Instructional media design

This study examines the impact of grouping by gender and group roles on robotics performance, computational thinking skills, and learning motivation towards computer programming. One hundred ninety-one students in fourth and fifth grade completed the project. LEGO Mindstorms EV3 robotics were used to compose and program music in groups of three to four students. The robotics project was completed over the course of fourteen weeks for one hour each week. Gender-structured groups of all female, all male and mixed female and male were randomly assigned in each class. All groups in participating six classrooms were assigned one of three group roles implementation, which were fixed, rotating and no role. This study is significant towards identifying group scaffolds and supports that can produce benefits for all students in robotic activities. Results indicated that group roles matter when students are working on collaborative robotics projects. Three different implementations of group ro...

Pemberlakuan Asean Economic Comunnity (AEC) dilakukan pada tahun 2015 yang telah disepakati dari negara-negara ASEAN untuk membentuk suatu kawasan bebas dan meningkatkan daya saing dalam berbagai bidang. Sehingga dapat disadari bahwa bidang pendidikan memiliki peran penting dalam mendukung AEC dalam menghadapi integrasi budaya regional ASEAN. Di sisi lain, arus globalisasi terus bergejolak hingga tak terbendung lagi. Berbagai kebudayaan yang datang dari luar semakin hari semakin menggencet eksistensi kebudayaan lokal. Derasnya arus informasi dan telekomunikasi membuat kecenderungan terhadap memudarnya nilai-nilai budaya bangsa dan semakin menambah rasa belajar budaya asing bertambah. Banyaknya budaya asing yang masuk ke negara kita tak dapat dipungkiri lagi telah berhasil memikat dan menarik perhatian sebagian besar masyarakat kita, terutama para siswa.  Oleh karena itu pengenalan keanekaragaman budaya negara anggota AEC dalam melestarikan budaya perlu ditransformasikan dalam bidang pendidikan sehingga penulis memiliki gagasan Asean Culture Pop Up yakni sebagai alternatif media pembelajaraan kebudayaan Asia Tenggara untuk pendidikan kebudayaan antar negara.
Karya tulis ini disusun secara deskriptif dengan pendekatan kualitatif. Sumber penulisan dari studi pustaka, yakni menggunakan objek kajian, penulisan berupa pustaka. Adapun tujuan penulisan yakni mengetahui konsep, mekanisme dan mengetahui prediksi hasil implementasi Asean Culture Pop Up–Media Pembelajaran Kebudayaan Asia Tenggara.
Asean Culture Pop Up–Media Pembelajaran Kebudayaan Asia Tenggara adalah sebuah media inovasi pendidikan yang memuat informasi khas negara tersebut seperti pakaian, tarian, tempat tinggal hingga kehidupan sosial negara kawasan Asia Tenggara. Pop Up Book identik dengan anak-anak dan mainan, namun benda ini dapat digunakan menjadi media pembelajaran yang baik. Media ini memiliki bentuk tiga dimensi ketika halaman buku dibuka. Penggunaan media ini dalam pembelajaran dapat digunakan pada bidang kebudayaan yaitu pada peningkatan pengetahuan siswa akan kebudayan dari berbagai negara termasuk negaranya sendiri. Diharapkan dengan adanya Asean Culture Pop Up ini siswa dapat mempelajari berbagai kebudayaan negara lain dan semakin sadar akan negara sendiri bahwa kekayaan budaya sangatlah kaya.

Information and communication technology have taken centre stage of almost every interaction, communication and learning processes among people of this world. This study is a comparative analysis of the usefulness of modern information and communication technology (ICT) in the transmission and movement of information in the teaching and learning processes at high schools in Zimbabwe. In the contemporary times most projected media are computerized and, thus, may require advanced expertise in operating them. It has been also argued that projected media makes learning real, practical, interactive, and above all, more permanent than other teaching and learning aids. The objectives of this study were to establish forms of projected media in use in urban and rural schools in Zimbabwe; to investigate the extent to which these projected media are really of use in these schools; and to establish challenges faced by these schools in their endeavours in the use of projected media. The central argument in the study is that proper use of projected media leads to efficiency and effectiveness in the teaching and learning processes. Research methods involved both a theoretical review and an empirical study based on case studies, making use of comparative and exploratory approaches. The study established that while urban secondary schools have some forms of contemporary projected media, rural secondary schools do not have most of these projected media; the expertise and zeal to use the projected media is very low in both urban and rural schools; and proper use of projected media leads to efficiency and effectiveness in the teaching and learning processes. Among other recommendations, the study recommends continuous professional development of teachers in the use of projected media; and partnerships with stakeholders so that the school has a wider base for resource mobilisation

