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Mobile devices are increasingly being used in classrooms and corporations as a means to deliver instructional content. Currently, there is limited research on how to best design and develop mobile based instruction. As a result, the purpose of this research study was to examine students' perceptions of designing and developing mobile-based instruction by a) interviewing instructional design graduate students in a computer based instruction course who were given the opportunity to construct mobile-based instruction and b) surveying instructional design graduate students to uncover their perceptions of mobile instruction design, usability, and delivery. Results of the survey and qualitative data analysis indicated that usability was a key issue on the mobile device. Users enjoyed quick access, good organization, user control, single column layouts, and large links/buttons. These findings contribute to the literature base on the design and development of mobile based instruction.

Seventeen scholarly papers and twelve abstracts comprise the content of the twentieth annual Brick & Click Libraries Conference, held annually at Northwest Missouri State University in Maryville, Missouri. The twentieth Brick & Click Libraries Conference was held virtually. The proceedings, authored by academic librarians and presented at the conference, portray the contemporary and future face of librarianship. The 2020 paper and abstract titles include: (1) From the Wild West to Teamwork: Faculty Driven Acquisitions (Randyn Heisserer-Miller, Stephanie Hallam, and Brad Reel); (2) Student Engagement: Exploring Primary Sources in the Library of Congress in an Online Course (Peggy Ridlen); (3) Object Oriented vs Functional Programming - Library Instruction in a Bite-Sized Functional Model (Billy Moore); (4) When People Count: Leveraging Internal Resources to Develop a Program for Tracking Building Usage (Terra Feick); (5) Interactive Introductions for International Students: Reworking How We Teach Information Literacy Skills (Kelly Hovinga); (6) Fostering Success for New Faculty Librarians (Karen Bleier); (7) We Did It, You Can Do It, Too: In-House Digital Preservation (Samantha Henning); (8) Stacking it Up: A Textbooks on Reserve Program (Katharine Baldwin and Jenise Overmier); (9) Teaching into the Gray Areas: Designing Learning Activities That Encourage Higher Order Thinking and Research Skills (Virginia L. Cairns); (10) Building a Teaching Strategy Toolkit to Engage Learners (Courtney Mlinar); (11) Cracking the Code: Building an Assessment Plan with Student Discussion Boards (Anthony Rodgers and Courtney Strimel); (12) Making the Most of LibApps (Kayla Reed); (13) Neither Rain, Nor Sleet, Nor Gloom of Night: Maintaining Library Services During a Medical State of Emergency (Rob Withers); (14) Psychological Safety and Building Effective Teams (Kara Whatley, Deborah Caesar, Amanda Watson, and Molly Nystrom); (15) Summer in the Stacks: A Weeding Experience Between Faculty and Library (Kayla Reed and Hong Li); (16) Puppies and Kitties Oh My!: Partnering with a Local PETPALS Organization (Leila June Rod-Welch and Jordan A. Newburg); (17) Unlocking Online Escape Rooms for Library Instruction (Sean Cordes); (18) Spectral Tales: Lessons Learned from Being Ghosted by Faculty (Tammi M. Owens, Meghan Salsbury, and Heidi Blackburn); (19) The Librarian's Guide to Zines for Classroom and Community (Claire Du Laney, Monica Maher, and Amy C. Schindler); (20) Professionalizing Student Employment: The Library Associates Program at Hendrix College (Janice Weddle); (21) Making It Easy to Read Harder: Implementing a Reading Challenge at Community College (Amy Fortner, Anthony Rodgers, and Gwen Wolfe); (22) Beyond the Humanities: Archives Instruction for Science and Medicine (Laurinda Weisse); (23) Library Collaboration with the Smithsonian: World War I Lessons and Legacies Exhibit (Leila June Rod-Welch and Julie Ann Beddow); (24) The Genesis of a Conduct Policy in a Medium-Sized Academic Library (John Baken); (25) Universal Design and Accessibility: A Checklist for LibGuides and Online Tutorials (Courtney Mlinar); (26) Anti-vaxxers, Sasquatch DNA and Other "Scientific" Findings: Actively Engaging Distance Students in Media Literacy (Joanna Nemeth); (27) All Good Things Must Come to an End: When Library Staff Pass Away (Rob Withers); (28) If "They" Build it, "They" Will Come (Martha Allen); and (29) Save the Earth - Earth Day Game Drive: Small Steps, Big Impact (Leila June Rod-Welch). [For the 2019 proceedings, see ED600185.]

