The Instructional Design Knowledge Base: Theory,Research, and Practice

The authors have developed a comprehensive history of instructional design and performance improvement. They methodically describe the theories that became the foundation of instructional design and then explain how instructional design led to other theories, including performance improvement. They also identify future research opportunities. The Instructional Design Knowledge Base: Theory, Research, and Practice (2011; 219 pages; ISBN13: 978‐0‐415‐80200‐0, hardcover, $163.00; ISBN13: 978‐0‐415‐80201‐7, paperback, $47.95; ISBN13: 978‐0‐203‐84098‐6, e‐book, $35.99 Kindle edition) is published by Taylor & Francis.     

Table of Contents

Effective Leadership Assessment: A 360‐Degree Process Call for Contributions Editor's Notes: Accentuating the Positive in Our Work The Broadcast Education Association's Model Rubrics Project: Building Consensus One Rubric at a Time Building a Better Course‐Evaluation Process Assessing Deep Learning: Using a Portfolio to Evaluate Gains in Critical Inquiry among First‐Year Students The Role of an Institution‐Level Assessment Committee in Faculty Professional Development Initiatives First‐Year Composition and Fall‐to‐Fall Retention     

Empirical comparison of alternative instructional TV technologies

An experiment was conducted to compare training effectiveness and user acceptance of live instruction andsix different alternative Instructional TV (ITV) technologies: multi‐channel 2‐way video with 2‐way audio, single‐channel 2‐way video with 2‐way audio, 1‐way video with 2‐way audio, 1‐way video with 1‐way audio, 1‐way video with intermittent 2‐way audio, and audiographics. Findings were that, in comparison with live instruction, ITV in several different forms was effective both in terms of student performance and acceptance. The most successful ITV technologies were those allowing continuous 2‐way audio communication between classrooms with either 2‐way or 1‐way video. Student test performance was poorer with ITV systems that restricted remote students' ability to converse with or see the instructor and the performance decrement was evident in both local and remote classrooms.

The research described was performed under the sponsorship of the Office of Naval Technology. The opinions expressed in this paper are those of the authors, are not official, and do not necessarily reflect the views of the Navy department.     

Academic resilience and its psychological and educational correlates: A construct validity approach

This study examines educational and psychological correlates of academic resilience using within‐network and between‐network validity approaches. Based on a sample of 402 Australian high‐school students, a newly developed unidimensional academic resilience construct found within‐network validity by way of sound item and factor properties. In terms of between‐network validity, correlation, path analysis, and cluster analysis showed that five factors predict academic resilience: self‐efficacy, control, planning, low anxiety, and persistence. Hence, a 5‐C model of academic resilience is proposed: confidence (self‐efficacy), coordination (planning), control, composure (low anxiety), and commitment (persistence). Path analysis also showed that academic resilience subsequently predicts three educational and psychological “outcomes”: enjoyment of school, class participation, and general self‐esteem. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 267–281, 2006.     

The Turk's characteristic difficulties in learning English pronunciation

INTERNATIONAL ENCYCLOPEDIA OF COMMUNICATIONS. Erik Barnouw, editor in chief. 4 vols. New York: Oxford University Press, 1989. Published jointly with the Annenberg School of Communications, University of Pennsylvania; pp. 1 (Acti‐Deco): xxv+462; 2 (Demo‐Mead): 506; 3 (Mean‐Rumo): 490; 4 (Sapi‐Zwor): 455. $300.     

Self‐efficacy and self‐concept as predictors of college students' academic performance

Social cognitive theory suggests that self‐constructs are better predictors when the specificity levels of self‐constructs (as predictors) and the criterion variable closely correspond. In this study it was examined whether self‐constructs measured at an intermediate level of specificity better correspond with the criterion variable (course grades: an intermediate level of specificity) than general self‐constructs or specific self‐constructs. Self‐constructs in this study included self‐efficacy and self‐concept at varying degrees of specificity: general self‐efficacy, academic self‐efficacy, specific self‐efficacy, academic self‐concept, and specific self‐concept. College students (N = 230) in general education courses voluntarily completed the three self‐efficacy measures and the two self‐concept measures. Results of correlation and simultaneous multiple regression analyses indicated that the closer the level of specificity of self‐efficacy and self‐concept, the stronger the relationship between the two constructs. Both academic self‐concept and specific self‐concept were significant predictors of term grades. In addition, academic self‐concept was also a significant predictor, whereas neither general self‐efficacy nor academic self‐efficacy was significant. Measurement issues and implications of the findings are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 197–205, 2005.     