This study reviews experimental empirical evidence on the use and effectiveness of different types of media, including text, static visuals, animated visuals, video and audio, within online and blended learning environments. Despite the great amount of research conducted within the field, this review identified a considerably smaller number of studies that compare one or more media formats specifically within the online setting. A total of 14 studies with randomised-allocation to treatment conditions were included into the review, in order to identify the scope of empirical research conducted in the past ten years, synthesise evidence of effectiveness of media formats on learning outcomes, and identify variables that need to be considered for course design purposes.

Online learning is becoming more prevalent throughout the years and there are various methods available to learn via the internet, one of which is by watching educational videos from online streaming sites such as YouTube. With the increasing availability of instructional animations on the internet, it can be beneficial to know how well-received instructional animations are designed. Hence, this explorative article focuses on a hybrid of directed and interpretive content analysis study of explicit design characteristics and visual representations of these animations. Animation samples for the study were selected from established educational animation content creators on YouTube using several criteria. Aspects such as design characteristics and visual representations were analysed and discussed in relation to the Cognitive Theory of Multimedia Learning principles and a characterization system of expository animation. Based on this approach, common characteristics and unique approache...

This study aims to realize the concept of biodiversity, which is one of the subjects covered by environmental education, with 3D virtual worlds platform and to realize the biological richness of users in their environment and to provide awareness of the species they see in their immediate surroundings. It is aimed to design 3D MUVE to teach tree species to pre-service teachers within framework of Instructional design process in 3D MUVEs based on problem-based learning approach. Four different design groups are third year undergraduate students (N=21) from the Department of Computer Education and Instructional Technology in the Faculty of Education at a large state university. For design process, participants with collaborative work designed 3D environments with a problem-based learning approach. The design process of 3D MUVEs was realized with the participation of researchers as trainers, guides, technical support personnel, and observers during the 16 weeks within the scope of the course. Also, participants were involved in the role of both learner and instructional designer.

The purpose of this study was to develop a Turkish version of the Design Self-Efficacy Scale (Beeftink, van Eerde, Rutte, & Bertrand, 2012) and to explore its psychometric properties. Design Self-Efficacy Scale may be used for measuring preservice and inservice teachers’ design self-efficacy and for producing knowledge which may be useful for explaining teachers’ design expertise. Participants were 510 preservice teachers enrolled in a public university in Turkey (N=510). Out of 510 preservice teachers, 269 (52.75%) participated in the first study for the exploratory factor analysis and 241 (47.25%) participated in the second study for the confirmatory factor analysis. Of all the participants, 377 (73.9%) were female and 133 (26.1%) were male. Design Self-Efficacy Scale which is an 8-item Likert-type English questionnaire was translated into Turkish by the researcher. A total of eight researchers who were expert in English language education, educational measurement and evaluation, Turkish education, elementary education, and educational technology fields participated in the back-translation and expert review processes. The experts were employed in the faculty of education of the university that the study took place. Exploratory factor analysis resulted with a single-factor model similar with the original scale. Cronbach’s α coefficients was 0.877. Confirmatory factor analysis demonstrated a statistically significant model fit to the data. Results validated the factor structure of the adapted scale: χ2/df=2.401, RMSEA=0.074, GFI=0.963, AGFI=0.922, RMR=0.023, SRMR=0.03, NFI=0.96, NNFI=0.976, CFI=0.976. All fit indices except RMSEA and AGFI were calculated to be in the best evaluation range. The present study suggested that Turkish adaptation of the Design Self-Efficacy Scale possesses adequate psychometric properties. Findings revealed that design self-efficacy did not correlate with the age of the participants and did not differ according to sex, department, or grade level of the participants.

This paper, reports on an aspect of a large inter-institutional research project on the use of emerging technologies in selected South African Higher Education institutions. It sets out to interrogate the research team's understanding of the concept 'emerging technologies' within the context of higher education, which is typically not well defined in the literature and therefore often misunderstood. Although heavily influenced by Veletsianos' definition of emerging technologies (2010), we found more nuanced layers of ...

