Instructional Design for Online Learning

Online continuing education holds promise as an effective method for rapid dissemination of emerging evidence-based practices and best clinical practice in health care. Online continuing education has the potential to engage collaborative interdisciplinary teams in a manner that emulates the practice model of virtual teams. Yet, the field of continuing education continues to focus on live programming at the expense of new developments in practice-oriented online educational methods. While is it is acknowledged that health practitioners require an experiential approach to continuing education; the question remains how online asynchronous programming deliver higher-level practice competencies?

To address the question of educational methods for health practitioners, the authors have examined the relevance of situated learning theory to online learning methods. From this examination, seven key factors have been identified that aid the engagement of learners in the creation, delivery, and skill building for practice-oriented online educational programs (Zaghab et al, 2015). Based in organizational learning theory, knowledge management (Nonaka, 1994; Szulanski, 2002), and adult education or andragogy (Knowles, 1970; 1984), the resulting seven composite factors are termed “sticky” factors. These sticky factors are then mapped to Moore and colleagues’ (2009) higher level learning outcomes in healthcare continuing education. Data are presented on learner reported practice-related outcomes in a growing series of online continuing education programs through the University of Maryland School of Pharmacy’s Center for Innovative Pharmacy Solutions (CIPS). Delivered through an accessible a learning portal developed by CIPS and Connect for Education; the portal is called the CIPS Knowledge Enterprise™.

In addition to practice oriented outcomes, the CIPS Knowledge Enterprise engage in the Learner Stewardship Cycle (Zaghab et al, 2015), an iterative continuous improvement process to improve stickiness and learner engagement through micro-interventions. Both sticky learning strategies integrated into the continuing education classroom and the stickiness of the Learner Stewardship Cycle contribute to higher level learning outcomes in practitioner learners. A dynamic, adaptive learning environment is also needed to optimize learner-practitioner programs. The technology-instructional partnership will also be described. Observed outcomes from the partnership are abbreviated development and launch times

The complexity of the Internet has increased the requirement of learner's self-cognition, self-control and self-responsibility when using Internet to learn. Thus, responsibility of e-learner to decide on the validity, reliability and meaningfulness of the information steadily increased. This situation has caused internet related issues such as problematic Internet use, Internet addiction, cognitive overload, disorientation, continuous partial attention and information pollution on the Internet. The purpose of this study is to provide practical strategies for e-learners' Internet related current issues. This study presented in three steps. At the first step, problematic Internet use and addiction, cognitive overload, disorientation, continuous partial attention and Internet information pollution was discussed as Internet related current issues of e-learners. At the second step, increase of Internet literacy, Internet search strategies, using computational knowledge engines, and benefit from Semantic Web presented as practical strategies for e-learners. At the end of study related conclusions provided.

Deficiencies in students’ interaction and motivation to learn are among the most reported challenges in medical education during the COVID-19 pandemic. There is a need to find new methods to overcome these challenges. We implemented a virtual learning station (VLS) approach in pathology lectures about locomotor diseases carried out over 2 weeks. The study was performed at the Faculty of Medicine, Helwan University, Cairo, Egypt. We assessed students’ satisfaction and their perceptions of the method used qualitatively via a narrative survey. Common themes in the narratives had been extracted and a coding book had been developed where a brief definition and description of each code had been included. Response rate was 88.8% out of 304 participating first-year students. Most students (93.5%) were satisfied with the VLSs. Extracted themes of students’ perceptions were categorized into advantages, limitations/disadvantages, and recommendations to improve the approach. Regarding the advantages, seven subcategories, namely, knowledge, skills, learning environment, self-efficiency, content & technique, focusing, and feedback, were extracted. Students mentioned the long duration, less collaborative teams, and connection problems as the main limitations/disadvantages. In addition, regarding recommendations, four subcategories, namely, generalization of experience, frequency of repetition, feedback, and duration of sessions, were extracted. So, VLSs can be an innovative learning solution for online medical lecturing in the COVID-19 era to overcome the lack of students’ interaction and motivation to learn.

Le origini e lo sviluppo storico dell’Instructional Design sono passate in rassegna allaluce delle possibili applicazioni di questa disciplina nel contesto della progettazione
curricolare nella scuola italiana. Sono quindi presentate le idee di base e i principali concetti dell’Instructional Design con un enfasi sui metodi che possono contribuire a
innalzare la qualità dell’insegnamento. I principi di due importanti innovazioni teoriche, la teoria del carico cognitivo e la teoria dell’apprendimento multimediale, sono considerati dal punto di vista della progettazione multimediale e del dibattito fra istruzione diretta e apprendimento per scoperta. Infine, sono formulate alcune ipotesi sulle cause della limitata diffusione delle teorie e dei metodi dell’Instructional Design nella scuola italiana, e sono avanzate delle possibili soluzioni. [This paper reviews the origins and development of Instructional Design in light of its
possible uses in the context of curricular design in Italian schools. The main concepts and ideas of Instructional Design are presented with an emphasis on the methods for
improving the quality of instruction in the classroom. Cognitive Load Theory and Multimedia Learning Theory are described as important innovations in the field of
Instructional Design, and their role is explored in the debate between direct instruction and discovery learning. Finally, some hypotheses are introduced to explain the limited
diffusion of Instructional Design theories and methods among Italian teachers and school principals and suggestions are made on how to improve the situation.]

