Design and Validation of MAPS for Educators: A Performance Support System to Guide Media Selection for Lesson Design

The importance of adopting technology‐supported performance systems for on‐the‐job learning and training is well‐recognized in a networked economy. In this study, we present a performance support system (PSS) designed to support technology integration for lesson design. The goal is to support educators in the development of appropriate and effective technology integration strategies for learning and training events. The system is based on the PSS design architecture created by Hung and Chao (2007) called Matrix‐Aided Performance System (MAPS). MAPS was created to minimize navigational confusion and enhance users' comprehension and synthesis of information gathered from the PSS. Fifteen educators and instructional technologists were invited to evaluate the system's readiness as well as to identify potential practical constraints that might hinder its use in a real‐world setting. Findings from a perception survey and focus group interviews confirm the beneficial effects of the unified interface on navigation and orientation of content materials. Feedback provided by participants to improve the system interaction and functionality are also reported to further validate the design architecture of MAPS.     

Foundations of dynamic learning analytics: Using university student data to increase retention

With digitisation and the rise of e‐learning have come a range of computational tools and approaches that have allowed educators to better support the learners' experience in schools, colleges and universities. The move away from traditional paper‐based course materials, registration, admissions and support services to the mobile, always‐on and always accessible data has driven demand for information and generated new forms of data observable through consumption behaviours. These changes have led to a plethora of data sets that store learning content and track user behaviours. Most recently, new data analytics approaches are creating new ways of understanding trends and behaviours in students that can be used to improve learning design, strengthen student retention, provide early warning signals concerning individual students and help to personalise the learner's experience. This paper proposes a foundational learning analytics model (LAM) for higher education that focuses on the dynamic interaction of stakeholders with their data supported by visual analytics, such as self‐organising maps, to generate conversations, shared inquiry and solution‐seeking. The model can be applied for other educational institutions interested in using learning analytics processes to support personalised learning and support services. Further work is testing its efficacy in increasing student retention rates.     

Teaching Instructional Design: An Apprenticeship Model

Several cognitive psychologists have written about the importance of placing instruction within “authentic” contexts that mirror real-life situations. They argue that knowledge learned in academic settings does not necessarily transfer to non-academic settings. Whether preparing performance technologists or instructional designers, educators must strive to create meaningful problem-solving contexts that enable students to define, and subsequently solve, real-world problems. In an attempt to address this issue we have modified the way we teach instructional design. This paper discusses a cognitive apprenticeship approach to teaching design, which incorporates elements of modeling, coaching, reflection, articulation, and exploration. We describe how these features are embedded within three phases (orientation, situated training/learning, and exploration) of an introductory instructional design course designed to move our novice designers along a continuum of expertise as they develop and refine their own professional design skills. Although the apprenticeship model described here specifically addresses concerns within the context of preparing instructional designers, we believe that this model can be adapted to address similar issues in the education of performance technologists.     

Designing customizable reading modules for a high school literature classroom

This design case follows an ongoing collaboration between an instructional technologist and a high school literature teacher promoting reading comprehension through modules that provide visually interesting display of text on a computer screen along with cognitive tools. The modules were found to boost comprehension of specific content in even one use, and over time, overall reading skills were improved. Specific examples from the design and development process of this collaboration are shared here to illustrate decisions made in the face of common constraints—limited time, funding, and technical know-how—that emerged from theory and pilot studies. Teacher educators and their instructional-technology collaborators can use the information from this design and research process to harness the potential of ubiquitous software in affordable, replicable, and pedagogically sound ways.     

Analysis of the supporting websites for the use of instructional games in K-12 settings

This paper identifies resources to be included in a website designed to facilitate the integration of instructional games in K-12 settings. Guidelines and supporting components are based on a survey of K-12 educators who are integrating games, an analysis of existing instructional game websites, and summaries of literature on the use of educational software in K-12 settings and teacher technology training. The results indicate that educators face three main challenges when integrating games, including: (1) curriculum integration, (2) technical and logistical requirements, and (3) teacher training. To overcome these challenges, K-12 educators should be provided with: (1) curriculum resources, (2) game technical information and support, and (3) communication tools. Websites designed to facilitate the use of instructional games should be designed with appropriate structures (ie, grid, web, hierarchy) to optimise organisation and simplicity. In addition, the websites should include teacher training that (1) apply a teacher training model, (2) address National Educational Technology Standards, (3) present contents in small doses, (4) make training and information as accessible as possible, and (5) model and mentor the use of instructional games.     