Accessibility is a hot topic in online education these days. Despite the increased focus on accessibility, most discussions of creating accessible online courses and elearning simply focus on adding alternative text to images and captions to video. In this article, we argue that online educators and workplace learning professionals (including instructors, instructional designers, managers, and administrators) should be thinking beyond compliance and instead thinking about how they can support all learners. We begin by providing the overview of some laws focused on accessibility, we then describe how people struggle learning online at all levels (i.e., compulsory, postsecondary, and workplaces), and then conclude with evidence-based practices on how online educators and workplace learning professionals can support all learners

This paper, reports on an aspect of a large inter-institutional research project on the use of emerging technologies in selected South African Higher Education institutions. It sets out to interrogate the research team's understanding of the concept 'emerging technologies' within the context of higher education, which is typically not well defined in the literature and therefore often misunderstood. Although heavily influenced by Veletsianos' definition of emerging technologies (2010), we found more nuanced layers of ...

Helen Walker - More Apt, Connected Title Sheryl Lain - Hey, Teach! Do You Love Me? Matthew B. Ittig - Ask Me Tomorrow Laurence Musgrove - Writing Program Julie O’Connell - The Power of a Slave Narrative Leslie A. Werden - Embracing Chaos Donna Souder-Hodge - Teaching Dachau Tanya R. Cochran, Rasha Diab, Thomas Ferrel, & Beth Godbee - Hanging Out: Cultivating Life-Giving Writing Groups Onlin

Students bring 2-3 devices to class, 100% of 18-29 year olds own a cellphone and 94% own a smartphone (PEW Research Center, 2018), reflecting ubiquitous mobile device ownership among university-aged students across the U.S. Due to the surge of personal devices, campus infrastructure is increasing capacity to rapidly meet demands for wireless access, and instructors are using mobile learning to push classroom boundaries within and beyond the campus environment. This brief showcases innovative uses of mobile learning uncovered through a cross-campus study at four campuses. Our findings have implications for administrative, funding, information technology, and curricular decisions on individual campuses, and across university systems.

Designing experiential learning activities requires an instructor to think about what they want the students to learn. Using importance-performance analysis can assist with the instructional design of the activities. This exploratory study used importance-performance analysis in an online introduction to criminology course. There is limited research on experiential learning in online courses as well as empirical data to assist with the instructional design of the experiential learning activities. The primary goal of this article is to demonstrate the use of importance- performance analysis to guide the instructional design of experiential learning activities.

This study examines learners’ perceptions of the helpfulness of various multimedia components embedded in digital flashcards for explicit, informal foreign language vocabulary learning. Advanced learners of English (N=59) studied 48 new words using digital flashcards on smartphones. After ten days, the learners completed perception surveys. The goal of this study was to investigate which flashcard components were perceived as most helpful in learning vocabulary. The results of nonparametric statistical tests revealed that students perceive Foreign Language (FL) definitions to be significantly less helpful compared to other flashcard components. Moreover, when given a choice between having access to translation or pronunciation, translation was perceived as significantly more helpful in vocabulary learning. These findings have practical implications for the development of multimedia digital flashcards in mobile-assisted language learning applications.

The current study aims to investigate whether the instructional approach (flipped or traditional) and gender (male or female) influence students’ sense of autonomy, relatedness, and competence, or influence their achievements in high school chemistry. Merrill’s First Principles of Instruction theory was used to design the flipped classroom (FC) implemented in this study as recommended by Lo, Lie, and Hew in 2018. The theoretical framework for the study is the self-determination theory (SDT) which posits that satisfaction of individuals’ psychological needs for autonomy, competence, and relatedness, enhance their intrinsic motivation and performance (Deci & Ryan, 2002). Ninety participating students who enrolled in two similar high schools located within the same school district in the Northeastern region of the United States were divided equally into flipped and traditional chemistry classrooms. Students were ethnically diverse, spoke English, and identified as either male or female...