This paper explores a sample of data collected from a UNICEF Eastern Caribbean rapid assessment on teaching and learning during the COVID-19 pandemic in eight countries. The primary investigation method was mixed and captured data from key participants/stakeholders in education using CAPI Technology and Video Conferencing tools. Statistical analyses and qualitative thematic analysis were conducted to report on findings using Statistical Package for the Social Sciences and Nvivo Qualitative Software. The data on online teaching and learning from Barbados was selected for further review and presented an opportunity to assess the Barbadian experience against other developing and developed countries. In assessing these perceptions in a sample of primary and secondary schools, stakeholders were
generally dissatisfied with the online and blended learning modalities citing challenges relating to the equality and equity in access to devices and the enabling environment that facilities effective online teaching and learning.

The global pandemic precipitated by the coronavirus disease (COVID-19) has exacerbated inequities and inequalities in accessing educational opportunities among different social groups. Consequently, the idea of inclusivity in education has become an abstract phenomenon which widens digital divide and creates social injustice. This calls for an immediate coordinated response from all stakeholders of education and government to ensure that no one will be left behind as we navigate the so-called new normal. Without an appropriate intervention and sound policy guidance, negative repercussions may be so widespread that it will remain a problem in the education sector for a long time.

The Socioeconomic Inclusion During an Era of Online Education book aims to bring together the school-wide pedagogies, practices, and policies that have been implemented or will be proposed to ensure an inclusive education in online learning environments. These learnings, experiences, and proposals will help educational leaders, policy makers, teachers, parents, and students on how to adjust and adapt with teaching and learning online not only during a pandemic (i.e., emergency remote education) but also during “normal times.”

More information: https://www.igi-global.com/publish/call-for-papers/call-details/5573

The research was conducted to determine the effects of computer animation on pupils learning outcomes in four core subjects in basic education inAbuja, Nigeria. The study adopted the pretest-posttest control group quasi-experimental research design. The instruments for data collection for this study were Science and Technology Achievement Test (0.85) Mathematics Achievement Test (0.83), English Achievement Test (0.79), and Civic Education Achievement Test (0.73). Purposive sampling technique was used in selecting primary three pupils in two private primary schools in Abuja Municipal Area Council, 24 primary school pupils were then randomly assigned to one control and one experimental group. One research hypothesis was generated and tested, data collected were analyzed using mean, standard deviation and inferential statistics of Multivariate analysis of covariance (MANCOVA). Results revealed that the main effect of treatment on students' achievement in mathematics, English language, and civic education is not significant except in science F(1,12)= 13.64, p<0.05). Thereforethe use of animation-ish software should be employed in learning science and technology in primary schools.

The Communication for Development Research Project. Department of Curriculum Research and Development. Graduate School of Srinakharinwirot University. Academic 2013. “The Innovative curriculum and learning in the 21st century” The project objective:
1) To allow SWU. PhD students. Major Research and Development to develop the skills of analysis, synthesis, critique of research and new courses.
2) to provide opportunities for students of SWU. Doctor of Philosophy. Major research and development to understand the nature of the research highlights the limitations of the research and propose their own research on issues related to research and development, research and project management.
The ocumentation of this seminar include Online curriculum, Nature of science, Diagnostic Assessment, Research Skills, Learning for older adult and Critical thinking. In this seminar has been honored by the qualified expert; research and development program consisting of Associate Professor Dr. Wichai Wongyai,  Dr. Manas Boonprakob, Dr. Pannee Boonprakob,  Dr. Umaporn  Lorsomludee , Dr. Paiboon Onmuang,  Dr. Danulada Jamjulee and Dr. Marut Patpol to guide and recommendations that will be useful to all students. We would like to thank all of you.

SWU. Ph.D. Students
Major research and development
February 22, 2014.

Teachers of German Second Additional Language (SAL) in South Africa face a number of obstacles both with regard to teaching, and with regard to their professional development. A professional development model was designed focusing on collaborative and self-directed learning. In the design, attention was paid to overcoming the obstacles to teacher professional development, while allowing for sufficient individualisation of learning aims. The design was based on the Four-Component Instructional Design (4C/ID). A first phase of the model was evaluated by local and international subject and instructional design experts, after which the model was implemented and evaluated by teachers of German SAL in South Africa. Participants in the trial implementation considered the programme to be relevant to their needs. However, a need was identified for the model to be revised to facilitate asynchronous collaborative learning more effectively. In this article, insights gained from the design, testing and evaluation of the model are highlighted.

