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Introduction
Published in Jim Goodell, Janet Kolodner, Learning Engineering Toolkit, 2023
For some challenges, an individual learning engineer with expertise in multiple disciplines might be sufficient. But usually, the big problems to be solved through learning engineering exceed any one person’s ability. Consider this description of a learning engineer from the Educause Learning Initiative’s resource, 7 Things You Should Know About Learning Engineering:Learning engineers typically have broad knowledge of engineering processes as well as of learning science, computer science, and data science. In addition to understanding instructional design, artificial intelligence and machine learning, pedagogy, and andragogy, they offer skills in systems and user experience design, product testing, and the development of policies, regulations, and standards. They leverage those skills to create learning experiences, courses, and curricula; define educational competencies and assessment standards; and use research and data to improve teaching and learning.6
Practicing Online Higher Education Facilitated by ICT in China: In the Context of COVID-19 Pandemic
Published in Abbas Rajabifard, Greg Foliente, Daniel Paez, COVID-19 Pandemic, Geospatial Information, and Community Resilience, 2021
As the online learning environment is important regarding course performance, the previous researches reveal the elements that foster a good environment. For example, researchers find that the appropriate instructional design of prediction, observation, explanation, and evaluation (POEE) is necessary for the inquiry learning process. Besides, the course design in the scaffolding modular structure is meaningful to a better understanding environment and it can also provide support for self-learning [3, 4]. In addition, the online self-assessment toolbox in the learning management systems (LMS) and the virtual learning environment (VLE) interface facilitates leaning performance as well [5]. Furthermore, the design of sociable environments can enhance learners' social presence and interaction, which enables confidence in the learning process [6].
Using Cognitive Flexibility Hypertext to Develop Sexual Harassment Cases
Published in Cleborne D. Maddux, D. LaMont Johnson, The Web in Higher Education: Assessing the Impact and Fulfilling the Potential, 2021
Douglas M. Harvey, Veronica M. Godshalk, William D. Milheim
The next concern of the instructional design group was to identify the themes and important concepts of the domain. Using a combination of the instructor's notes from previous lectures on the topic, and a similar set of hypertext-based case materials developed for use in an undergraduate course (Wyatt & Harvey, 1997), the team identified three themes and four perspectives for the sexual harassment content domain. The themes were power, societal views, and personal responsibility. The perspectives included the alleged victim, the alleged harasser, an involved coworker, and management. An additional perspective covering the legal views of sexual harassment was also considered important, since the part-time MBA students were adult learners working full time in corporate settings. All of these were then used as learning context guides during the development process.
Designing and developing an accessible web-based assistive technology for students with visual impairment
Published in Assistive Technology, 2023
Tuğba Kamalı-Arslantaş, Soner Yıldırım, Banu Altunay
Instructional Design PrinciplesInstructional design should provide users with individualized instruction and a flexible environment. Even personalized description of components may increase a sense of belonging for students.Instructional design should provide features that enable them to study in a time-efficient manner.An instructional design should allow users to access nonvisual elements through a simple interface.Instructional design should provide opportunities for self-paced learning.Instructional design should provide users with control over pacing and instruction. For example, including, features that can be selected by the students; and,features that allow students with VI to follow their own performance in order to better understand how they are progressing in learning the relative skills.
Integrating Family-Centered Care to Child Health and Diseases Nursing Course via Distance Education
Published in Comprehensive Child and Adolescent Nursing, 2023
Sevil Çınar Özbay, Özkan Özbay, Handan Boztepe
For this study, a distance education course was designed by following the systematic process according to the ADDIE model, including the stages of Analysis, Design, Development, Implementation and Evaluation (Molenda, 2015). This instructional design model was used in the study because it provides a systematic process in creating learning environments with a performance-oriented, interactive and innovative approach and facilitates learner-oriented teaching (Yünkül & Er, 2014). In the analysis stage of the model, problem analysis was performed to determine the required situation and learner characteristics. In the design stage, subject headings and course content were created. Concept analyses related to the subject were primarily utilized in the creation of the course content (Foster & Shields, 2020; Smith, 2018). The conceptual content of the course was developed from these analyses. The curriculum was created after reviewing both national and international literature.
Performance assessment: Consensus statement and recommendations from the 2020 Ottawa Conference
Published in Medical Teacher, 2021
Katharine Boursicot, Sandra Kemp, Tim Wilkinson, Ardi Findyartini, Claire Canning, Francois Cilliers, Richard Fuller
Marking schemes (or scoring schedules) need to align to the aspects of the clinical task under scrutiny and to examiner thinking (Daniels and Pugh 2018). Both these aspects require careful consideration. Overuse of checklists can risk trivializing the task, while there has been concern that overuse of rating scales leads to poorer reliability (Wood and Pugh 2020). The latter concern, as outlined above, does not seem to be borne out in practice. Constructing marking schemes involves considering two aspects: (1) aligning the marking scheme language to clinical thinking (Weller et al. 2009) and (2) using key features whereby the key steps to reach a clinical decision are elucidated and then ensuring alignment with the marking scheme (Pugh et al. 2016). In both cases, good instructional design can reduce examiner cognitive load, and help authenticity through avoidance of giving marks to candidates for just routine actions.