Le comportement de management des professeurs ou l'organisation et le contrôle des classes

This paper describes teacher, management of pupil behaviour and learning tasks in classrooms. Four categories of teacher behaviour were observed: maintenance of class discipline, designation of pupils, organization, and control of pupil activities. Results show that teachers usually see a directive‐managerial style which may be classified as follows: directive‐authoritarian style, directive‐monitoring style, directive‐methodical style and directive‐apathetic style.     

The impact of technological change on open and distance learning

This article formed the basis of a multimedia presentation at the Queensland Open Learning Network conference in Brisbane in December, 1996.

New information technologies are forcing major changes on both traditional campus‐based institutions and the large autonomous open universities. Some reasons for introducing new technologies are incompatible with traditional views of open‐ness and distance. For instance, the move to computer‐based learning raises major issues of access and student support for distance learners. Nevertheless mere are some strategies for addressing these issues.

The new technologies now allow for a powerful combination of highly interactive stand‐alone material with two‐way asynchronous communication between teachers and students. There is seen to be a relationship between the type of technology used and the type of learning outcomes intended, but still little hard evidence that these outcomes are actually achieved.

To achieve the most cost‐effective use of new technologies major changes are required to the organisation of both dual‐mode and dedicated open learning institutions. As well as the need for institutional re‐structuring, there is also a need for open and distance educators to re‐think and re‐define their roles.     

Project motivation: a mental health programme for primary school children

One of India's main problems in achieving universalisation of primary education is the inability of the schools to hold the children for a required minimum period of five years. Much of the drop‐out, nearly 30–35%, occurs in classes I and II almost immediately after children are enrolled. Project Motivation is an attempt to help young primary school children from disadvantaged homes develop an interest in learning and acquire the required competencies through a Child‐to‐Child approach. The middle school children were oriented to work with primary school children on a one‐to‐one basis. The findings show that as a result of this interaction younger children acquired some of the basic competencies over which they initially had problems and older children developed a positive self‐concept and a better sense of concern for younger children.

In our schools where one teacher has to struggle with 50‐60 children, this one‐to‐one approach should go a long way in giving the little children the required support and motivation to learn.     

The development of student teachers’ professional identity

This study focuses on student teachers’ perceptions of their professional identity. The respondents are students enrolled in a three‐year course in secondary education teaching at bachelor level. Questionnaires were filled out by first‐year, second‐year and third‐year students from two colleges. The questionnaire included four scales: commitment to teaching, professional orientation, task orientation and self‐efficacy. In the first five months of the first‐year course, a shift in students’ task orientation was observed: students developed a more pupil‐centred view on teaching. Practical experience with classroom teaching again caused a shift: students focused less on the subject matter, on maintaining order in the classroom, on the long‐term educational qualification targets and self‐efficacy decreased. Students with work placement experience developed a more ‘realistic’ view of learning and teaching compared to students without this experience. A final important difference in professional identity is based on students’ gender: while male students tend to attach more importance to discipline in the classroom, their female counterparts focus more on student involvement.     

Performance architecture: The art and science of improving organizations

Performance Architecture: The Art and Science of Improving Organizations is a hands‐on guide to real‐world techniques for improving performance within the workplace. This important book explores the Human Performance Technology Landscape model that was presented in the best‐selling book Handbook of Human Performance Technology (3rd ed.). Framed by the Landscape model and supported by other proven models and tools, the book provides effective structures for anyone who needs to develop their performance improvement skills and knowledge and achieve results. Performance Architecture: The Art and Science of Improving Organizations (ISBN: 978‐0‐470‐19568‐0) is published by John Wiley & Sons and the International Society for Performance Improvement.     

A mass observation study of student and teacher behaviour in British primary classrooms

A large scale observational study by educational psychologists of 141 UK primary classrooms used a partial interval time‐sampling observational schedule to record the frequency and type of verbal behaviour of teachers and whether students were “on‐task” (following the teacher’s directions) or “off‐task” (not following the teacher’s directions).

Results were analysed and comparisons made between lessons that followed National Literacy Strategy or Numeracy guidelines and those that did not; between schools from different geographical contexts, e.g. rural or inner‐city; between classes where there was one, or more than one, adult present; between schools with different percentages of free school meals; and between a.m. and p.m. lessons.

A range of findings included higher rates of students being on‐task than found by previous studies, and correlations between high on‐task rates and teachers who used high levels of verbal behaviour including positive academic feedback. Teachers used three times more verbal approval for desired social behaviour in the classroom than has been reported in previous studies. It was found that teachers verbally interacted more with students during National Literacy and Numeracy Strategy lessons but that this did not lead to statistically significantly higher on‐task rate. Similarly, teachers in inner‐city schools interacted more with students, but on‐task rates in inner‐city schools were not significantly higher. Reasons for this effect are discussed.     