Developing Web-based Interdisciplinary Modules to Teach Solid Waste/Residue Management in the Food Chain

ABSTRACT: A Web-based interdisciplinary instructional resource was developed to provide information that will increase food science educators' knowledge of waste management in the food chain. The 4 modules are: legal implications for management of wastes/residues; identification, quantification, and characterization of wastes/residues; management of wastes/residues; and economic ramifications of wastes/residues. Instructional materials are available for faculty and GTAs for use in teaching the 4 modules. Food science educators can use this Web-based instructional tool as an educational resource in their undergraduate classes to enhance students' knowledge and ability to solve critical environmental problems in the food chain. See http://www.oznet.ksu.edu/swr/home/welcome.htm     

绩效技术在教学设计中的应用初探

绩效技术在企业培训中的广泛应用和发展引起了教育技术界的关注．本文通过对绩效技术的概念和基本模型的介绍．分析了绩效技术和教学设计的关系．最后给出了将绩效技术应用于教学设计的案例和注意事项。     

How Do Instructional‐Design Practitioners Make Instructional‐Strategy Decisions?

Many theories have been proposed to help instructional designers make instructional‐strategy decisions, yet it is not clear if these theories are actually used by ID practitioners. This study used a web‐survey to examine the design strategies of 113 ID practitioners. The survey asked respondents to rate how frequently they used learning or ID theories as well as 10 other design strategies, to help make instructional‐strategy decisions. Respondents were also asked how often they used different information sources to learn about new theories, trends, and strategies, and to respond to a set of contrasting statements depicting objectivist vs. construc‐tivist assumptions. The results indicate that ID practitioners most often rely on interaction with others both as a means of making instructional‐strategy decisions and of learning about new theories, trends, and strategies. Only fifty percent of the respondents said they regularly use theories when making instructional‐strategy decisions, using other design strategies more frequently instead; and most practitioners are eclectic in their underlying philosophical assumptions. Based on these results, we discuss implications for training and ongoing support of instructional designers.     

Learning from web-based instructional systems and cognitive style

Two of the principal issues, which have been addressed in assessments of the benefits of web‐based instructional systems, are firstly, whether the segmentation of information provided by the web structure aids users in apprehending the interrelationships between the units of information featured in the web. Secondly, whether providing the user with an overview of the web system assists in facilitating his/her learning. It is suggested in the present study that these two issues may be more effectively understood by a consideration of an individual's cognitive style. Fifty participants were assigned to one of two web‐based instructional systems featuring information on the subject of psychological ethics. The information in one of the web systems was segmented to a greater degree than the information in the other. Half the participants using each web system were given an overview of the system and half were not. After a given time using the system, participants were tested on the information from the web. The findings suggest that cognitive style and segmentation had an effect on performance, although the provision of the overview had little effect. The results are discussed in terms of a consideration of cognitive style in the design of web‐based instructional systems.     

Adding Virtual Technology to the Curriculum ‐ a Fictional Example

Abstract

Curriculum needs can be identified and curriculum developed using the instructional design process. The fictional scenario and instructional design components given in the article offer some guidance and ideas for those educators interested in incorporating virtual reality into the curriculum.     

Learning styles fray: Brilliant or batty?

Many school educators, instructional designers, and corporate training specialists believe that learning styles are important and that much of training success relies on the craft of incorporating learning styles into learning materials. But how do common views and popular wisdom on learning styles align with what the psychological sciences tell us today? Does matching instructional design to learning styles really result in learning enhancement? This article seeks to examine such questions based on current research in psychological sciences.     

Minimal intervention in‐service teacher education: A strategy for training teachers at a distance

Minimal intervention training is posed as an effective mechanism for the provision of in‐service education to teachers in isolated areas. Within the context of a discussion for effective in‐service training, minimal intervention training is shown to have all the essential elements for effecting change in teachers’ classroom instructional behaviour. The paper concludes with a commentary on the instructional design features which can maximise the impact of minimal intervention training.     

The civic‐minded instructional designers framework: An alternative approach to contemporary instructional designers' education in higher education

This paper argues that an emphasis on training‐for‐the‐job approaches has distracted designers from thinking about the meaning of their profession and the grand purpose of practising instructional design. Drawing from literature in the fields of sociology and educational technology, this paper synthesises discourses on civic professionalism in instructional design and technology, and proposes a conceptual framework that highlights the roles and qualities of a civic‐minded instructional designer. It is claimed that a critical discussion on civic professionalism in the field of educational technology can offer an alternative perspective on educating instructional designers, and have practical implications on instructional design and technology curricula in higher education.     

Visualization of Twitter Data in the Classroom

The expression “big data” is ubiquitous in the business world today, but few undergraduate business students have the opportunity to gain practical experience with how new business analytics tools can be used in decision making. This article describes a set of hands‐on labs that prepare students to incorporate streaming data analysis into group research projects. Splunk is used to help students analyze and visualize streaming social media data. An evaluation of student projects and student survey results show that this practical approach of training students to manipulate and visualize big data was largely successful in achieving instructional goals.     