This is a self instructional package on the subject of self instruction. The package consists of four units: (1) the introduction, rationale, parameters, and definitions of self instruction; (2) planning and designing a self instruction package; (3) revising and individualizing a self instruction package; and (4) updating, revision, and implementation. For each unit and/or section instructions are given, along with objectives, tests and other information. In some cases, the learner has options as to the mode of instruction. For example, some of the presentations are in the form of slide presentations, videocassettes and written activities. (WCM)

In an embedded cognitive-strategy system, learners are forced to use a given cognitive strategy prepared by the instructor, designer, or researcher. In a generative cognitive-strategy system, learners are directed to generate a certain cognitive strategy activator by themselves. This is a review of experimental and theoretical studies conducted on cognitive-strategy activators and their systems, positions, and modes. It is related to learner characteristics, content characteristics, and levels of learning and proposes instructional-design models based on cognitive-strategy activators for embedded and for generative activators. Steps in instructional design are similar for the models, with differences apparent in developing the strategy activators (embedded model) or in developing directions or training for generating activators (generative model). When to use the models is explored, and the generative model is suggested for high-ability students, while the embedded model might be appropriate with organized or familiar learning contents. These models can lay a foundation of theory on design using cognitive-strategy activators. Four figures illustrate the discussion. (Contains 140 references.) (SLD)

This report presents a description of a process for instructional system design, identification of the steps in the design process, and determination of their sequence and interrelationships. As currently envisioned, several interrelated steps must be taken, five of which provide the inputs to the final design process. There are analysis of learner population, statement of general policy, lesson analysis, specification of strategies of instruction, and specification of design criteria. The final design process generates a description of the instructional system in terms of its time-dependent requirements for resources: personnel, facilities, materials, and equipment. The last step is a cost analysis to determine the dollar requirements for the system. These outputs will assist the educational planner in implementing new methods of instruction. (Author)

This is a report on the Kamehameha Early Education Program (KEEP), a research and development project designed to find ways of improving the school performance of educationally disadvantaged Hawaiian children. The project, implemented in a laboratory school setting and continuously monitored, is described as a reading instruction program for children in kindergarten and in first to third grade. The report provides a historical background on the multidisciplinary research that led to the development of the program, explains evaluation procedures followed, and discusses results of evaluation obtained as of the reporting period. A brief description of a typical morning in a KEEP classroom leads to discussion of two program components, the direct teaching of comprehension through the reading program, and the social organization of the classroom. The laboratory teacher's role in program development and implementation and teacher training processes are then examined. Included as appendices are an explanation of the Kamehameha Reading Objective System developed to guide teacher planning and program monitoring, samples of teacher training materials used in the program, and a detailed list of specific program goals for teachers and for pupils. (Author/MJL)

This is a report on the Kamehameha Early Education Program (KEEP), a research and development project designed to find ways of improving the school performance of educationally disadvantaged Hawaiian children. The project, implemented in a laboratory school setting and continuously monitored, is described as a reading instruction program for children in kindergarten and in first to third grade. The report provides a historical background on the multidisciplinary research that led to the development of the program, explains evaluation procedures followed, and discusses results of evaluation obtained as of the reporting period. A brief description of a typical morning in a KEEP classroom leads to discussion of two program components, the direct teaching of comprehension through the reading program, and the social organization of the classroom. The laboratory teacher's role in program development and implementation and teacher training processes are then examined. Included as appendices are an explanation of the Kamehameha Reading Objective System developed to guide teacher planning and program monitoring, samples of teacher training materials used in the program, and a detailed list of specific program goals for teachers and for pupils. (Author/MJL)

This report is the second in a series of three, focusing on applying instructional design and tailored training techniques to address the Army Learning Model (ALM) point of need concept. The point of need concept focuses both on the accessibility of information to support the learning process as well as designing learning materials to address individual differences in learners experiences, background knowledge, and job-specific requirements. Here, we describe the process used and rationale for our approach to developing six IMI exemplars focused on point of need training, including three variations of needs-focused designs: familiarization, core, and tailored training. The IMI were developed for two topics Adjust Indirect Fire and Conduct a Defense by a Squad specifically targeting content to the needs of new squad or team leaders. We present our recommendations for developing needs-focused IMI for specific Army audiences. A previous report surveyed existing Army IMI for Combat Arms (Blankenbeckler, Graves, & Wampler, 2013); the final report in this series will present the findings of an experiment testing different IMI variations.