Age‐group differences in the psychological well‐being and academic attainment of distance learners

This was an exploratory study of possible differences in reported symptoms of psychological well‐being and academic attainment among a representative sample of 379 U.K. Open University distance learners. Three levels of the independent variable of Age were observed: under 30, 30–40, and over 40. There were two numerical dependent variables: student scores on the eight scales of a self‐report on feelings about study; and academic attainment in both course work and end‐of‐session examination.

Students in the under 30 and 30—40 age groups performed significantly better in the end‐of‐session examination than the over 40s. But no difference was observed in course work assessment. By contrast, the over 40 group was better organised, more highly motivated, and work‐satisfied than the other two groups. A plausible explanation for these results is that the presumed natural decline with age in cognitive functioning and response speed results in a performance deficit in the over 40s under the timed conditions of the end‐of‐session examination, where speed is of the essence. But the greater motivation and persistence of the over 40s compensates to some extent in course work assessment where there is less time stress. This result suggests that a mixed assessment strategy is a useful policy in distance learning.     

Artistic and Verbal Creative Capacity of 6‐year‐old Children and their Psychopedagogic and Social Conditioning

The subject of the study comprised individual differences of creative achievements among 6‐year‐old children in two basic and qualitatively different kinds of child's activity: verbal and artistic. The aim of the research was both the analysis of the creative capacity level differentiation and pointing out the hierarchy of factors which determine certain inter‐ and intra‐individual as well as inter‐ and intro‐group differences.

The study is based on the concepts of the creativity theory of Wallach and Kogan (1970) and the capacity theory of Renzulli (1986) and Monks (1981) developed within the framework of humanistic and cognitive psychology.

The researcher analysed 6,000 drawings and the same number of oral statements produced by 643 children attending two types of pre‐schools and living in three different habitats. The research also covered teachers working with the 6‐year‐old children.

The following were used in the study: the test ‘Draw‐a‐Man’ of Goodenough; Guilford's tests of divergent thinking; Uszynska's Questionnaire of self‐estimation; The Schaefer's and Aaronson's Classroom Behaviour Inventory Pre‐school to Primary Scale; Popek's Questionnaire of Creative Behaviour ‘KANH’, and Uszynska's Questionnaire for parents.

The results of the research confirm a great differentiation of creative capacity levels of children and suggest that the most significant factors determining them are the pedagogic ones, which may directly or indirectly be influenced by the preschool teacher.     

Agile Software Development: Principles,Patterns, and Practices

Agile Software Development: Principles, Patterns, and Practices by Robert C. “Uncle Bob” Martin is one of the Agile movement's seminal works. This reading considers the viability of human performance technology coexisting with the Agile development methodologies. Agile Software Development: Principles, Patterns, and Practices (2002; ISBN: 978‐0‐135‐97444‐5; 529 pages; $56.00) is published by Prentice Hall (hard cover).     

Young Children's Symbol‐Making Tools and Factors Influencing Their Availability,Selection and Use: An International Survey

Families and schools play essential roles introducing children to the tools of their culture, including pencils and other symbol‐making instruments. Child development and education specialists from Africa, Asia, Europe, and North and South America confirm these roles and reveal that symbol‐making tools, as cultural artifacts, reflect countries’ levels of human development, including life expectancy, literacy, and purchasing power.

In countries of low and moderate levels of human development children are more likely to use commercial symbol‐making tools first in schools, not homes. The symbol‐making tools most widely available to young children are pencils and crayons. Yet, when commercial tools are unavailable, children create their own, using objects from the natural environment.

The pencils used by most young children are standard adult‐sized while crayons, brushes, and markers are more varied in size. In most countries children use symbol‐making tools freely and with adult direction. Nonetheless, adult‐directed tool use decreases and free use increases as human development levels rise.

Place of residence, socio‐economic status, teacher and parent educational levels, and commercial availability account for often wide within‐country variations in child access to and use of symbol‐making tools. Finally, symbol‐making tool design and use appear to be based on tradition rather than research.

     

TEACHING DOCTORS TO TEACH

This article represents a plea by its author for the medical education establishments of the world to concentrate more fully on the teaching of the theories and methodologies of community health. It is no longer sufficient to train physicians to deal on a one‐to‐one basis with patients; rather, the physician must become a community health leader. Only in this way will the vast numbers of persons who will never come into direct contact with a doctor learn about and be able to benefit from such life‐saving advances in medical science as the low‐cost methods for preventing such scourges as diarrheal diseases, measles, tetanus, whooping cough, and acute respiratory infection, aliments which account for more than two‐thirds of the 14 million recorded child deaths per year. Only through physician‐led community health programmes will it be possible to generalize such life‐saving and low‐cost techniques as oral rehydration. In short, the doctor must become a community health educator. For this to happen requires a revolution in medical education.