Volume 5, Issue 1, 2015
Table of Contents
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Michael Robinson and Florence Martin
Abstract: The overarching goal of this design and development research project was to design and develop an asynchronous online lesson in Memoir writing which provided learners with foundational skills required to successfully write an effective memoir. The course was designed in accordance with Bonk and Zhan’s R2D2 model (2006) due to its student-centered nature and support of collaborative and reflective properties.
The universal methods and situational principles of the experiential approach to instruction best suited the course and its goals. Based on the task analysis, the course required not only the use of examples, but also constant and reflective involvement on the part of the students as they systematically traversed the course. Formative evaluation of the course was conducted through one-on-one observation and interviews, as well as a small group evaluation.
Keywords: memoir writing, writing asynchronously online, design and development
Abstract: In 2012 in Africa, access to the Internet was 26%, and 622 million people had no access to electricity. Yet there are very few low-tech initiatives aimed at bridging this E-learning divide. One such initiative, for Nigeria, was funded by the Commonwealth of Learning in 2011/12: in-service teacher training through Audiovision (visual materials, in a booklet, are customised to integrate with audio commentary). Six audiovision packages were designed and produced in 2011, and delivered to in-service teachers in six workshops in February March, 2012. In each audio recording, the Audio Tutor (the narrator in the recording) introduces recorded parts of a Primary school lesson conducted by a master school teacher. Listeners are directed to view visual materials related to each part of the lesson. These materials consist of individual frames (similar to PowerPoint slides), of three types, (1) copies of the master school teacher’s teaching aids and blackboard work; (2) the master school teacher’s teaching techniques; (3) how the techniques help the pupils learn. The audio tutor invites the in-service teachers to reflect on the rationale for each teaching technique, as outlined in frames of type 2, then gives his/her own opinion of the rationale, outlined in the frames of type 3. The audiovision packages are truly composite, consisting of audio and visual materials reinforcing each other. This paper elaborates the many innovative design principles that are required for such packages to be pedagogically effective. The pre-penultimate section compares Audiovision with three other audiovisual technologies: PowerPoint, Interactive Multimedia Learning Objects Online and Interactive Radio Instruction (IRI) and posits some advantages of Audiovision over IRI for teacher training. The paper concludes with two sections that summarise some lessons learned by the production team during the project – how to be more efficient and effective in the design and production of the materials and the workshops.
Keywords: Teacher training, Composite medium, Audio plus print materials, audio-image synergy, design principles.
Abstract: This paper uncovers and explores the specific instructional approaches that role-playing games (RPGs) use to engage and teach their players. The goal of this research was to go beyond the theoretical understandings of gaming as rhetorical, social, and cultural experience and instead identify a practical, applications-based approach to understanding games as instructional design artifacts. Through in-depth case study research, I ultimately unearthed a set of heuristics that can be used in future studies about games and learning including how to study video games as instructional documentation and how to construct a higher education classroom as a game.
Keywords: Instructional Design, Role-Playing Games, Video Games, Instructional Documentation, Pedagogy, Case Study, Higher Education
William Sugar and Robert L. Moore
Abstract: The overall goal of this study was to conduct a yearlong inquiry into an instructional designer’s activities and interactions with his clients. Exclusive focus of this study was on an instructional designer who worked at a large public university in the southeastern region of the United States. Documented in an instructional design activities log, this study analyzed 115 distinct activities. Using an emergent theme analysis approach, specific instructional design activities and roles emerged. In addition, the instructional designer’s collaboration with his clients was analyzed. Results of this study augment the knowledge base of existing studies of instructional design practices.
Keywords: instructional design, instructional designers, instructional design roles, collaboration, professional development