This paper outlines the key issues of remotely invigilated online exams (RIOEs) and presents ways to avoid and resolve the issues for educators who are considering implementing them. The purpose of this paper is to share the lessons learned during the process of implementing and evaluating RIOEs and highlight the key considerations required to conduct RIOEs more seamlessly, whilst minimising students’ cognitive load. With the continued growth, and future importance of online tertiary education, this paper provides an important contribution to the understanding of the best methods and practices by which to conduct online examinations and provides a foundation for continued research and enhancement of effective RIOEs.

The paper follows an extensive Action Learning process to develop and present a case study that was conducted across nine fully online business courses in a start-up venture for the University of South Australia. Cognitive load theory underpins the case study, which enabled the researchers to gain profound understanding into the RIOE process, identify issues and offer resolutions. RIOEs require more systematic and effective design compared to traditional paper-based exams and should be supplemented by early and clear communication with students. Educators should enable and encourage students to rehearse the exam service access procedures prior to their exams and students should be provided with real-time responsive technical support for any ad hoc issues that may present during the exam. These factors play a critical role in ensuring the successful implementation of RIOEs.

Classroom management refers to the actions and strategies that teachers use to maintain order in a classroom. A Virtual classroom is an asynchronous-based online learning environment that delivers course materials to learners and provides collaboration and interaction using an asynchronous-based forum as the main platform to support the learners' independent study. In a physical classroom there is physical contact between the students and the instructor. This makes it easy for the instructor to enforce rules that are intended for effective classroom management. This physical contact is elusive in a virtual classroom and yet effective classroom management is desired. Virtual classroom is useful to the students for revision exercise; as a backup for physical classroom contact. This paper proposes a conceptual model using existing virtual tool to bring about an effective classroom management strategies in a Virtual classroom.

Internet technologies are changing our lives and educational systems in many ways. Multimedia is an integral part of the educational environment through online distance learning. This survey,
through the selected literature, explores the definitions and history of multimedia in distance learning, especially for adult learners. It shows advances made in capabilities and multimedia uses. Learning management systems enable the growing use of multimedia in distance learning programs. The impact of integrating multimedia and interactivity provides substantial benefits, some drawbacks, some unresolved questions, and an uncertain future. Information technology continues to advance. Many sources disagree on future predictions, but most agree on the necessity of good instructional design and development for multimedia use in online distance learning.

Come migliorare la gestione dei corsi di lingua on line e su app? Il volume risponde a questo interrogativo individuando strategie glottodidattiche, indicando in che modo veicolare gli aspetti culturali della lingua e come gestire la videoscrittura in modo inclusivo. Inoltre, fornisce istruzioni per scegliere un corso a distanza, valutandone potenzialità e criticità.

Il testo è indicato sia per la formazione sia per l’aggiornamento dei docenti di didattica della lingua (seconda e straniera) ma anche di altre discipline, dei tutor e degli instructional designer, prendendo in considerazione le nuove competenze richieste ai docenti e i differenti metodi di studio e stili di apprendimento delle nuove generazioni.

Il taglio pratico – che si avvale anche di memorandum visivi e brevi test di autovalutazione – è pensato per accrescere l’abilità di gestire con più consapevolezza critica e controllo il processo di insegnamento a distanza. Infine, viene stilato un Mini Vademecum che riassume le risposte alle domande poste nel volume e che, nella sua brevità, può essere recuperato mentalmente senza sforzo come guida durante l’attività di insegnamento.

Digital technology is reshaping the way higher education subjects are taught, including design. Various design disciplines use studio teaching as a pedagogy to educate students for professions in art and design. Studio teaching bases a high premium on face-to-face interactions which guide learning through dialogue and feedback on individual work. Many design educators believe it is difficult or even impossible to teach design online because of studio-based interactions. Is design one of those disciplines that cannot be taught online because of the studio culture? This study explores that question by investigating the effectiveness of teaching design subjects that employ a virtual classroom to manage peer-to-peer critiques, instructor feedback, and assignments. Twenty-eight first-year students participated in two online design subjects that required them to interact with fellow students and the design instructor via a Learning Management System. The experienced benefits and challenges of students and instructors are presented, and future research is highlighted.

