Instructional Design

ADDIE represents one of the more fundamental instructional system design (ISD) models.  This paper presents a very brief overview of the history of ADDIE, its fundamental principles, and recent enhancements to the model such as the cycle and spider web design.  A more detailed discussion ensues in which the research question of the paper is examined: ADDIE’s current usefulness and applicability in the world of high-technology training, along with a discussion of how ADDIE can best be adapted to meet high-technology needs and requirements.

Keywords: ADDIE, adult education, high-technology education, high-technology training, Agile, cognitive theory of multimedia learning, CTML, e-Learning system for technical Chinese courses, eSTCC, blended classroom, blended learning, evidence-based practice, EBP, instructional systems design, ISD, instructional design, ID

The increase in pipeline manufacturing for process industries calls automation of welding system (AWS) in tune with today's demand for accuracy in welding, increased productivity with lesser resources and enhanced profit. Manual welding results in more manpower requirement, low productivity, and low weld quality etc. Automatic welding removes all above problems thus making system itself superior to manual welding system. In this paper, automatic welding system is designed and developed for welding of 'V' Groove in Pipes. AWS based on Embedded / Microcontroller with mechanized output control system is developed for Gas Metal Arc Welding (GMAW) technique. Moreover, system is simple and economical.

Armando Testa è il sempiterno fanciullo creatore dei più stravaganti personaggi della pubblicità italiana. Attento osservatore del mondo, tutti i suoi progetti sono frutto di una profonda analisi del circostante e di un divertente lavoro di bricolage che unisce immagini del fantastico, suggestioni attinte dall’arte ed elementi della vita reale.
Ogni suo progetto è un cortocircuito visivo, ed in questo risiede la capacità
di persistere nella memoria di artefatti comunicativi che, con una semplice
grammatica visiva, hanno saputo ricreare l’immaginario collettivo di intere
generazioni.

This was the first book on the new PhDs in studio art that is addressed to the North American academic system (2009).

This is the opening to the original, first edition of this book. I am leaving it online, but it's out of date: please refer to the Second, definitive edition; nearly half of it is online (see the URL above).

SinteSe: O objetivo central desse trabalho é compreender o comportamento de uso de um sistema de gestão acadêmica em uma Universidade Federal em relação às ferramentas de apoio às atividades docentes. A pesquisa é censitária, compreende todos os professores dos cursos de graduação e pós-graduação nos períodos 2010.2 e 2011.1. Utilizou-se a análise de cluster para separar os elementos em grupos, de acordo com o uso maior ou menor do sistema de gestão.

This chapter examines the place of constructivism in the field of instructional design and technology (IDT). To do this, we briefly show where constructivism fits into the history and evolution of the field. We present some potential benefits and problems with the approach, then conclude with some thoughts about its continuing role in the profession.

ICT has a great impact on human lives. The use of mobile technology in education is a positive response to the learning development in most tertiary institutions. Nowadays, it is difficult to motivate students to learn calculus. Therefore, creative teaching techniques using WhatsApp is used to attract students. WhatsApp enhances idea sharing among students and makes communication easier and faster. This research seeks to assess students' readiness in using WhatsApp Application for calculus subject. Data were collected from 485 respondents from sixteen classes of diploma in mechanical engineering students in Universiti Teknologi MARA (Pulau Pinang) using the score of the test results. Data analysis was performed using descriptive statistics and analysis of one sample t-test at 0.05 level of significance. One sample t-test was used to identify whether to accept or reject the null hypothesis. Based on evaluation, more than half said that they prefer to use WhatsApp as one of the most effective teaching tool and students who were usually inactive in lecture class, contributed a lot in WhatsApp group. The findings of the study suggested that the marks increase in calculus subject is caused by flexible learning facilitated by WhatsApp mobile learning.