This report is the second in a series of three, focusing on applying instructional design and tailored training techniques to address the Army Learning Model (ALM) point of need concept. The point of need concept focuses both on the accessibility of information to support the learning process as well as designing learning materials to address individual differences in learners experiences, background knowledge, and job-specific requirements. Here, we describe the process used and rationale for our approach to developing six IMI exemplars focused on point of need training, including three variations of needs-focused designs: familiarization, core, and tailored training. The IMI were developed for two topics Adjust Indirect Fire and Conduct a Defense by a Squad specifically targeting content to the needs of new squad or team leaders. We present our recommendations for developing needs-focused IMI for specific Army audiences. A previous report surveyed existing Army IMI for Combat Arms (Blankenbeckler, Graves, & Wampler, 2013); the final report in this series will present the findings of an experiment testing different IMI variations.

This report is the second in a series of three, focusing on applying instructional design and tailored training techniques to address the Army Learning Model (ALM) point of need concept. The point of need concept focuses both on the accessibility of information to support the learning process as well as designing learning materials to address individual differences in learners experiences, background knowledge, and job-specific requirements. Here, we describe the process used and rationale for our approach to developing six IMI exemplars focused on point of need training, including three variations of needs-focused designs: familiarization, core, and tailored training. The IMI were developed for two topics Adjust Indirect Fire and Conduct a Defense by a Squad specifically targeting content to the needs of new squad or team leaders. We present our recommendations for developing needs-focused IMI for specific Army audiences. A previous report surveyed existing Army IMI for Combat Arms (Blankenbeckler, Graves, & Wampler, 2013); the final report in this series will present the findings of an experiment testing different IMI variations.

Results from a study of problem solving in the domain of instructional design are presented. Subjects were eight teacher trainees who were recent graduates of or were enrolled in the Stanford Teacher Education Program at Stanford University (California). Subjects studied a computer-based tutorial--the VST2000--about a fictitious vehicle. The VST2000 has alternate sources of energy, which are displayed on a computer screen along with switches that can be manipulated using a mouse. By changing switch settings, users can change connections between different components and component states, resulting in simulated operation of the vehicle. One day after studying the VST2000, each subject designed instructional materials concerning: how to operate the vehicle; and general principles of energy storage, extraction, conversion, transportation, and use illustrated by the vehicle. A scheme for coding the protocols was developed, considering three aspects of the process of design problem solving: (1) subproblems; (2) types of knowledge used; and (3) problem-solving operation. Data from the eight protocols are presented, showing variations among designers in relative amounts of work on subproblems, their use of knowledge types and operators, and patterns over time in problem-solving activity. Variables used in this analysis are considered as general features of design problem solving and are discussed in relation to several published analyses in several domains. Forty-four figures; a 26-item list of references; and six appendices, including the text of the computer tutorial, are included. (SLD)

Results from a study of problem solving in the domain of instructional design are presented. Subjects were eight teacher trainees who were recent graduates of or were enrolled in the Stanford Teacher Education Program at Stanford University (California). Subjects studied a computer-based tutorial--the VST2000--about a fictitious vehicle. The VST2000 has alternate sources of energy, which are displayed on a computer screen along with switches that can be manipulated using a mouse. By changing switch settings, users can change connections between different components and component states, resulting in simulated operation of the vehicle. One day after studying the VST2000, each subject designed instructional materials concerning: how to operate the vehicle; and general principles of energy storage, extraction, conversion, transportation, and use illustrated by the vehicle. A scheme for coding the protocols was developed, considering three aspects of the process of design problem solving: (1) subproblems; (2) types of knowledge used; and (3) problem-solving operation. Data from the eight protocols are presented, showing variations among designers in relative amounts of work on subproblems, their use of knowledge types and operators, and patterns over time in problem-solving activity. Variables used in this analysis are considered as general features of design problem solving and are discussed in relation to several published analyses in several domains. Forty-four figures; a 26-item list of references; and six appendices, including the text of the computer tutorial, are included. (SLD)

Results from a study of problem solving in the domain of instructional design are presented. Subjects were eight teacher trainees who were recent graduates of or were enrolled in the Stanford Teacher Education Program at Stanford University (California). Subjects studied a computer-based tutorial--the VST2000--about a fictitious vehicle. The VST2000 has alternate sources of energy, which are displayed on a computer screen along with switches that can be manipulated using a mouse. By changing switch settings, users can change connections between different components and component states, resulting in simulated operation of the vehicle. One day after studying the VST2000, each subject designed instructional materials concerning: how to operate the vehicle; and general principles of energy storage, extraction, conversion, transportation, and use illustrated by the vehicle. A scheme for coding the protocols was developed, considering three aspects of the process of design problem solving: (1) subproblems; (2) types of knowledge used; and (3) problem-solving operation. Data from the eight protocols are presented, showing variations among designers in relative amounts of work on subproblems, their use of knowledge types and operators, and patterns over time in problem-solving activity. Variables used in this analysis are considered as general features of design problem solving and are discussed in relation to several published analyses in several domains. Forty-four figures; a 26-item list of references; and six appendices, including the text of the computer tutorial, are included. (SLD)

Designing-Instruction dumped with WikiTeam tools.