Résumé
La technologie numérique transforme la façon dont sont enseignées les disciplines de l'éducation postsecondaire, y compris le design. Différentes branches du design se servent de l'enseignement en studio comme pédagogie permettant de former les étudiants pour les métiers des arts et du design. L'enseignement en studio accorde une importance considérable aux interactions en personne qui orientent l'apprentissage par l'entremise du dialogue et de la rétroaction offerte sur le travail individuel. De nombreux enseignants de design croient qu'il est difficile, voire impossible, d'enseigner le design en ligne à cause des interactions en studio. Le design est-il l'une de ces disciplines que l'on ne peut pas enseigner en ligne à cause de la culture des studios? Cette étude explore la question en investiguant l'efficacité de sujets qui étudient le design à l'aide d'une salle de classe virtuelle, qui sert à gérer les critiques entre les pairs, les rétroactions de l'instructeur, ainsi que les travaux à effectuer. Vingt-huit étudiants de première année ont pris part à deux cours de design en ligne qui exigeaient d'eux qu'ils interagissent avec leurs camarades et avec l'instructeur par l'entremise d'un système de gestion de l'apprentissage.

The emphasis on education fluctuates with the economy. When education is encouraged, many individuals flock to colleges and universities to increase earning potential or achieve goals. Thanks to advancements in technology, distance education in the 21st century can be similar to face-to-face education. Students spend many hours sitting in front of a computer completing course work. Although still in infancy stages, online education has vastly improved. Perspectives like teaching adults (andragogy), transformative learning, and teacher immediacy all address teaching individuals from afar. In consultation with these three perspectives, several qualitative measures have been developed aid with online course design. This graduate project intends to assist faculty with setting up an online course using Andragogy, Transformative Learning Theory, and Teacher Immediacy as the backbone. In addition, the Quality Online Course Initiative, Quality Matters, and Quality Online Learning and Teaching tools are applied.

Capítulo VII del libro "El Diseño Instruccional. Elemento clave para la innovación en el Aprendizaje, Modelos y Enfoques"

El presente capítulo consta de dos partes. Para facilitar una comprensión profunda, la primera parte comienza con la recuperación del contexto socioeducativo en el que fue formulada la propuesta de Robert Gagné, que probablemente fue el modelo instruccional más destacado de su momento histórico, y cierra con la exposición de las influencias teóricas que la atraviesan: el Conductismo y el Cognoscitivismo, así como lo que actualmente conocemos como el enfoque del Aprendizaje Activo.

En la segunda parte exponemos cómo se incorporaron los 9 Eventos Instruccionales en un programa de reingeniería de cursos en línea, que se realizó en uno de los centros de la Universidad de Guadalajara para mostrar su adaptación e implementación a un contexto contemporáneo.

Concluimos con algunas reflexiones sobre los alcances y limitaciones del modelo que aconsejamos que los diseñadores instruccionales consideren para utilizar el modelo en propuestas innovadoras.

Preocuparea pentru educaţie este cea mai mare provocare pentru majoritatea guvernelor în efortul lor de a promova idealuri democratice de libertate, pace, responsabilitate şi justiţie socială, în strădania de a genera mai multă prosperitate şi competiţie pe o piaţă globală liberă. Liniile majore de urmat în politicile naţionale se intersectează cu oferirea accesului cu costuri reduse la educaţie; perspectiva educaţiei permanente este luată în considerare generând oferte educaţionale personalizate pe categorii sociale şi aspiraţii.

The global prevalence of COVID-19 notwithstanding the deficit of academic performance when comparing students with learning disabilities (LD) to their colleagues who are non-disabled has led all Ghanaian schools to halt teaching and learning at all levels in regular education classrooms from preschool to the tertiary level. In this time of crisis whiles students prepare and await national examinations like Basic Education Certificate Examination(BECE) for basic schools, West African Secondary School Certificate Examination (WASSCE) for senior high schools and Ghana National Teacher Licensure Examination (GTLE) for prospective teachers; are there alternative ways for learning instead of the regular conventional face to face classroom interaction? Is Ghana ready and prepared for such alternative methods? Would students with learning disabilities be catered for to avoid high abysmal performances in these examinations? This study is aimed at discussing possible implications of online learning based on educational theories and teachers' personal theories of teaching and learning as interventions. The fundamental framework for this study was adapted from Fox's (1983) teaching as professed in teachers' theory of teaching and learning by Nicole (2017) as well as relating the behaviourists, developmentalists and constructivists learning theories to online teaching. Revealing the existence of knowledge as basis for this study, review of literature for online learning was discussed to support the relevancy and significance to the study. Recommendations for future research include examining effects of using online learning to enhance students' academic performance. This study would provide basic schools, secondary schools, colleges of education and their affiliated university teachers with the need to employ a blend of online platforms during and after schools lock-down for teaching and learning in Ghana.

With the global academic community currently focused on student learning outcomes achievement, assessment, and continuous improvement, e-learning strategies provide effective measures than can assist educators and educational administrators in the satisfaction of key objectives. Whether it is creating and incorporating simulations, building courses and curriculum, engaging in virtual team building, managing online programs, concept mapping, developing an electronic portfolio program, creating active training environments, determining the instructors role, problem solving, evaluating online learning, or using e-learning to build an effective assessment program this book will prove to be an indispensable resource. Geared towards administrators, key decision makers, educators experienced with e-learning, and instructional technology students, it marries the leading literature and prevailing ideologies with best practices illustrated by notable real-world examples.

