A reflexive model for teaching instructional design

Although there are numerous models to practive instructional design (ID), few instructional models to teach instructional design have been documented. This article documents a five-year study of two instructors who collaborated on formally studying their teaching of a master's level instructional design course. A reflexive instructional approach was used, in which the teachers examined their teaching while students were being prompted to reflect on their learning of instructional design through a course-long ID project. In this article we summarize our views on learning, teaching, and instructional design. A design and development framework from developmental research (Richey & Nelson, 1996) was used to describe our teaching in terms of the design decisions, model implementation, and model evaluation across six deliveries of the ID course from 1994–1998.     

Understanding children's reading activities: Reading motivation,skill and child characteristics as predictors

This study examined the extent to which a range of child characteristics (sex, age, socioeconomic status, reading skill and intrinsic and extrinsic reading motivation) predicted engagement (i.e., time spent) in different reading activities (fiction books, factual books, school textbooks, comics, magazines and digital texts). In total, 791 children (aged 8–11 years) participated. There was considerable variation in the factors predicting engagement in different reading activities. Although intrinsic reading motivation was a good predictor of recreational book reading, age was a stronger predictor of engagement with digital texts. Furthermore, specific dimensions of motivation predicted engagement in different reading activities; being motivated to read challenging texts predicted recreational book reading, whereas being motivated to achieve good grades predicted schoolbook reading. On the other hand, social reasons predicted engagement with magazines and comics. Implications for education and the relationship between child characteristics and choice of reading activities are discussed.     

The Stigma of Tenure Denied: An Exploration of Individual and Institutional Implications

Research in Higher Education - Although tenure denial is a familiar feature of the faculty profession, the dearth of specific research on the subject indicates that it is a phenomenon not...     

The Role of Epistemic Emotions in Personal Epistemology and Self-Regulated Learning

The purpose of this article is to delineate the role of epistemic emotions in personal epistemology and self-regulated learning (SRL). We first review important tenets of personal epistemology and SRL and then present a model of SRL that situates personal epistemology within that model. We then define epistemic emotions, describe under what conditions epistemic emotions arise, and delineate how these emotions may facilitate or constrain learning processes and learning outcomes. Specifically, we present five antecedents to epistemic emotions and five consequences of those emotions during learning. The five antecedents are control, value, novelty, complexity, and achievement or impasses of epistemic aims. The five consequences are effects on planning and goal setting, motivation, cognitive and metacognitive strategies, learning outcomes, and revisions to antecedents. We end with a discussion of educational implications and future directions for research.     

Supervising cohorts of higher degree research students: design catalysts for industry and innovation

Higher degree research students and their contributions to society and the economy are well known. However, the recognition of the increasing numbers of such students and the decreasing availability of supervisors implies that traditional individual modes of research supervision are no longer sufficient, while models of cohort supervision have led to successful outcomes. This paper uses the notion of threshold crossing to reflect upon a case study of higher degree research (HDR) supervision in an action research program, where students are immersed in industry projects to investigate company issues, innovate and transform the organisation. The action research model balances structure and flexibility, with set tasks and embedded reflexivity; the responsiveness of the model ensures timely project completion and the development of critical thinking skills. Balancing the proximity and distance between the supervisors, student, cohort and industry partner ensures that students are socialised into both academic and industry settings, developing self-efficacy to succeed in both worlds. Analysis of interviews with students and firm partners reveals that the cohort model valorises the higher research degree, developing research students. Three trends in HDR supervision are reconciled in the pedagogical approach outlined: bridging industry and academia, enculturation and emancipation and communities of learning and practice.

     

Support leg action can contribute to maximal instep soccer kick performance: an intervention study