Includes bibliographies and index

Includes bibliographies and index

College teachers of English for Science and Technology (EST) are encouraged to conduct research in preparation for designing appropriate writing instruction. Specific recommendations are made for creating such a program, providing adequate support, and organizing its content, with examples offered from the program in computer science writing at the University of Aizu (Japan). An EST writing program should offer student discipline-related knowledge, knowledge of writing in the discipline, and instructional activities tailored to specific skill levels and student needs. At the University of Aizu, instructional design research began with a survey of 87 computer science faculty, a review of professional literature, and computerized analyses of English grammatical constructions and vocabulary used most frequently in computer science discourse. The last analysis revealed 22 different kinds of writing within the field with four primary functions: to obtain approval or resources; organize information for efficient access; generate new information; and disseminate new information. Relevant writing genres for these functions were selected, including dialogues, object descriptions, narratives, process descriptions, and abstracts and bibliographies. Specialist, non-specialist, and high-frequency vocabulary and problematic grammatical constructions in computer science were also identified. Instructional activities were constructed using this information. (MSE)

New technologies such as Magnetic Resonance Imaging (MRI) and Positron Emission Tomography (PET) have led to recent discoveries about how the brain works and how people learn. The interactive capabilities of World Wide Web-based instructional strategies can be employed to better match how we teach with how we know students learn. This paper summarizes the following assumptions on the nature of learning, based on the argument that learning occurs through building and traversing neuronal pathways: learning occurs through making connections; the best predictor of what students will learn is what they already know; nothing is learned until it is internalized into long term memory, ready for later retrieval along well-worn pathways; and students learn in different ways. The paper also provides an overview of instructional strategies that promote learning (reflection, reconstruction, and rehearsal) and an argument for taking advantage of the interactive capabilities of the WWW to create an optimal setting for learning. It concludes with a description of PROJECT LEARN, a staff and media development project at Lincoln University (New Zealand) that successfully integrates these ideas to enhance undergraduate education. A figure presents the continuum of interactivity available via the WWW. Contains 11 references. (Author/DLS)

Given the high rate of student drop-out and withdrawal from courses and programs using an online learning format, it is important to consider innovative ways to foster and encourage student success in online environments. One such way is to incorporate aspects of student future orientation into the design of online instruction. This paper presents an overview of a program of research examining whether perceptions of student motivation, self-regulation, and future time perspective can be positively influenced through future oriented instruction in a blended learning (semi-virtual) environment at a German university. Individual differences in student future time orientation can provide insight into this interesting connection between the influence of attitude toward time on motivational and self-regulatory processes in learning. In conclusion, the practical implications of this topic for the design of online learning environments must be considered: Increased effort needs to be taken for developing methods for online instruction to tap into and encourage the future orientation of students, and for providing meaningful connections to the content and possible future outcomes. This paper intends to provide insight into and examples of how an online course or semi-virtual programs can benefit from a future oriented design.

Given the high rate of student drop-out and withdrawal from courses and programs using an online learning format, it is important to consider innovative ways to foster and encourage student success in online environments. One such way is to incorporate aspects of student future orientation into the design of online instruction. This paper presents an overview of a program of research examining whether perceptions of student motivation, self-regulation, and future time perspective can be positively influenced through future oriented instruction in a blended learning (semi-virtual) environment at a German university. Individual differences in student future time orientation can provide insight into this interesting connection between the influence of attitude toward time on motivational and self-regulatory processes in learning. In conclusion, the practical implications of this topic for the design of online learning environments must be considered: Increased effort needs to be taken for developing methods for online instruction to tap into and encourage the future orientation of students, and for providing meaningful connections to the content and possible future outcomes. This paper intends to provide insight into and examples of how an online course or semi-virtual programs can benefit from a future oriented design.

Poster for the Excellence in Teaching workshop offered in December 1975.