This master thesis analyzes the history and way the Massive Open Online Courses are offered in 2014. Covering the structure and methods of the three most popular MOOC initiatives (Coursera, Udacity and edX), I have listed the way they currently use digital media for collaboration and learning.

Because this is an instructional design work, I then detail a new proposal of a structure for a MOOC, basing my proposal on research on how the learners experience MOOCs today,
the biggest issues and the most positive characteristics.

Social presence in online learning, particularly through graduate programs in adult education, is considered through the use of “small story” (Georgakopoulou, 2015) and Bhabha’s (1994) thirdspace. Attention is given to the theoretical development and history of social presence research, including social presence within the framework of online communities of inquiry (Garrison, 2009) as a model of online learning. Storied presence, as small story applied to social presence, is explored within this framework with the intention to use small story as a way to help graduate students come to terms with challenges experienced, for example, through differences in culture, race, and gender. In this sense, storied presence may serve as a form of experiential learning that draws upon lesser known aspects of adult education with attention, for instance, to emotions, relationships,and spirituality in learning, as well as a sense of belonging among graduate students. Prospective research will include an inquiry into the effects of emotion-laden experiences upon the self (Dirkx, 2018), and potentially the Buddhist notion of non-self or “anatta” in adult learning. Further research will also explore the presentation ofself in online learning environments through reflective practice (Bolton, 2014) with consideration of theatrical masks as metaphor (Ross, 2011), including masks of protection, disguise, performance, discipline, trace, and transformation.Keywords: Social presence, community of inquiry, thirdspace, small story, sense of belonging, emotions in adult learning.

English summary:

Multilingualism is a reality in South African classrooms. The Constitution of South Africa (Act 108 of 1996) and the national language policy recognize language rights and aims at supporting, promoting and developing the official languages. However, despite the advantages of mother tongue education, English is often chosen as language of learning and teaching at the cost of the African official languages. This study proposes the accommodation and promotion of multilingualism through blended learning.

Blended learning refers to the blending of traditional instruction methods, such as face-to-face instruction, with other forms of instruction such as online learning and teaching. Through a discussion of asynchronous and synchronous learning tools it was established that wikis would be used for this study. In terms of blended learning and learning theories the main emphasis in this study is on socio-constructivism as well as communal constructivism.

The empirical research in this study focused on the establishment and testing of a conceptual model for the accommodation and promotion of multilingualism through blended learning in the subject IT. The research took the form of a sequential embedded mixed methods design. Both quantitative and qualitative approaches were used. A questionnaire was used with IT teachers to investigate the language and blended learning context. This was followed up with qualitative research in the form of interviews aimed at provincial and national experts in terms of the subject IT and e-learning. Based on the literature and these two investigations, a conceptual model was developed. The conceptual model’s effectiveness was tested through a quasi-experimental study. A questionnaire was also completed by the respondents at the schools after the completion of the study. Through the testing of the effectiveness of the conceptual model it was found that multilingualism could successfully be accommodated and promoted through this conceptual model.



Afrikaans summary:

Meertaligheid is ’n werklikheid in Suid-Afrikaanse klaskamers. Die Grondwet van Suid-Afrika (Wet 108 van 1996) en die nasionale taalbeleid erken taalregte en het die ondersteuning, uitbreiding en ontwikkeling van die amptelike tale ten doel. Hierteenoor, ten spyte van die voordele van moedertaalonderwys, word Engels dikwels as taal van onderrig en leer gekies ten koste van die Afrikatale wat amptelike tale is. Hierdie studie stel die akkommodering en uitbreiding van meertaligheid deur gemengde leer voor.

Gemengde leer verwys na die mengsel van tradisionele onderrigmetodes, soos gesig-tot-gesig-onderrig, met ander vorme van onderrig soos aanlynonderrig en -leer. Deur ’n bespreking van asinchrone en sinchrone leertegnologie is bepaal dat wiki’s vir hierdie studie gebruik sal word. Met betrekking tot gemengde leer en leerteorieë was die fokus van hierdie studie op sosio-konstruktivisme sowel as gemeenskapskonstruktivisme.

