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Journal of Applied Instructional Design最新文献

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Adopting and Applying the Universal Design for Learning Principles in Online Courses 通用学习设计原则在网络课程中的采用与应用
Journal of Applied Instructional Design Pub Date : 1900-01-01 DOI: 10.51869/101bobbcw
Beth Oyarzun
{"title":"Adopting and Applying the Universal Design for Learning Principles in Online Courses","authors":"Beth Oyarzun","doi":"10.51869/101bobbcw","DOIUrl":"https://doi.org/10.51869/101bobbcw","url":null,"abstract":"The Universal Design for Learning (UDL) principles suggest that providing learners multiple means for engagement, representation, and action and expression will help learners become purposeful and motivated, resourceful and knowledgeable, and strategic and goal-directed (CAST, 2018). The purpose of this study was to explore the challenges and opportunities of adopting UDL principles for online course design using the decisionmaking process as the theoretical framework as defined by the Diffusion of Innovation theory (Rogers, 2003). Seven online faculty were interviewed regarding the challenges and opportunities that hindered or helped their decision to adopt the UDL principles in online course design. Additionally, three faculty participants volunteered course materials as examples of how they applied UDL principles. Results highlight ways institutions of higher education can promote faculty adoption of UDL principles for online course design.","PeriodicalId":348789,"journal":{"name":"Journal of Applied Instructional Design","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116503820","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: 4
Exploring Sound Use in Embodied Interaction to Facilitate Learning in a Digital Environment 探索声音在具身互动中的运用，以促进数位环境下的学习
Journal of Applied Instructional Design Pub Date : 1900-01-01 DOI: 10.51869/114/lfsk
{"title":"Exploring Sound Use in Embodied Interaction to Facilitate Learning in a Digital Environment","authors":"","doi":"10.51869/114/lfsk","DOIUrl":"https://doi.org/10.51869/114/lfsk","url":null,"abstract":"Sound has been intensively used to facilitate learning in education since the expansion of computer technology in the 1970s. Yet the primary focus of sound has been paid to using audio to replace text or to supplement graphics in multimedia instructions. Nonverbal sound, as one of the critical information sources in daily life, is largely overlooked in learning environments. This experimental study investigated how integrating nonverbal sound in embodied interaction affected learning in a digital environment. A language learning website was designed to host the interactive learning activity where nonverbal sound was used to guide learners’ actions during the character writing activity. A total of 140 undergraduate students participated in the experiment. The finding suggested that using nonverbal sound to facilitate embodied interactions led to a better interactive experience and higher intrinsic motivation.","PeriodicalId":348789,"journal":{"name":"Journal of Applied Instructional Design","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116699560","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
Virtual Reality in Workplace Learning 虚拟现实在工作场所学习
Journal of Applied Instructional Design Pub Date : 1900-01-01 DOI: 10.51869/114/rb
{"title":"Virtual Reality in Workplace Learning","authors":"","doi":"10.51869/114/rb","DOIUrl":"https://doi.org/10.51869/114/rb","url":null,"abstract":"The interest and use of Virtual Reality (VR) technology for workplace learning has been increasing and is projected to increase further based insights from scholarly literature, industry reports, and interviews with organization and learning leaders. We present and discuss perceived affordances, limitations, and future directions of VR learning based on interviews with 21 workplace learning leaders across sectors and industries. Perceived affordances include: (1) simulation of dangerous or difficult real life scenarios, (2) interpersonal and leadership skill development, (3) affordability, (4) data and assessments, (5) social learning, and (6) bridging the real and virtual. On the other hand, perceived limitations include: (1) limitations of experiences in VR, (2) hardware bottlenecks, (3) costs, and (4) limited acceptance of VR learning. Many study participants anticipated improvements in VR hardware fidelity and comfort, simplification of VR learning creation, and expansion of AR learning opportunities, while some anticipate no significant changes in VR learning opportunities and adoption. We also discuss recommendations for VR instructional design and implementation and various directions for further research.","PeriodicalId":348789,"journal":{"name":"Journal of Applied Instructional Design","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134286868","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
RISEing to the Challenge 迎接挑战
Journal of Applied Instructional Design Pub Date : 1900-01-01 DOI: 10.51869/114/bst
{"title":"RISEing to the Challenge","authors":"","doi":"10.51869/114/bst","DOIUrl":"https://doi.org/10.51869/114/bst","url":null,"abstract":"During the 2021/2022 school year, the Course Production Team (CPT) at the University of North Carolina at Charlotte adopted the interactive-constructive-active-passive (ICAP) framework to aid in online course development processes. Using this framework, the CPT analyzed courses for areas where we could take passive learning, such as watching videos and reading, to a higher level of engagement. One of the ways we did this is through the creation of interactive presentations using Articulate Rise 360. Our goal with creating interactive presentations is to add a layer of kinesthetic movement for students along with small applications of the content through knowledge checks and checkpoints. In this article, we present the steps taken to adopt the ICAP framework, how we transformed faculty-led lectures into higher engaging (active) interactive lectures, and present three case-studies where this has been implemented.","PeriodicalId":348789,"journal":{"name":"Journal of Applied Instructional Design","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126390523","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
Exploring the Impact of Universal Design for Learning Supports in an Online Higher Education Course 探索通用设计对在线高等教育课程学习支持的影响
Journal of Applied Instructional Design Pub Date : 1900-01-01 DOI: 10.51869/101/clt
Christina Levicky-Townley, M. Stork, Jingshun Zhang, Elizabeth, Weatherford