Enhancing instructional design efficiency: Methodologies employed by instructional designers

Instructional systems design (ISD) has been frequently criticised as taking too long to implement, calling for a reduction in cycle time—the time that elapses between project initiation and delivery. While instructional design research has historically focused on increasing learner efficiencies, the study of what instructional designers do to increase efficiency during the design of instruction, including web‐based training, has not yet been fully examined. The purpose of this qualitative developmental study was to identify and understand the methodologies used by experienced instructional designers to increase the efficiency of the instructional design process. Data were gathered from 11 instructional designers working within two business and industry consulting firms that provide learning solutions to global clients. Results revealed 47 efficiency methodologies found within the four categories of design model, instructional design team member roles, instructional design processes and instructional design tools. Additionally, 14 supporting instructional designer competencies were found within the category of instructional designer knowledge, skills and attitudes.     

Using Interactive Data Visualizations for Exploratory Analysis in Undergraduate Genomics Coursework: Field Study Findings and Guidelines

Life scientists increasingly use visual analytics to explore large data sets and generate hypotheses. Undergraduate biology majors should be learning these same methods. Yet visual analytics is one of the most underdeveloped areas of undergraduate biology education. This study sought to determine the feasibility of undergraduate biology majors conducting exploratory analysis using the same interactive data visualizations as practicing scientists. We examined 22 upper level undergraduates in a genomics course as they engaged in a case-based inquiry with an interactive heat map. We qualitatively and quantitatively analyzed students’ visual analytic behaviors, reasoning and outcomes to identify student performance patterns, commonly shared efficiencies and task completion. We analyzed students’ successes and difficulties in applying knowledge and skills relevant to the visual analytics case and related gaps in knowledge and skill to associated tool designs. Findings show that undergraduate engagement in visual analytics is feasible and could be further strengthened through tool usability improvements. We identify these improvements. We speculate, as well, on instructional considerations that our findings suggested may also enhance visual analytics in case-based modules.     

Transfer Evaluation of Knowledge and Skill Development: A Case Study of an Instructional Systems Development Training Program

Program evaluation involves a systematic process to collect and convert data into information which is used to improve programs, measure their effects, track quality, act on results, and improve decision making. Beginning in 1992, the LG Group of Korea was involved in an instructional systems development (ISD) training program for its human resource development professionals in cooperation with Indiana University. The LG ISD training program stressed that learning instructional design theories and practices would make LG more effective in global competition. The purposes of the research reported in this article were to evaluate the effectiveness of the ISD training program in terms of transfer of training and to gain information on how to improve future training programs. The findings of the study support the goals that were established for the ISD training program. The program participants are more confident and competent in using the ISD process for analyzing needs for performance improvement and designing and developing quality training products. The article suggests ways of solving barriers to transfer training and evaluation and improving future programs.     

学习分析:正在浮现中的数据技术

随着教育信息化的普及与逐渐深入,学习管理系统已经获取并存储了大量的有关学生复杂学习行为的数据,从这些数据中挖掘出改进教学系统、提升学习效果的信息,在教育信息化领域一直有着巨大的吸引力。因此,有必要从分析数据以改进学习的角度,对日益受到关注的学习分析技术进行解读。首先,学习分析技术是测量、收集、分析和报告有关学生的学习行为以及学习环境的数据,用以理解和优化学习及其产生的环境的技术。接着,综述学习分析技术的发展,指出其在教育中有着广泛的应用前景和巨大的发展潜力:学习分析技术可作为教师教学决策、优化教学的有效支持工具,也可为学生的自我导向学习、学习危机预警和自我评估提供有效数据支持,还可为教育研究者的个性化学习设计和增进研究效益提供数据参考。最后,提出学习分析技术也存在隐私、准确性和兼容性等诸多挑战和问题。     

学习分析技术:挖掘大数据时代下教育数据的价值

当前,大数据时代已经来临,教育领域同样积累了海量数据。教育领域已经部署了众多的学习管理系统,在这些软件系统中存储着海量的学习者信息及学习过程数据。如何利用这些数据,使这些数据转变为信息、知识,并为教学决策、学习优化服务,已成为教育工作者以及学习者们所关注的内容。学习分析技术有助于发挥学习过程数据的价值,使数据成为审慎决策、过程优化的重要依据。该文介绍了国内外学习分析技术研究现状,归纳出学习分析技术的关键技术及分析模式,并以实例从不同用户视角包括管理者、辅导教师、学习者展示了学习分析技术在网络学习过程分析中的应用过程。