Die empiriese navorsing van hierdie studie het op die daarstelling en toetsing van ’n konseptuele model vir die akkommodering en uitbreiding van meertaligheid deur gemengde leer in die vak IT gefokus. Die navorsing was in die vorm van ’n sekwensiële, insluitende gemengde metode ontwerp. Beide kwantitatiewe en kwalitatiewe benaderings is gevolg. ’n Vraelys is aan IT-onderwysers gestuur om die konteks in terme van taal en gemengde leer te bepaal. Dit is opgevolg deur kwalitatiewe navorsing in die vorm van onderhoude met die provinsiale en nasionele kenners van die vak IT en e-leer. Op grond van die literatuur en die twee ondersoeke is ’n konseptuele model ontwikkel. Die konseptuele model se effektiwiteit is gemeet deur middel van ’n kwasi-eksperimentele studie. ’n Vraelys is ook deur die respondente by die skole voltooi nadat die studie voltooi is. Daar is, na aanleiding van die toetsing van die effektiwiteit van die konseptuele model, bevind dat meertaligheid suksesvol deur die konseptuele model geakkommodeer en uitgebrei kan word.

L'obiettivo principale del lavoro di tesi, iniziato prima dell'epidemia da COVID-19, è stato quello di concepire un corso avente come tema l’Archeologia dell’Architettura Postclassica basato sulle più innovative forme di insegnamento online.

La tesi si articola in quattro parti:
- la prima analizza la didattica online e le sue caratteristiche, evidenziando i suoi campi di utilizzo prima della pandemia;
- la seconda riporta e interpreta i dati ricavati dai questionari che sono stati progettati e sottoposti ai docenti del settore L-ANT/08 e agli studenti dell'Università di Padova, iscritti in Scienze Archeologiche, per comprendere come e in che modo essi avessero accolto la nuova modalità di erogazione delle lezioni nell'anno 2020;
- la terza affronta i passaggi, dal punto di vista teorico, che occorre seguire nel momento in cui si affronta la progettazione di un corso online, sia dal punto di vista didattico che digitale, comprendendo anche la fase tecnica di realizzazione delle videolezioni;
- la quarta parte si propone di applicare ed esemplificare la teoria affrontata nel capitolo precedente, attraverso la realizzazione, in maniera sperimentale, di un corso online base avente come tema l'Archeologia dell'Architettura Postclassica, passando dalla fase di macro e micro-progettazione dei contenuti fino alla produzione delle videolezioni e caricamento sulla piattaforma e-learning DGVERY.

Relatrice: Prof.ssa Alexandra Chavarría Arnau
Correlatrice: Marie-Ange Causarano
Correlatore esterno: Dott. Dario Da Re

This qualitative study investigated online instructors’ perceptions of cultural diversity in the online classroom and the challenges encountered by instructors of online courses as they incorporate multicultural learning content into the online learning environment. An associated goal of the study was to explore the instructional strategies that online instructors employ to create conducive online learning environments that value cultural differences and educational experiences of students in online classrooms. The study drew on Bennett’s (2001) framework of multicultural research that explored cultural issues and how they affect teaching and learning process in the face-to-face classroom. Fifty instructors of online courses from three universities in the northeastern part of the United States participated in the study. The findings pointed to four themes, namely that: (a) differential perceptions of cultural diversity exist among instructors of online courses; (b) perceptions of cultural diversity depend on the academic disciplines taught by instructors; (c) a variety of instructional strategies—collaborative online learning activities, incorporating multicultural learning activities and global learning content, using cultural awareness project, addressing the impact of multicultural education—support cultural diversity in the online environment; and (d) there are significant challenges associated with promoting cultural diversity in online teaching and learning. https://journals.sagepub.com/doi/10.1177/016146812012200708

Teaching in Game Based Learning (GBL) environments offers the affordances and constraints of both pedagogy and entertainment, more specifically the Learner and the Player are as one. Therefore, to maximize potential learning in GBL environments, instructional designers are served by following many of the primary rules of good storytelling; namely to keep the audience engaged with the content. Effective GBL designers can benefit from availing themselves of any tool that allows them to interest, engage, and immerse players. This chapter explores extant conceptual engagement techniques from film, storytelling and gaming media in order to cull effective tools for crafting sustainably immersive environments within game based learning environments. These concepts are distilled into three overarching design principles that GBL environment designers can use to help both establish and maintain a player/learner's sense of immersion.