{"title":"Exploring the Impact of Universal Design for Learning Supports in an Online Higher Education Course","authors":"Christina Levicky-Townley, M. Stork, Jingshun Zhang, Elizabeth, Weatherford","doi":"10.51869/101/clt","DOIUrl":"https://doi.org/10.51869/101/clt","url":null,"abstract":"The significant increase in online learning, particularly in higher education, has raised questions about the methods instructional designers (IDs) consider to maximize learners’ cognitive functioning and abilities. The literature suggests that Universal Design for Learning (UDL) offers students enhanced opportunities for engagement, expression, and academic performance. However, there is limited research measuring student perceptions on learning following the integration of UDL practices and subsequent course delivery modifications. This article discusses the integration of specific checkpoints within the three domains identified by the UDL framework. The exploratory case study identifies supports perceived to be instrumental in building students’ capacity towards self-regulation, comprehension, and executive functions in an online learning environment.","PeriodicalId":348789,"journal":{"name":"Journal of Applied Instructional Design","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114178050","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: 4
Mediating Artifacts Ethical, Social, and Political Dimensions of Content and Media Selection and Design 调解文物的伦理，社会和政治层面的内容和媒体的选择和设计
Journal of Applied Instructional Design Pub Date : 1900-01-01 DOI: 10.51869/114/smhtwdm
{"title":"Mediating Artifacts Ethical, Social, and Political Dimensions of Content and Media Selection and Design","authors":"","doi":"10.51869/114/smhtwdm","DOIUrl":"https://doi.org/10.51869/114/smhtwdm","url":null,"abstract":"","PeriodicalId":348789,"journal":{"name":"Journal of Applied Instructional Design","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129894237","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
Evaluation and Reflective Implementation of an Online Open Educational Resource (OER) 在线开放教育资源的评价与反思
Journal of Applied Instructional Design Pub Date : 1900-01-01 DOI: 10.51869/113/ljr1
{"title":"Evaluation and Reflective Implementation of an Online Open Educational Resource (OER)","authors":"","doi":"10.51869/113/ljr1","DOIUrl":"https://doi.org/10.51869/113/ljr1","url":null,"abstract":"This paper presents the evaluation and reflective implementation of iteratively designed and developed online open educational resources (OER) for geoscience undergraduate classes in the context of a long-term educational design research project. The results indicated that the use of free and open software and social media allowed low cost in video content hosting and broadened cross-disciplinary review and evaluation. These methods provide insights for scientists, teachers, instructional designers, educational researchers, and librarians in the use of social media and Search Engine Optimization (SEO) for OER implementation and reuse. Pros and cons of using these evaluative and reflective methods, especially during the Covid-19 pandemic, and the sustainability of maintaining OER are discussed.","PeriodicalId":348789,"journal":{"name":"Journal of Applied Instructional Design","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132278658","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
Playing With Your Emotions An Evaluation of Learning about COVID-19 Misinformation Via an Interactive Multimedia Narrative 玩弄你的情绪——通过交互式多媒体叙事学习COVID-19错误信息的评估
Journal of Applied Instructional Design Pub Date : 1900-01-01 DOI: 10.51869/114/gv123
{"title":"Playing With Your Emotions An Evaluation of Learning about COVID-19 Misinformation Via an Interactive Multimedia Narrative","authors":"","doi":"10.51869/114/gv123","DOIUrl":"https://doi.org/10.51869/114/gv123","url":null,"abstract":"","PeriodicalId":348789,"journal":{"name":"Journal of Applied Instructional Design","volume":"308 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115620852","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
Introducing Undergraduates to Instructional Design in a Graduate Studio: An Experiential, Model-Centered Approach 向本科生介绍研究生工作室的教学设计:一种体验式的、以模型为中心的方法
Journal of Applied Instructional Design Pub Date : 1900-01-01 DOI: 10.51869/113/zshm123
{"title":"Introducing Undergraduates to Instructional Design in a Graduate Studio: An Experiential, Model-Centered Approach","authors":"","doi":"10.51869/113/zshm123","DOIUrl":"https://doi.org/10.51869/113/zshm123","url":null,"abstract":"This case study describes a combined graduate and undergraduate instructional design studio that introduced undergraduate students to instructional design in a multifaceted, holistic, and applied way. Reviewing the experience of the undergraduates in the course, this design case describes four learning interventions used to create this applied experience: (1) instructional design team projects—one non-profit and the other in higher education, (2) weekly seminars and biweekly training sessions from field experts, (3) an experiential out-of-state trip, and (4) weekly reflection journals. These studio-based learning interventions are presented within the context of the Experiential Learning Theory and Model-Centered Instruction. Overall, the course introduced the undergraduate students to the field of instructional design in an applied and experiential format.","PeriodicalId":348789,"journal":{"name":"Journal of Applied Instructional Design","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123733177","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
Designing for Shifting Learning Activities 设计转移学习活动
Journal of Applied Instructional Design Pub Date : 1900-01-01 DOI: 10.51869/114/jdabc
{"title":"Designing for Shifting Learning Activities","authors":"","doi":"10.51869/114/jdabc","DOIUrl":"https://doi.org/10.51869/114/jdabc","url":null,"abstract":"Existing approaches to instructional design each have a core focal unit of analysis; some focus on developing a specific tool, some focus on a sequence of tasks, and more recently, some approaches have focused more broadly on activities. However, we find that these don’t go far enough as real-world implementations require that learners move through a shifting sequence of activities with teachers attending to these shifts. We therefore propose and illustrate an approach to design grounded in focusing on how the design of activities, including tools, necessarily need to shift over time to support learning.","PeriodicalId":348789,"journal":{"name":"Journal of Applied Instructional Design","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131172357","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: 2
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