Qualitative research procedures such as interviewing and recording observations are in large measure intuitively easier to apply and understand than their quantitative counterparts, and seem more doable than complementary statistical analyses. The purpose of this paper is to provide some recommendations for planning and teaching a graduate-level introduction to qualitative research procedures. A two-part model of course content and activities is presented and discussed. Special focus is placed upon presenting qualitative procedures as a complementary approach to the quantitative methods--"different" as opposed to "instead of." Rather than fueling misconceptions of better or worse and competitiveness of numbers versus words, the goal is to highlight the different, but equally important, relative advantages of each approach. Ideally, this will provide the educational research graduate student with a clear understanding of how to select the best procedure for a given research setting or need--as well as to consider the creation of a multimethod study. Appendixes provide a qualitative course reading reference list; a comparative quantitative/qualitative research and analysis procedures handout; and a qualitative course syllabus. (Contains 21 references.) (LL)

Qualitative research procedures such as interviewing and recording observations are in large measure intuitively easier to apply and understand than their quantitative counterparts, and seem more doable than complementary statistical analyses. The purpose of this paper is to provide some recommendations for planning and teaching a graduate-level introduction to qualitative research procedures. A two-part model of course content and activities is presented and discussed. Special focus is placed upon presenting qualitative procedures as a complementary approach to the quantitative methods--"different" as opposed to "instead of." Rather than fueling misconceptions of better or worse and competitiveness of numbers versus words, the goal is to highlight the different, but equally important, relative advantages of each approach. Ideally, this will provide the educational research graduate student with a clear understanding of how to select the best procedure for a given research setting or need--as well as to consider the creation of a multimethod study. Appendixes provide a qualitative course reading reference list; a comparative quantitative/qualitative research and analysis procedures handout; and a qualitative course syllabus. (Contains 21 references.) (LL)

Qualitative research procedures such as interviewing and recording observations are in large measure intuitively easier to apply and understand than their quantitative counterparts, and seem more doable than complementary statistical analyses. The purpose of this paper is to provide some recommendations for planning and teaching a graduate-level introduction to qualitative research procedures. A two-part model of course content and activities is presented and discussed. Special focus is placed upon presenting qualitative procedures as a complementary approach to the quantitative methods--"different" as opposed to "instead of." Rather than fueling misconceptions of better or worse and competitiveness of numbers versus words, the goal is to highlight the different, but equally important, relative advantages of each approach. Ideally, this will provide the educational research graduate student with a clear understanding of how to select the best procedure for a given research setting or need--as well as to consider the creation of a multimethod study. Appendixes provide a qualitative course reading reference list; a comparative quantitative/qualitative research and analysis procedures handout; and a qualitative course syllabus. (Contains 21 references.) (LL)

Qualitative research procedures such as interviewing and recording observations are in large measure intuitively easier to apply and understand than their quantitative counterparts, and seem more doable than complementary statistical analyses. The purpose of this paper is to provide some recommendations for planning and teaching a graduate-level introduction to qualitative research procedures. A two-part model of course content and activities is presented and discussed. Special focus is placed upon presenting qualitative procedures as a complementary approach to the quantitative methods--"different" as opposed to "instead of." Rather than fueling misconceptions of better or worse and competitiveness of numbers versus words, the goal is to highlight the different, but equally important, relative advantages of each approach. Ideally, this will provide the educational research graduate student with a clear understanding of how to select the best procedure for a given research setting or need--as well as to consider the creation of a multimethod study. Appendixes provide a qualitative course reading reference list; a comparative quantitative/qualitative research and analysis procedures handout; and a qualitative course syllabus. (Contains 21 references.) (LL)

http://uf.catalog.fcla.edu/uf.jsp?st=UF000879783&ix=nu&I=0&V=D

http://uf.catalog.fcla.edu/uf.jsp?st=UF000879783&ix=nu&I=0&V=D

Book from Project Gutenberg: Drawing for Printers.A practical treatise on the art of designing andillustrating in connection with typography. Containingcomplete instruction, fully illustrated, concerning theart of drawing, for the beginner as well as the moreadvanced student.

Book from Project Gutenberg: Drawing for Printers.A practical treatise on the art of designing andillustrating in connection with typography. Containingcomplete instruction, fully illustrated, concerning theart of drawing, for the beginner as well as the moreadvanced student.