The current study aims to investigate whether the instructional approach (flipped or traditional) and gender (male or female) influence students’ sense of autonomy, relatedness, and competence, or influence their achievements in high school chemistry. Merrill’s First Principles of Instruction theory was used to design the flipped classroom (FC) implemented in this study as recommended by Lo, Lie, and Hew in 2018. The theoretical framework for the study is the self-determination theory (SDT) which posits that satisfaction of individuals’ psychological needs for autonomy, competence, and relatedness, enhance their intrinsic motivation and performance (Deci & Ryan, 2002). Ninety participating students who enrolled in two similar high schools located within the same school district in the Northeastern region of the United States were divided equally into flipped and traditional chemistry classrooms. Students were ethnically diverse, spoke English, and identified as either male or female...

A visionary and trailblazer, James Moffett recognized and wrote about trends in education long before others even considered their possibilities. With ster­ ling scholarship he bridged learning theory and common sense practice. He helped us to see how ancient wisdom and modern philosophy can inform each other and teaching and learning, and he articulated concepts that we knew to be true even though we were unable to articulate them. A master at seeing connections and helping others to see them, he changed our thinking about education and our pro­ fessional and personal selves. In his typical trailblazing fashion, James Moffett was AEPL's very first mem­ ber. A member of the AEPL Advisory Board, he also served as featured speaker at the first AEPL conference and at other AEPL events. It is, therefore, a special honor and privilege to devote this opening section of JAEPL to pay tribute to James Moffett, our original member, colleague, and friend. Each of the writers in this tribut...

This study aims to realize the concept of biodiversity, which is one of the subjects covered by environmental education, with 3D virtual worlds platform and to realize the biological richness of users in their environment and to provide awareness of the species they see in their immediate surroundings. It is aimed to design 3D MUVE to teach tree species to pre-service teachers within framework of Instructional design process in 3D MUVEs based on problem-based learning approach. Four different design groups are third year undergraduate students (N=21) from the Department of Computer Education and Instructional Technology in the Faculty of Education at a large state university. For design process, participants with collaborative work designed 3D environments with a problem-based learning approach. The design process of 3D MUVEs was realized with the participation of researchers as trainers, guides, technical support personnel, and observers during the 16 weeks within the scope of the ...

Online Education is taking on a larger role day by day. However, it is not something that one can suddenly get into. Online Education needs systems, processes, and most importantly design thinking and audience understanding. Here is a short primer on how

Tersedia online di EDUSAINS Website: http://journal.uinjkt.ac.id/index.php/edusains Abstract A study on students' enquiry skill through scientific inquiry learning using educational science comic has been conducted to 42 students' of 8th grade in one of junior high school in Sumedang. Research data was collected through students' learning journal and observations. Students' questions were analyzed base on Bloom cognitive taxonomy and convergent-divergent categories. Based on students' question, the study show that educational science comic could be used as science instructional media for stimulated students' enquiry skill. Another findings showed that (1) students' asked more C1-knowledge questions, and it reflected that students' thinking level was low; (2) number of C4 – analyze questions was increase each meeting, and it showed that students' thinking skill was developed; (3) students' asked more convergent questions than divergent questions. Abstrak Penelitian yang bertujuan untuk menganalisis pertanyaan yang diajukan siswa melalui pembelajaran inkuiri ilmiah menggunakan komik pendidikan sains telah dilakukan. Penelitian ini melibatkan 42 siswa kelas VIII SMP di Kabupaten Sumedang. Data penelitian berupa pertanyaan siswa diperoleh melalui jurnal pembelajaran siswa dan observasi. Pertanyaan siswa dimunculkan dengan menggunakan media pembelajaran berupa komik pendidikan sains yang dikemas dalam pembelajaran inkuiri ilmiah. Pertanyaan-pertanyaan siswa dianalisis berdasarkan jenjang kognitif dan kategori konvergen-divergen. Penelitian ini menunjukkan bahwa komik pendidikan sains dapat digunakan sebagai media pembelajaran IPA yang menstimulasi kemampuan bertanya siswa. Temuan penting dari penelitian ini adalah bahwa (1) siswa lebih banyak mengajukan pertanyaan C1 pengetahuan dan hal tersebut merefleksikan tingkat pemikiran siswa yang masih rendah; (2) pertanyaan C4 yang diajukan siswa meningkat setiap pertemuannya dan hal tersebut menunjukkan bahwa tingkat pemikiran siswa terutama dalam kemampuan menganalisis semakin lama semakin berkembang; (3) siswa lebih banyak mengajukan pertanyaan konvergen daripada pertanyaan divergen.