Volume 2, Issue 1, 2012
Table of Contents
Click on title to view .pdf
MJ Bishop and David Sonnenschein
Abstract: While we rely heavily upon sound to understand our environments, instructional designers often overlook using sound to facilitate learners’ selection, analysis, and synthesis of material under study. This neglect appears to be a matter of just not knowing how to sonify instructional designs to enhance learning. In contrast, increasingly more advanced and refined degree of film sound use has changed the way audiences experience and understand spectacle and storytelling in contemporary cinema. This paper explores what recommendations the film industry might have for instructional designers about ways sound can be designed to help enhance learning from their products.
Key Words: sound design, instructional design, instructional message design, media production, multimedia instruction
Seung Won Park and ChanMin Kim
Abstract: Poor academic reading habits among students in higher education have been commonly acknowledged. Pre-service teachers are not exceptions as they do not always complete assigned course readings and frequently exhibit a shallow level of reading strategies. This paper proposes one approach to improve college students’ engagement in academic reading, a Virtual Tutee System (VTS). The VTS presents a Web-based peer-tutoring environment in which students take the role of tutor and teach a virtual avatar character. According to research on peer tutoring, students are likely to develop active engagement in learning when they adopt the role of a tutor. This paper provides an elaboration of the design framework of the VTS with design examples applied to a teacher-education course. The framework consists of four design principles, including component guidelines for each principle, grounded in role theory and self-determination theory. The peer tutoring literature is briefly reviewed along with two theories that provide the foundation of the VTS. The paper concludes with a presentation of the potential for the VTS in college classrooms and directions for future research.
Key Words: Peer tutoring; Reading engagement; College course reading; Pre-service teachers; Role theory; Self-determination theory
Kathryn Kennedy and Leanna Archambault
Abstract: This article describes the instructional design of field experiences in K-12 online learning environments. Couched in the theory of situated cognition and based on established K-12 online teaching standards, these field experiences are slowly gaining popularity in teacher education programs. This is a result of the field beginning to gain awareness of the exponentially growing area of online learning in grades K-12. Teacher education programs need to prepare teachers for online teaching, many of whom will be teaching in fully online and/or blended learning environments. This article offers guidance on how these field experiences might be designed and discusses suggestions for teacher education programs that are readying teachers for K-12 online teaching.
Key Words: field experiences, teacher education, K-12 online learning, virtual schools
Patricia L. Hardré
Abstract: This paper reflectively applies the Motivating Opportunity Model (SUCCESS Model) to a successful redesign of a university teaching-assistant professional development program. It illustrates how the principles of motivation for perceptions, engagement and learning drawn from motivational theories inform the work of design. Both the SUCCESS Model and the redesign of the TA development have been previously detailed in separate scholarly publications. The goal of this integration is to illustrate application of the SUCCESS model in a demonstrably effective instructional redesign. This paper introduces the project and the motivational model briefly, then reflectively details how the SUCCESS components are implemented in the TA design project.
Key Words: motivation, instructional design, teaching assistants, professional development
Rebecca D. Wilson and James D. Klein
Abstract: The purpose of this study was to investigate the use of the Jeffries/National League for Nursing Framework for Designing, Implementing and Evaluating Simulations. The model was used to develop a simulation-based course to teach interprofessional communication to new graduate nurses in an acute care setting. Design and development research was employed to examine the phases of design, implementation, and evaluation. Findings revealed that the model generally functioned well in this context. Particular strengths were its emphasis on problem solving and recommendations for attending to fidelity. Identified weaknesses were inadequate guidance for designing and implementing student support and debriefing. Recommendations for strengthening the model include providing scaffolds to students during problem solving and a focus on the interrelationships of the design components in the model. Overall, designers would benefit from using the framework, supplementing it in areas where the model does not currently provide adequate guidance.
Key Words: instructional simulation, clinical simulation, instructional design, simulation, instructional development