Project READI defines reading for understanding as the capacity to engage in evidence-based argumentation from multiple text sources of information, situated within a discipline. This definition reflects what is thought of as central competencies needed for success in 21st century society. Yet the evidence indicates that students are graduating from high school without these skills. Project READI is developing interventions whose overarching goal is student attainment of reading for understanding. The authors of this study are simultaneously engaged in design-based research to develop the intervention and basic studies of the cognitive, social, and instructional processes and practices involved in reading for understanding, and are working in three disciplines--literature, history, and science--and across grades 6 to 12. The development of the intervention is based on a theory of change that posits that students' acquisition of knowledge, skills, and dispositions necessary for reading for understanding depends on teachers creating appropriate opportunities to learn. To create these opportunities to learn, teachers need to understand the what, why, and how of instruction that supports reading for understanding, including tasks, text sets, instructional practices, and assessments. The Project READI intervention therefore includes: (1) the development of exemplar instruction in the form of Evidence-Based Argumentation Instructional Modules (E-BAIMs) that can be used in classrooms; and (2) teacher professional development focused on deep analysis of the E-BAIMs and implementations of them, thereby providing teachers with opportunities to develop the expertise needed to implement and adapt modules. This report discusses lessons learned through design-based research regarding important features of the design and implementation of components of the E-BAIMs. The overarching research question is whether the intended outcomes of particular aspects of the design, as well as of the module overall, were achieved. E-BAIMs implementations have been conducted in classrooms in urban and exurban public or publicly-supported charter schools serving children from diverse backgrounds. Design-based research methodology was employed in studying each implementation, with each classroom constituting a case. Qualitative analyses of field notes, interviews, and analytic memos along with qualitative and quantitative analyses of the pre/post assessments and student artifacts over the course of the module were used to inform the fundamental research questions. Analyses indicated increases in noticing symbols and stating claims, as well as some increase in citing information from the texts, but a lack of reasoning that connected the information from the text to the claims. There was little evidence of comparison or contrast across stories. The results of this design-based research indicate several areas that researchers are pursuing in the development of the modules. Tables are appended.

This report presents results obtained in a study of problem solving in the domain of instructional design. Participants were eight teacher trainees who studied a computer-based tutorial about a fictitious vehicle, the VST2000. The next day, each participant designed instructional materials of two general kinds: about how to operate the vehicle, and about general principles of energy storage, extraction, conversion, transportation, and use that the vehicle illustrates. A scheme for coding the protocols was developed, considering three aspects of the process of design problem solving: subproblems, types of knowledge used, and problem-solving operators. Data from the eight protocols are presented, showing variations among designers in the relative amounts of work on subproblems and their use of knowledge types and operators, and patterns in these features over time in their problem-solving activity. The variables used in this analysis are considered as general features of P.T.O. design problem solving and are discussed in relation to several published analyses in a variety of domains. Keywords: Information processing theory.

This paper describes a model for building cognition-and-instruction-based goal trajectories (GT) in the context of a study that examines the validity of curriculum-embedded assessments. The model consists of six design processes and two constraints. The GT is constructed from curriculum-specified learning goals as well as developmental progressions and learning trajectories derived from empirical research. The GT is designed to inform both the selection of assessment activities for data collection and the interpretation of empirical results. Two primary results of the design process are presented: (a) a goal trajectory for promoting algebraic understanding and (b) the relationships between the trajectory and features of the Common Core State Standards. Implications of the design model for building GTs that can be used to assess student reasoning are discussed. [For the complete proceedings, see ED584829.]

A historian who has developed autoinstructional tape/slide lectures in East Asian history survey courses describes the steps he has found essential in production, introduces some available production and equipment resources, and points out means to enhance the effectiveness of presentations. Descriptions of his slides and accompanying commentary are given as well as a sequence of essential steps in developing the presentation. Suggestions are made for topic choice and script development. Methods for developing appropriate study aids and building in an evaluation mechanism are included. (SK)

A historian who has developed autoinstructional tape/slide lectures in East Asian history survey courses describes the steps he has found essential in production, introduces some available production and equipment resources, and points out means to enhance the effectiveness of presentations. Descriptions of his slides and accompanying commentary are given as well as a sequence of essential steps in developing the presentation. Suggestions are made for topic choice and script development. Methods for developing appropriate study aids and building in an evaluation mechanism are included. (SK)

A historian who has developed autoinstructional tape/slide lectures in East Asian history survey courses describes the steps he has found essential in production, introduces some available production and equipment resources, and points out means to enhance the effectiveness of presentations. Descriptions of his slides and accompanying commentary are given as well as a sequence of essential steps in developing the presentation. Suggestions are made for topic choice and script development. Methods for developing appropriate study aids and building in an evaluation mechanism are included. (SK)