Mustafa Kemal Atatürk’ün dediği gibi “İlim, fen ve ihtisas nerede varsa, sanayi nerede varsa, gidip öğrenmeye mecburuz.”  Özellikle günümüzün istihdam koşulları düşünüldüğünde bireylerin sahip olduğu bilgi ve becerileri güncellemesi kaçınılmaz olmuştur. Çoğu zaman örgün eğitim bireylerin öğrenmesi için yeterli olmadığından bireyler eğitimlerini tamamlamak için bilgi ve iletişim teknolojileri aracılığıyla ihtiyaç ve istekleri doğrultusunda, zaman ve mekandan bağımsız, esnek ve kesintisiz eğitimlerin sunulduğu çevrim-içi öğrenme ortamlarını tercih edebilmektedir.  Bu ortamlarda etkileşimli materyaller yerine metin-tabanlı materyallerin kullanılması, bireyler arasındaki iletişimin az olması, öğretimi destekleyecek farklı araçların ve yaklaşımların kullanılmaması gibi yaygın olarak yapılan birtakım hatalar,  öğretimin kalitesini, bireylerin motivasyonlarını ve bu ortamlara katılımını etkilemektedir.  Bu nedenle, bu ortamlarda bilginin aktarımında kullanılacak teknolojilerin yanı sıra öğretim tasarımı da önem kazanmaktadır. Çevrimiçi öğrenme ortamlarında öğrenenlerin öğrenme süreçlerini destekleyecek farklı yaklaşımlar kullanılmalıdır. Bu çalışmada “oyun mekaniklerinin bireyler arasındaki etkileşimi artırmak, öğrenmeye teşvik etmek, motivasyonu sağlamak ve bir problemi çözmek amacıyla kullanılması” olarak tanımlanan oyunlaştırma yaklaşımı kullanılarak tasarlanan çevrimiçi bir derse ilişkin deneyimler paylaşılmaktadır. Çalışma Ankara Üniversitesi Uzaktan Eğitim Merkezi (ANKUZEM) aracılığıyla yürütülen bir ön lisans programındaki  “Bilgi ve İletişim Teknolojileri I” dersinde gerçekleştirilmiştir. ANKUZEM’de tüm programların ders içeriklerine açık kaynak kodlu öğretim yönetim sistemlerinden biri olan Moodle platformu üzerinden erişilmektedir. Bu kapsamda çalışmada Moodle’da kullanılabilecek oyunlaştırma unsurlarına yer verilmiştir. Bununla birlikte öğrencilerin tamamladıkları görev ve etkinliklere ilişkin bilgiler paylaşılmıştır.

When open online courses first appeared within the broader educational landscape there was much discussion surrounding their potential to widen access to higher education internationally and notably among 'developing' communities. However, as the course format has matured it has become clear that the issue is far more complex than simple availability, requiring more considered analysis to better understand problems and develop the kinds of learning design approaches that could offer both technical and cultural inclusivity. This qualitative study looked to explore these issues, conducting semi-structured interviews with educational professionals who were not only engaged in open online course development but had produced courses that had attracted a significant proportion of their learners from low-resource settings. Inductive thematic analysis of the data revealed that while it is thought that the key traits of the format could offer flexibility and rich educational experiences to learners in these settings, educators face many difficulties in catering to diverse and often unknown audiences. There are nevertheless a range of attitudes and pedagogic stances that could be adopted to address, if not entirely solve, issues of cross-cultural relevance within courses. Based on these findings it is recommended that those who wish to develop courses that are both accessible and offer positive learning experiences for global learners should adopt a reflexive stance within the design process. This involves active acknowledgement of the benefits and drawbacks of the format, but furthermore requires the learning designer to engage with the principles of openness from technical, cultural, and pedagogic perspectives.

The purpose of this study was to identify and validate a list of instructional design competencies and skills needed by designers-by-assignment to design and develop online learning interventions, as well as explore and describe perceptions about the usefulness of identified competencies, in order to create a checklist that may be used by instructional designers for professional development.  The methodology used was quantitative with a hybrid Delphi study design in two phases.  Phase I consisted of a three-round Delphi study with 21 participants and Phase II was a verification group with eight participants.  Using descriptive and frequency statistics, data were analyzed to determine the results as to how essential and how useful identified competencies and skills were for designers-by-assignment.  Competencies and skills were divided into five domains (professional foundations; planning and analysis; design and development; implementation and evaluation; and use of technology) for the study.  Of the 13 competencies and the accompanying 90 skills in the survey, all the competencies and 79 skills warranted consensus in Phase I and 68 were considered to be useful in Phase II.

This mixed-methods case study centered on an online professional development event targeting university-level teacher educators and higher education discipline-specific instructors. The topic of the online professional development was disciplinary literacy and the promoted use of metacognitive modeling via think-aloud as an instructional strategy for secondary students in various discipline areas. The study aimed to understand how the use of the same instructional strategy by the professional development facilitators affected participants in terms of changes to (a) their knowledge about and attitudes towards reading instruction in the disciplines (e.g., mathematics, social studies, science, the arts); (b) their beliefs regarding learner-centered/non learner-centered classrooms; (c) their general teaching philosophies; and (d) their self-efficacy to use and teach the strategy to others. Specifically, it looked for any relationships between these changes, their intention to apply the same instructional strategy in their own classes and/or teach their pre- and in-service teachers the strategy, and participant perceptions on the importance of the strategy to their learning. The professional development seminar was accessible over a period of four weeks in the winter/spring of 2012. Ten teacher educators and/or discipline-specific higher education instructors from various institutions participated in this study by completing surveys, submitting metacognitive modeling samples pre- and post- professional development, and participating in interviews. All participants experienced change during this professional event through the acquisition of new knowledge, while many showed resultant changes to their attitudes and beliefs. Changes in knowledge were most evident in the pre- and post- metacognitive modeling samples the participants provided, with increased scores indicating improvement in their ability to use the instructional strategy. Most evidence of other change is found throughout their interviews. Overall, the participants rated and ranked the metacognitive modeling example videos provided by the professional development facilitators as nearly integral to their learning.
The largest limitation of the study was the small number of participants. Discussion discerns the nature of teacher change, provides suggestions for future professional development design/research, and asserts that the goal of professional development, traditionally to result in changed teaching practices in the classroom, instead be to provide the knowledge and initial experience educators can use as a foundation to change in all areas.

