The Impact of Technology and Theory on Instructional Design Since 2000

Warren, Scott; Lee, Jennifer; Najmi, Anjum

doi:10.1007/978-1-4614-3185-5_8

Cited by 18 publications

(6 citation statements)

References 36 publications

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“…Our final system will be the result of ongoing revision rounds with stakeholders from the technical and educational institutes. As shown in other projects, it is possible to enhance feedback and assessment with greater flexibility, interaction and immediacy (Warren et al 2014) and students and supervisors welcome the integration of mobile devices in workplace-based learning (e.g., Doyle et al 2014).…”

Section: Discussionmentioning

confidence: 96%

Improving workplace-based assessment and feedback by an E-portfolio enhanced with learning analytics

Schaaf

Donkers

Slof

et al. 2016

Education Tech Research Dev

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Electronic portfolios (E-portfolios) are crucial means for workplace-based assessment and feedback. Although E-portfolios provide a useful approach to view each learner's progress, so far options for personalized feedback and potential data about a learner's performances at the workplace often remain unexploited. This paper advocates that E-portfolios enhanced with learning analytics, might increase the quality and efficiency of workplace-based feedback and assessment in professional education. Based on a 5-phased iterative design approach, an existing E-portfolio environment was enhanced with learning analytics in professional education. First, information about crucial professional activities for professional domains and suited assessment instruments were collected (phase 1). Thereafter probabilistic student models were defined (phase 2). Next, personalized feedback and visualization of the personal development over time were developed (phase 3). Then the prototype of the E-portfolio-including the student models and feedback and visualization modules-were implemented in professional training-programs (phase 4). Last, evaluation cycles took place and 121 students and 30 supervisors from five institutes for professional education evaluated the perceived usefulness of the design (phase 5). It was concluded that E-portfolios with learning analytics were perceived to assist the development of students' professional competencies and that the design is only successful when developed and implemented through the eyes of the users. Feedback and assessment methods based upon learning analytics can stimulate learning at the workplace in the long run. Practical, technological and ethical challenges are discussed.& Marieke van der Schaaf m.f.vanderschaaf@uu.nl;

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Section: Discussionmentioning

confidence: 96%

Improving workplace-based assessment and feedback by an E-portfolio enhanced with learning analytics

Schaaf

Donkers

Slof

et al. 2016

Education Tech Research Dev

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“…Additionally, interactive features that give student control over timestamping or personalized indexing of video content as an adaptation of digital note taking would also be worth consideration, although there is a danger this could intensify Germaine load (Brame, 2016). Although desirable for many, there does not appear to be a simple and reliable solution to embedding continuous assessment into video instruction (Warren et al., 2014). Despite this, designing bespoke resources in an opportunity for metacognitive guidance and practices to be included.…”

Section: Discussionmentioning

confidence: 99%

Creating evidence‐based engaging online learning resources in neuroanatomy

Booker,

Woodward,

Taylor

et al. 2023

Anatomical Sciences Ed

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Online anatomical resources are rising in popularity since the COVID‐19 pandemic, but the pedagogical principles and effectiveness of their use remain unclear. This article aims to demonstrate evidence‐informed ways in which fellow educators can create engaging online learning resources in clinical neuroanatomy and compare the effectiveness of text‐based and online learning resources. Data were analyzed from the Soton Brain Hub (SBH) YouTube page. Separately, a cross‐sectional study comparing the learning gain of using text‐based and video resources was done. The knowledge gain and retention were compared between groups using a pre‐teaching and post‐teaching multiple choice questions. YouTube analytics showed the average time a viewer spends on a video was found to be highly correlated to the length of the video, r = 0.77, p < 0.001 (0.69–0.82). The cross‐sectional study indicated a significant difference in mean normalized learning gain of video resources 61.9% (n = 53, CI 56.0–67.7%) versus text resources 49.6% (n = 23, CI 39.1–60.1%) (p = 0.030). However, there was no difference in retained learning gain between video resources 39.1% (n = 29, CI 29.2–49.0%) versus text‐based 40.0% (n = 13, CI 23.9–56.1%) (p = 0.919). Students engage most with short videos less than 5 min which reduces the intrinsic load of learning. Online resources are as effective as text‐based resources in providing learning gain and retention. In the future, the continued rise in popularity of online learning resources may result in further reduction in traditional face‐to‐face teaching.

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“…Vygotsky, Galperin, & Carpay), whose theories, for example, emphasize the dialogical and social nature of constructing meaning, are also represented in the field of instructional design today (cf. Warren, Lee, & Najmi, 2014).…”

Section: Informed By Psychologymentioning

confidence: 99%

Conducting Educational Design Research

McKenney¹,

Reeves²

2018

434

164

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Educational design research blends scientific investigation with the systematic development and implementation of solutions to educational challenges. Empirical inquiry is conducted in real learning settings -not laboratories -to craft effective solutions to the complex challenges facing educational practitioners. At the same time, the research is carefully structured to produce theoretical understanding that can serve the work of others.Conducting Educational Design Research, 2nd Edition has been written to support graduate students as well as experienced researchers who are new to this approach. Part I describes the origins, outcomes, and generic approach. Part II discusses the core processes of the generic approach in detail. Part III recommends how to propose, report, and advance educational design research. In addition to expanded treatment of research goals and practicalities, more examples, and attention to design-based implementation research, this new edition features enhanced guidance. Namely, for each of the four core processes, this volume offers: 1.1 Pasteur's quadrant 1.2 Process display of a design study 1.3 Three basic orientations in educational design research studies 3.1 4C/ID model 3.2 The curriculum instruction model 3.3 Generic model for conducting design research in education 3.4 Single and multiple sub-cycles in one educational design research project 4.1 Main processes within the analysis and exploration phase 5.1 Main processes within the design and construction phase 5.2 Design and process conjectures in research on and through interventions 6.1 Main processes within the evaluation and reflection phase 8.1 Single and multiple sub-cycles within one overall educational design research project2010. Timely and energizing, this event greatly helped to strengthen our resolve to write the first edition of this book.An earlier version of this book's first edition was substantially revised, thanks to the extremely generous and insightful feedback from (in alphabetical order):

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The Impact of Technology and Theory on Instructional Design Since 2000

Cited by 18 publications

References 36 publications

Improving workplace-based assessment and feedback by an E-portfolio enhanced with learning analytics

Improving workplace-based assessment and feedback by an E-portfolio enhanced with learning analytics

Creating evidence‐based engaging online learning resources in neuroanatomy

Conducting Educational Design Research

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