This final report concerns a pioneering, three-year curriculum development project dedicated to translating recent learning theory and laboratory findings into operational practice in an existing educational institution. This project produced a highly successful and unique course that teaches two semesters of economics that students can master in from six weeks to one semester's time. In the course, students negotiate individual learning contracts with instructors, making decisions on what they will study, what media they will use, and how fast they expect to progress. Detailed performance specifications were prepared first, and then media were selected and materials developed that would most effectively and efficiently meet those specifications. The report explains how the course was developed, including the rationales, methods, and procedures which were empirically tested. Only a few educational development projects comparable to this in scope and goals have been conducted. None appears to have been documented in the form of developmental model for use by others, as is done here. (Certain pages may not be reproducible due to marginal legibility.) (Author/DB)

Design tools used for instructional planning can be described in terms of inputs, outputs, major components, and their interrelations. The outputs are course length; student flow; and requirements for resources, such as facilities, material, personnel, and dollars. The inputs are the teaching institution, learners for whom the course was designed, and the course objectives. The major steps in planning the design are to characterize learners in terms of teaching methods and techniques, to state a general instructional policy after the analysis of learner population, and to analyze the curriculum. From these steps, specific strategies are developed based on design criteria, local resources, and student loads. (Four figures of the design process are included.) (BRB)

Design tools used for instructional planning can be described in terms of inputs, outputs, major components, and their interrelations. The outputs are course length; student flow; and requirements for resources, such as facilities, material, personnel, and dollars. The inputs are the teaching institution, learners for whom the course was designed, and the course objectives. The major steps in planning the design are to characterize learners in terms of teaching methods and techniques, to state a general instructional policy after the analysis of learner population, and to analyze the curriculum. From these steps, specific strategies are developed based on design criteria, local resources, and student loads. (Four figures of the design process are included.) (BRB)

One mandate of the Kentucky Education Reform Act of 1990 requires that students develop a writing portfolio. Ultimately, schools must elevate the average performance level of students' portfolios to the benchmark of "proficient." During site visits to 29 schools, 36 indicators were identified that differentiated writing scores and programs in continuously improving and continuously declining schools. The indicators were used to develop a self-study needs assessment instrument called the "School Study of Writing Instruction." Created as a handbook, the instrument enables a school to compare different role groups' perspectives on its writing portfolio program and to use the findings to set priorities and plan program improvements. This report describes the field test of the instrument in 11 schools across Kentucky. Most schools were in rural areas or small towns and served a primarily White population; the schools were otherwise diverse in terms of size, grade level, and Title I eligibility. Of the 10 schools completing the study, 9 found it to be a worthwhile experience that produced some successful outcomes. Steering committee members and principals offered helpful suggestions for improving the handbook. A comparison of schools that were or were not assigned facilitators suggests that facilitator services were highly beneficial. Overall, the instrument was found to be valid and replicable. The potential time investment may temper some faculties' motivation to undertake it, but facilitator assistance could ameliorate this factor. Appendices include parts of the instrument, evaluation materials, and findings for individual schools. (Contains 22 references.) (SV)

This paper addresses the need for tailor-made support services for college students with learning disabilities based on sound diagnostic/prescriptive evaluation data. Literature on program design and the development of effective individualized education programs is reviewed, and performance contracts developed with student input are viewed as highly beneficial to the student/institution relationship. Program issues including remedial versus compensatory instructional services and helping services work toward independence are also discussed. A program planning worksheet is attached. Contains six references. (PB)

A description of open and individualized elementary school instruction is provided. The goals of such instruction are to: 1) teach basic skills in language arts, math, science, and social studies; 2) develop higher cognitive abilities, such as problem solving; and 3) develop the child's social competence and self-concept. Open, individualized education assumes that learning should be an active, interesting process in a free environment which is self-managed by the learner, with the teacher acting as a facilitator. The system begins by positing educational objectives and uses student learning plans in which pupils choose learning activities. Learning materials are adapted for individual use in a flexible room whose foci are learning centers for language arts, math and science, and arts and crafts. Media are regarded as essential to the program. The teacher's role changes as he spends less time in group instruction and more in adapting instructional materials for individual activities, and as he learns new ways of relating to students. Children are required to become more responsible, active, cooperative, self-disciplined, and self-evaluative. Lastly, the program is mastery-oriented, for students work at projects at varying paces until mastery is achieved. (PB)

Includes bibliographical references (p. 67-68)

This document describes the Electronic Systems Division (ESD) prototype methodology for designing and developing computer-assisted instruction (CAI). Application of this prototype methodology will support the transition of mission-critical computer resource (MCCR) technology, tools, and techniques. The prototype methodology describes a generic model of the steps involved in designing and developing instruction for computer-assisted delivery. Consequently, the methodology will be carefully tailored to meet the instructional and delivery-system needs of the project at hand. Target users can be divided into two categories: (1) managers for participants in CAI development work being performed by the Government or (2) monitors of CAI work being performed by the contractor. Keywords: Instructional System Design; Courseware Authoring Systems.

