however some relationship may exist relating to education and time in the field. Altogether, this may suggest, as reported by a small number of subjects, that the design process can or even ought to be ill-defined and remain fluid to best respond to unique needs as presented by each subject matter expert or design project.","PeriodicalId":348789,"journal":{"name":"Journal of Applied Instructional Design","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114841635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Standardization of Forms, Templates, and Processes for Implementing an E-Learning Program with a Decentralized Instructional Design Team 采用分散式教学设计团队实施电子学习计划的表格、模板和流程的标准化

Journal of Applied Instructional Design Pub Date : 2020-06-01 DOI: 10.51869/92JHTWG

J. Holcomb, Tomika W. Greer

引用次数: 0

Chopped ID: Students Engaged in Gamification to Enhance Advanced Instructional Design Techniques 切碎的ID:学生参与游戏化，以提高先进的教学设计技术

Journal of Applied Instructional Design Pub Date : 2020-06-01 DOI: 10.51869/92JBTL

John Baaki, Tian Luo

引用次数: 1

An Exploratory Study Examining Instructional Decisions, Strategies, and Ethics in Social Work Education 社会工作教育教学决策、策略与伦理的探索性研究

Journal of Applied Instructional Design Pub Date : 2020-06-01 DOI: 10.51869/92TSJS

T. Souders, Jill E. Stefaniak

{"title":"An Exploratory Study Examining Instructional Decisions, Strategies, and Ethics in Social Work Education","authors":"T. Souders, Jill E. Stefaniak","doi":"10.51869/92TSJS","DOIUrl":"https://doi.org/10.51869/92TSJS","url":null,"abstract":"Social workers make difficult decisions every day and must do so in keeping with professional ethical standards. This exploratory study examined the types of instructional strategies used to teach social work ethics and ethical decision-making along with the topics of ethics instruction. Using a mixed-methods approach, social work students, educators, and practitioners identified instructional strategies and ethics related topics addressed in social work education. Respondents identified lectures and analysis of ethical dilemmas as the top two instructional strategies. Common ethics related topics among all respondents included boundaries/dual relationships, confidentiality and privacy, as well as sexual relationships with clients. Likewise, respondents indicated confidence in their ability to identify and respond to ethics related issues in practice. Only a minority of respondents indicated that previous training or education was used as a resource to resolve ethical dilemmas. Topics related to social media, technology, and challenges dealing with employers and colleagues were lacking from ethics instruction. Ethics education should include a variety of proven instructional strategies to ensure social workers have the requisite skill and knowledge to resolve ethical dilemmas in practice. Moreover, the complexity of ethical issues and topics of instruction should reflect the nuances of contemporary practice. More research is needed to explore instructional strategies such as think aloud protocols to analyze how social workers resolve ethical dilemmas.","PeriodicalId":348789,"journal":{"name":"Journal of Applied Instructional Design","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124465472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0