Introduction
Introduction by Patrick R. Lowenthal

Trends and Issues with Online Learning
From Reluctant and Reticent to Engaged and Enthusiastic: The Passage to Online Teaching
Susan Giullian

Preparing Special Education Teachers Through Online Instruction
Donna Sobel

Using eCollege to Facilitate Learning, Provide for Program Coherence, Manage Accountability Innovations, and Ensure the Evolution of a Principal Licensure Program
Connie Fulmer

Make, Share, Find: Web 2.0 and Informal Learning
Phil Antonelli

Technology in Action
The Advantages of a Ning Social Network Within a Higher Education Program
Laura Summers

Fresh and Forward-thinking: Using Blogs for Educational Purposes
Joanna C. Dunlap & Ellen Stevens

Hanging on by a Thread
Dorothy F. Garrison-Wade

Instructional Uses of Twitter
Joanna C. Dunlap & Patrick R. Lowenthal

Using Audio for Giving Feedback to Project Teams: A Useful Complement to Track Changes
Brent G. Wilson

Wordle… Just for Phluff?
Joanna C. Dunlap

A Teaching Video Project Brought to Closure
Farah A. Ibrahim

Improving the Design of PowerPoint Presentations
Patrick R. Lowenthal

Emerging Tools and Applications
Audacity
Ning
Blogger
PBworks
Bubbl.us
Picnik
Delicious
ScreenSteps Desktop
Facebook
Songza
Flickr
SkyDrive
Google Docs
Skype
Google Reader
Twitter
iSpring
Ustream
Jing VoiceThread
Media Converter
Youtube
MyPodcast
Zotero

Resources
Down-and-dirty Guidelines for Effective Discussions in Online Courses
Joanna C. Dunlap

Protocols for Online Discussions
Joanna C. Dunlap

Improving the Odds of Effective Collaborative Work in Online Courses
Joanna C. Dunlap

Online education is the type of education that takes place through the internet. The learner is required to have a computer that has active internet connection to be able to attend a free online courses. All the instructions and transactions take place through the net.

This deliverable has been produced in the context of the Knowledge-Practice Laboratory (KPLab) project, which is aimed at facilitating innovative practices of working with knowledge in higher education, teacher training, and professional networks. This delverable is a synopsis of the first experiences encountered during the first 6 months of the work in WP10. WP10 focused on tools and practices where elicitation, capturing and creating knowledge in different representational modes aims to making them available for problem solving and collaborative knowledge advancement in professional networks. During the first 6 months the emphasis of work has been on the state-of-the-art research, organizing and negotiating the empirical cases with professional organizations and on the coevolutionary process of defining the requirements of KP-Lab tools and practices. State-ofthe- art research has concentrated on how In WP 10 we have started to refine the research approaches as there were no ready ...

Multimedia bridges the gap between the teaching and learning processes in the Physics classroom by the fruitful realisation of the curricular objectives. The study purported to develop a Teacher-Assisted Multimedia Instructional Package in Physics and to test its effectiveness in augmenting Science Learning Interest of Secondary School Students of Kerala. Further, this effectiveness was to be compared with that of the Activity Oriented Method of Instruction. The Quasi Experimental Method with the Pre-Test Post-Test Non Equivalent Groups Design was found to be suitable for the study. The Teacher-Assisted Multimedia Instructional Package and the Activity Oriented Method of Instruction were the independent variables while Science Learning Interest was the dependent variable of the study. The experiment was conducted on a sample of 400 Secondary School Students of Kerala with 200 each in the Experimental and Control Groups. The results of the study showed that the TeacherAssisted Multim...

The study reviews the five phases of the ADDIE process in providing an overarching goal of a study. Secondly, the four phases of Developmental Based research phases were at the core of the study and integrated a research perspective that resulted in improved design principles. A relationship between the ADDIE phases, the Developmental Based Research phases and the evaluations functions is established. Information gathering uses the ADDIE systematic process, which was used to guide in reaching the objectives of the study. Data was analysed for validity and reliability using the Developmental Based Research

Education systems and its actors are generally responding to quarantine and large-scale shutdown (partial) of cities with a sudden shift to Web-Based Learning. However, given that a pandemic of this nature and scale is novel, there is a knowledge gap as to how teachers and learners should respond to the shift, and what the likely impact and the key considerations should be. This study aims to extrapolate and theorize from the existing knowledgebase about the use of Web-Based Learning, as well as from an expert and practitioner wisdom and experience, to offer high-level guidance for policymakers and education system actors that are forced to make decisions in fast-moving and very challenging circumstances with little guidance or relevant experience. It is an early attempt at theorizing the impact of the pandemic on two key actors (Learners and Teachers) and one interface (Content), all across eight dimensions of learning. The analysis is based on Khan's (2001) dimension of Web-Ba...

