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Browsing by Subject: Instructional Design

  1. Flipping an Introductory, Graduate-Level Instructional Design Course: A Teaching Case

    Saul Carliner, Concordia University, Canada

    EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 1142–1147

    This teaching case explores the experience of using “flipped” instruction to teach an introductory graduate course on instructional design. The one term course teaches the basics of Analysis,... More

    pp. 1142-1147

  2. Robotics-Based Course Design for Autism Spectrum Disorder

    Yefim Kats, Chestnut Hill College, Philadelphia, USA, United States; Jeffrey Kuhn, Center for Student Learning Charter School, United States

    EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 1010–1015

    This paper addresses the development of the graduate course in instructional technology (IT) for technology facilitators and special education teachers working with autism spectrum disorder (ASD)... More

    pp. 1010-1015

  3. An instructional design model for virtual reality training environments

    Benjamin Zayas-Perez & Miguel Perez-Ramirez, Electrical Research Institute, Mexico

    EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 483–488

    This paper presents an instructional design model for virtual reality training environments. The model consists of five main stages: analysis, design, development, implementation and evaluation. A ... More

    pp. 483-488

  4. The Crossroads of Purpose and Need: Developing Criteria for Training Content Experts for Quality Online Continuing Education

    Leticia De Leon, The University of Texas - Pan American, United States

    EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 346–352

    This paper describes a development process for the creation of quality criteria in continuing education. Because many purveyors of professional development knowledge are content experts, not... More

    pp. 346-352

  5. The Transition to Online Marking in Large Classes

    Andrew Eberhard, University of Auckland Business School, New Zealand; Don Sheridan, The University of Auckland Business School, New Zealand

    EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 136–141

    The prospect of business as usual given shrinking budgets, increased enrolments and an emphasis on an integrated approach to instructional design, delivery and finally assessments creates... More

    pp. 136-141

  6. Learning Analytics and Instructional Innovation: Using Data to Design and Validate New Approaches to Online Learning

    Dr. Keith Hampson, Acrobatiq (A Carnegie Mellon University Venture), Canada

    EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) p. 25

    The capacity to measure online learning is the single greatest driver of innovation in higher education in 2014. More and better information about learning outcomes in the hands of educators,... More

    p. 25

  7. MOOCs Design and Development: Using Active Learning Pedagogy and Instructional Design Model in MITx Courses on the edX Platform

    Yashu Kauffman, MIT, United States; Douglas Kauffman, Boston University, United States

    EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 22–27

    This paper describes the process we use to design and develop the structure and pedagogy of Massive Online Open Courses (MOOCs). By using the infrastructure and digital affordances of MITx courses ... More

    pp. 22-27

  8. How Video Games and Digital Literacy Impacts Student Attainment and Development: An Analysis of Synergistic Integration

    Mario Adkins, Aquinas College, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1–5

    Research has found that video games can boost technical, kinetic, social and linguistic skills in students. Furthermore, cognitive skills such as memory, reaction speed and mental processing... More

    pp. 1-5

  9. Transitional states – From extrinsic to intrinsic motivation by using pedagogical tools in learning

    Charlotte Wiberg, Department of Informatics, Sweden

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1936–1941

    Motivated students learn much more easily and often teachers make a large effort to motivate them. It is important to get the students to have their own motivation instead from someone else outside... More

    pp. 1936-1941

  10. Using ADDIE to Design Online Courses Via Hybrid Faculty Development

    Michelle Read, Gwendolyn Morel & Danyelle Hennington, Texas State University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1873–1878

    In the 2014-2015 academic semesters, instructional designers at Texas State University piloted a hybrid faculty development course for instructors who were building hybrid or fully online college... More

    pp. 1873-1878

  11. Semantic Text Theme Generation in Collaborative Online Learning Environments

    Andrew Lumpe, David Wicks, Robin Henrikson & Nalline Baliram, Seattle Pacific University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1837–1842

    Online students' ability to self-regulate led to focused attention and time on-task. Given a need for more theoretical work in this area, as well as the potential practical benefits, we sought to... More

    pp. 1837-1842

  12. Adobe Connect as Emergency Triage Command Centre: A Simulation Test

    Tehmina Gladman & Kelli Fleming, University of Otago, Wellington, New Zealand

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1771–1775

    This brief paper will discuss the design and development of an innovative simulation method to prepare aviation medicine students on the requirements to work together as part of a rescue team... More

    pp. 1771-1775

  13. Developing Scientific Content, Pedagogy, and Teacher Confidence in Blended Learning Environments

    Lori Fulton & Jon Yoshioka, University of Hawaii at Manoa, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1765–1770

    Online and blended/hybrid learning environments are steadily increasing in all areas of education, including becoming part of courses that typically require a high level of socially constructed... More

    pp. 1765-1770

  14. Using an E-Text as the Instructional Resources of a Flipped Classroom: A Case Study

    Jacob Enfield, California State University Northridge, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1758–1764

    The flipped, or inverted, classroom model of instruction has been an effective pedagogical strategy for over a decade (Baker, 2000; Bates, 2012). However, for this approach to be effective the... More

    pp. 1758-1764

  15. The Effective Use of Learner Control In Designing Computer-Based Instruction

    Lisa Brown, Claremont Lincoln University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1711–1718

    This paper explores the benefits of using the strategy of learner control (LC) in computer-based instruction (CBI), analyzes the evidence and conditions of its efficacy, and proposes a model for... More

    pp. 1711-1718

  16. Pedagogical and Technological Issues in the Instructional Design of a tandem MOOC

    Christine Appel, Universitat Oberta de Catalunya, Spain; Joan-Tomàs Pujolà, Universitat de Barcelona, Spain

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1696–1705

    Language Massive Open Online Courses (LMOOCs) present a series of challenges concerning the methodological approach to promote meaningful language learning tasks and the tools required to promote... More

    pp. 1696-1705

  17. Mobile Learning for Students With and Without Disabilities in K-12 Educational Setting

    Jingrong Xie & James Basham, The University of Kansas, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1647–1664

    Mobile learning technology has shown great potential to facilitate teaching and learning in recent academic research. This comprehensive literature review methodology was used to examine recent... More

    pp. 1647-1664

  18. Nuclear Proliferation Awareness: The Peace Doves Case Study

    Nancy Sardone, Georgian Court University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1603–1609

    This paper reports on a study conducted with undergraduates (n=17) preparing to become elementary, middle, and high school teachers in varied domains (i.e. mathematics, history). The context was... More

    pp. 1603-1609

  19. Case study of a MOOC initiative in a small school: issues and benefits

    Normand Roy, Université du Québec à Trois-Rivières, Canada; Marc Bachand & Nicolas Boivin, UQTR, Canada

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1586–1592

    Even as the MOOC is trending world-wide, many are wondering about the implications for universities and for the financial production model (Charlier, 2014; Mazoue, 2013). This is even truer for... More

    pp. 1586-1592

  20. Screencasting Student Presentations to Save Class Time for Engaging Discussions

    Dr. Laura Lowder, Pfeiffer University Assistant Professor of Education, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1524–1526

    How many times in your college career did you spend the last day or two of class listening to your peers give presentations? How many of those final class periods included in-depth discussions... More

    pp. 1524-1526