This investigation assessed whether a Technique Refinement Intervention designed to produce pronounced vertical hip displacement during the kicking stride could improve maximal instep kick performance. Nine skilled players (age 23.7 ± 3.8 years, height 1.82 ± 0.06 m, body mass 78.5 ± 6.1 kg, experience 14.7 ± 3.8 years; mean ± SD) performed 10 kicking trials prior to (NORM) and following the intervention (INT). Ground reaction force (1000 Hz) and three-dimensional motion analysis (250 Hz) data were used to calculate lower limb kinetic and kinematic variables. Paired t-tests and statistical parametric mapping examined differences between the two kicking techniques across the entire kicking motion. Peak ball velocities (26.3 ± 2.1 m · s^?1 vs 25.1 ± 1.5 m · s^?1) and vertical displacements of the kicking leg hip joint centre (0.041 ± 0.012 m vs 0.028 ± 0.011 m) were significantly larger (P < 0.025) when performed following INT. Further, various significant changes in support and kicking leg dynamics contributed to a significantly faster kicking knee extension angular velocity through ball contact following INT (70–100% of total kicking motion, P < 0.003). Maximal instep kick performance was enhanced following INT, and the mechanisms presented are indicative of greater passive power flow to the kicking limb during the kicking stride.     

A 6-month analysis of training-intensity distribution and physiological adaptation in Ironman triathletes

In the present study, we analysed the training-intensity distribution and physiological adaptations over a 6-month period preceding an Ironman triathlon race. Ten athletes (mean ± s: age 43 ± 3 years, mass 78.3 ± 10.3 kg, stature 1.79 ± 0.05 m) participated in the study. The study consisted of three training periods (A, B, C), each of approximately 2 months' duration, and four testing weeks. Testing consisted of incremental tests to exhaustion for swimming, cycling and running, and assessments for anthropometry plus cardiovascular and pulmonary measures. The lactate threshold and the lactate turnpoint were used to demarcate three discipline-specific, exercise-intensity zones. The mean percentage of time spent in zones 1, 2, and 3 was 69 ± 9%, 25 ± 8%, and 6 ± 2% for periods A-C combined. Only modest physiological adaptation occurred throughout the 6-month period, with small to moderate effect sizes at best. Relationships between the training volume/training load and the training-intensity distribution with the changes in key measures of adaptation were weak and probably reflect differences in initial training status. Our results suggest that the effects of intensity distribution are small over short-term training periods and future experimental research is needed to clarify the potential impact of intensity distribution on physiological adaptation.     

Repeatability of three-dimensional thorax and pelvis kinematics in the golf swing measured using a field-based motion capture system

Field-based methods of evaluating three-dimensional (3D) swing kinematics offer coaches and researchers the opportunity to assess golfers in context-specific environments. The purpose of this study was to establish the inter-trial, between-tester, between-location, and between-day repeatability of thorax and pelvis kinematics during the downswing using an electromagnetic motion capture system. Two experienced testers measured swing kinematics in 20 golfers (handicap < or =14 strokes) on consecutive days in an indoor and outdoor location. Participants performed five swings with each of two clubs (five-iron and driver) at each test condition. Repeatability of 3D kinematic data was evaluated by computing the coefficient of multiple determination (CMD) and the systematic error (SE). With the exception of pelvis forward bend for between-day and between-tester conditions, CMDs exceeded 0.854 for all variables, indicating high levels of overall waveform repeatability across conditions. When repeatability was compared across conditions using MANOVA, the lowest CMDs and highest SEs were found for the between-tester and between-day conditions. The highest CMDs were for the inter-trial and between-location conditions. The absence of significant differences in CMDs between these two conditions supports this method of analysing pelvis and thorax kinematics in different environmental settings without unduly affecting repeatability.     

Agreement between the force platform method and the combined method measurements of power output during the loaded countermovement jump

There are two perceived criterion methods for measuring power output during the loaded countermovement jump (CMJ): the force platform method and the combined method (force platform + optoelectronic motion capture system). Therefore, the primary aim of the present study was to assess agreement between the force platform method and the combined method measurements of peak power and mean power output during the CMJ across a spectrum of loads. Forty resistance-trained team sport athletes performed maximal effort CMJ with additional loads of 0 (body mass only), 25, 50, 75 and 100% of body mass (BM). Bias was present for peak velocity, mean velocity, peak power and mean power at all loads investigated, and present for mean force up to 75% of BM. Peak velocity, mean velocity, peak power and mean power 95% ratio limits of agreement were clinically unacceptable at all loads investigated. The 95% ratio limits of agreement were widest at 0% of BM and decreased linearly as load increased. Therefore, the force platform method and the combined method cannot be used interchangeably for measuring power output during the loaded CMJ. As such, if power output is to be meaningfully investigated, a standardised method must be adopted.