Research findings into how our brains work (Bransford, Brown, and Cocking 2000; Damasio 1999; Pinker 1997) are stimulating a re-examination of traditional principles of designing teaching and learning experiences. Insights from this research are not only helping to deepen our understanding of traditional core learning principles, but they are also providing practical guidance on how to design learning experiences for our new high technology environments.

It has been accepted that Mobile Learning has provided innovative opportunities for both teachers and students, as it produces an active learning atmosphere anywhere and anytime. Mobile learning model can be resourcefully improvised by adding the cloud technology into it. This paper explores the effect of cloud based mobile learning on education competencies of engineering students. The main intention is to test whether cloud based mobile learning has a positive effect on student's performance by investigating the effect of this innovative teaching system on course outcomes. The results showed that introduction of cloud based mobile learning in studying an engineering subject is productive and does has an positive impact on education competencies of engineering students. The results particularly indicate that technology underneath cloud based mobile learning can be effectively used in the study of engineering subjects resulting in superior attainment of course outcomes.

In the coming decades, the platforms and formalisms scholars employ to display, transform, and transmit information will continue to evolve. Innovations in information management did not stop with the codex. They will not stop with the PC. The purpose of this paper is to explore a specific implication that new paradigms of computing—especially those pertaining to 3D objects and 3D environments—will present for the discipline of history. Put simply, this study suggests historians will need to re‐think the aesthetics of their discipline. Drawing on the experience of the<it> 3D Virtual Buildings Project</it>, it suggests there are two possibilities historians can and ought to explore. The first is to test the efficacy of 3D objects as cognitive tools, tools designed to assist student realization that historical works are models, models that must be distinguished from the objects they represent. The second is to explore the use of 3D‐immersive environments as platforms to display research findings. If Virtual Reality is to emerge as a viable medium for the historical discipline, scholars will need to transform their practice. Assumptions regarding the constitution of narrative, authorship and the scholarly work will all require modification.

As online training in the aviation industry continues to expand, understanding how learners engage in open online courses may help inform course design. Currently little is known about student engagement in aviation Massive Open Online Courses (MOOCs) and more information is needed about those who utilize, but do not complete them. Datasets from two aviation MOOCs were cluster-analyzed to determine subpopulations based on activity (discussions, videos, quizzes). Differences were examined for days of activity and completion. Survey data revealed differences in demographics and learning goals. Three significantly different subgroups were found for each MOOC. Engagement patterns were similar between corresponding levels across MOOCs for the most and least engaged groups, but differences were noted in the middle groups: MOOC 1 had a broader interest in optional discussions and videos, MOOC 2 had a narrower interest in optional discussions. Notably, significant associations were found between subgroups and days of activity, total quiz scores, and completions. In both MOOCs, significant differences were found between clusters and days of activity, with more highly engaged groups active more days than lower engaged groups. For both MOOCs, significant differences were found between cluster membership and total quiz score and significant associations were found between cluster group and course completion. In both MOOCs, the lower engaged clusters (Low and Moderate Engagers) showed a statistically significantly higher than expected proportion of students not completing the course.

Microlearning is a relatively new concept introduced a decade ago in higher education. It is a highly focussed, flexible and extremely targeted approach
to teaching and learning suited for the fast-paced world. This article presents the advantages of microlearning for Term Supervisors and Clinical Tutors.

This article describes the creation of a fully online master&#x27;s program for e-learning specialist training. This program is the first of its kind in Japan. As background information, Japan&#x27;s general trends in e-learning are described, including activities of the e-Learning Consortium Japan and National Institute of Multimedia in Education. Such features of the master&#x27;s program are then introduced as core and optional competencies for graduates, curriculum design, course design policy, and learning portal design. Since the core of the program is instructional design and the program deals with e-learning not only as the means of delivery but also as the content area of training, this online master&#x27;s program may be considered unusual. Nevertheless, the lessons learned in this case and associated implications for other program development are important to others building similar online programs.