There is a multitude of terminologies in the field of learning and training to refer to how we design and approach learning experiences: two of them being instructional design and learning design. Online searches and forum discussions among practitioners and researchers reveal the confusion surrounding the use of these terms. Both terms have sometimes been used interchangeably, but the fact that there is more than one term implies that both terms might be used to encompass different aspects of the learning and training discipline. The term instructional design has been a commonly used term until recently, but now learning design made its way to the literature and to our practices. But, what exactly do these terms refer to, and what do we mean when we use each of these terms? In this brief review paper, by adopting a holistic approach, the authors aim to ponder these questions from multiple dimensions: etymological, epistemological, historical, and practical perspectives.

More students gain equal rights to education: we encounter more inclusion, more diversity, more freedom of choice, and will. Online learning has forced its way into education, and it is different from classroom teaching, learning and assessment. Designing backward, let's ask questions to find out: 1. As usual, setting the outcome is the first step in conceptualizing the problem.-What is the outcome we CAN expect from this situation? 2. What kind of assessment result can educators offer to the students and their parents? This is the new product we need to create. 3. What can make an informed assessment script? This is how the product should look! 4. What kind of assessment reports CAN colleges and universities accept?-that's what obviously will be the demand. 5. What is the best-desired student or employee in terms of continuous learning?-this is where we need to shift our understanding. 6. Shall we reform the existing models of education or transform them?-The 2020 context brough irreversible changes, thus, education cannot be reformed. What are the main descriptors of the new context? I. Time and space dimensions of organizing educational processes have opened. It will be too difficult to formalize it and it will be impossible to formalize it as before. In this respect we should expect the following changes in education: a. More student independence in time and resource organization, management.

Effective online instruction requires understanding not only interaction but also how to facilitate interaction through technology (Moore & Kearsley, 2012). Specifically, Moore and Kearsley (2012) categorize these types of interactions as “learner with content, interaction with instruction [or] interaction with other learners” (p. 132). This chapter examines each of these interaction types and suggests ways to incorporate them into online learning environments (OLEs). The chapter provides techniques and approaches that will be beneficial to both instructional design practitioners and online instructors. It seeks to assuage some of the concerns that faculty have about OLEs and provides ideas and activities that can be implemented by course designers or instructors in OLE projects.

This mixed methods study explores instructor motivations for offering massive open online courses (MOOCs) as well as the instructional innovations used to enhance the MOOC design. The researchers surveyed 143 MOOC instructors worldwide and then interviewed 12 of these instructors via Zoom. They also extensively reviewed the MOOCs of the interviewees. The primary motivations for offering MOOCs included "growth" needs such as curiosity about MOOCs and the exploration of new ways of teaching. In addition, "relatedness" needs of instructors included reaching more people, showcasing research and teaching, marketing their university, integrating interactive technology, and obtaining peer reviews. The perceived instructional innovations of these MOOC instructors included using problem-based learning, service learning in MOOCs, and shortening the length of videos. Overall, these MOOC instructors were satisfied with their MOOC designs. Résumé Cette étude faisant appel à des méthodes mixtes explore les motivations des instructeurs de cours en ligne ouverts à tous ainsi que les innovations pédagogiques utilisées pour améliorer la conception de ces cours. Les chercheurs ont procédé au sondage de 143 instructeurs de cours en ligne ouverts à tous à travers le monde et ont ensuite interviewé 12 de ces instructeurs par l'entremise de Zoom. Ils ont également réalisé un examen approfondi des cours en ligne ouverts à tous des instructeurs interviewés. Les motivations principales pour l'offre de cours en ligne ouverts à tous comprenaient des besoins relatifs à la « croissance », comme la curiosité au sujet de ces cours et l'exploration de nouvelles façons d'enseigner. De plus, les désirs relationnels des instructeurs comprenaient joindre plus de gens, mettre en lumière la recherche et l'enseignement, publiciser leur université, intégrer la technologie interactive et obtenir des évaluations par les pairs. Les innovations pédagogiques perçues par ces instructeurs de cours en ligne ouverts à tous CJLT/RCAT Vol. 45(1)