One of the mandates of the Kentucky Education Reform Act of 1990 is that students develop a writing portfolio. Ultimately, schools must elevate the average performance level of students' portfolios to the benchmark of "proficient." During site visits to 29 schools, 34 indicators were identified that differentiated writing scores and programs in continuously improving schools from those in continuously declining schools. A self-study needs assessment instrument--the School Study of Writing Instruction--was developed for schools to assess their needs relative to the indicators. The instrument has four operational stages: conducting interviews with teachers, students, and administrators; writing a report framed around the 34 indicators; using the report in a faculty-wide session to rate the school on the indicators; and using the ratings to set priorities and plan actions for improvement of the writing program. This report describes the pilot testing of the instrument in one small Kentucky elementary school and the testing of parts of it by a few other entities. The pilot test assessed the value of the self-study for schools, the level of external facilitator assistance needed by schools, and the validity and reliability of the instrument. The self-study was successful for the pilot-test school, which was attributed to a faculty sense of ownership and to the school's customizing of the instrument. The whole process was completed in 5 weeks. Facilitator assistance was critical but was not needed constantly. Revisions are proposed to minimize threats to the instrument's validity and reliability. Appendices include parts of the instrument and evaluation materials. (Contains 21 references.) (SV)

Purpose: This paper proposes a framework of instructional strategies that would facilitate active and reflective learning processes in the flipped classroom It is aimed at allowing one's maximum potential to be reached regardless of any individual learning style. As tertiary classrooms increasingly needs to be as active and social as possible, the needs of the more introverted student could have been unintentionally overlooked. Therefore, the objective of this study was to produce an instructional design that could accommodate different learning styles and preferences in the flipped classroom. Method: A design-based research approach was employed in three phases (preliminary research, prototyping phase and assessment phase) in a flipped communication studies course of 24 students. The instructional design, based on a literature review on the flipped classroom and Felder and Silverman's active-reflective learning style dimensions, was tested and refined over six iterative design cycles to produce a final design framework. Findings: Qualitative findings via observation showed that despite a learning curve, the finalized instructional design was able to facilitate different learning styles satisfactorily. Added benefits included learner empowerment, engagement, motivation and improved communication and thinking skills. Significance: As a design-based research, this study may be significant from the perspectives of both educational research and practice. Besides adding to the existent literature on different implementations of the flipped classroom, the proposed instructional design may serve as a practical guide for instructors who wish to flip their classrooms and spend face-to-face class time with their students on a more meaningful and personalized level.

"Instruction in Carpet Designing" is an article from The Art Amateur, Volume 6 . View more articles from The Art Amateur . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-25627607

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The requirement to keep pace with the rapid advance of technology and the associated explosive growth of knowledge in every field, coupled with frequent employee turnover, has placed increased pressure on the training and education fields to meet the demand. Emerging communication technologies have enabled alternative methods for delivering training via distance learning that are being rapidly adopted by academia and industry. While distance learning has been demonstrated to be an effective and efficient tool for increased access it also requires greater emphasis on instructional design and instructor training to obtain satisfactory results. Based on a growing body of literature and actual field experience with alternative delivery methods, specific guidelines for designing and developing distance learning courses are recommended. The new communication technologies offer an exciting opportunity to educators and trainers for creating radical new learning environments that take optimal advantage of the new capabilities contained in the computer and communication technologies. In addition, a new model is proposed that integrates the behaviorist and constructivist approach to acquiring knowledge.

The requirement to keep pace with the rapid advance of technology and the associated explosive growth of knowledge in every field, coupled with frequent employee turnover, has placed increased pressure on the training and education fields to meet the demand. Emerging communication technologies have enabled alternative methods for delivering training via distance learning that are being rapidly adopted by academia and industry. While distance learning has been demonstrated to be an effective and efficient tool for increased access it also requires greater emphasis on instructional design and instructor training to obtain satisfactory results. Based on a growing body of literature and actual field experience with alternative delivery methods, specific guidelines for designing and developing distance learning courses are recommended. The new communication technologies offer an exciting opportunity to educators and trainers for creating radical new learning environments that take optimal advantage of the new capabilities contained in the computer and communication technologies. In addition, a new model is proposed that integrates the behaviorist and constructivist approach to acquiring knowledge.