Abstract Education and training interventions can be evaluated through the success of learning outcomes. Kirkpatrick's four-level model is a widely accepted and highly popular evaluation tool. However, some criticise the model's shortcomings. This article will examine the extent to which the four-level model can evaluate design and technology students' learning about aesthetics after an intervention by reporting our use of an augmented version of the four-level model. We examine the results in terms of students' reaction to the intervention, their long-term learning and their behaviour changes by studying their visual analyses and drawings through segment codes. We found that, in order to uncover the obscurities imbedded in aesthetics and to explicate the complexities, we could not use the four-level-model on its own, but had to revert to a more augmented version.

This study explores how expert nurse educators design instruction. Six female expert nurse educators volunteered to participate. Each participant had over ten years experience teaching, and all were recognized for their teaching excellence. They also had master's or doctoral degrees. Participants worked in small private schools, community colleges, or large public universities. The methodology was based in developmental research. Qualitative data sources included interviews, think-aloud protocols, and artifacts. Interviews and think-aloud protocols were audio-taped, transcribed, and member-checked. Artifacts, such as course packets and participant-authored books or interactive CDs, were collected. Data was coded and triangulated. Event-state diagrams and narratives were developed and member-checked. A between-subjects approach also was used to analyze data to develop a composite diagram and narrative that describes how expert nurse educators design instruction. Results indicate that the participants generally followed the steps of analysis, design, develop, implement, and evaluate (ADDIE), as they design instruction. Little was mentioned about actually developing material. However, six key elements were common among the participants. Enthusiasm, meaningful, prior knowledge, engaged, faculty-student relationships, and faculty preparation were common themes that the faculty found important in their process of designing instruction. This study provides information to build a knowledge base on instructional design in nursing education. It may also foster discussion to improve the effectiveness of how nurse educators design instruction. / Ph. D.

While there are numerous models to practice instructional design, few instructional models to teach instructional design have been documented. This dissertation documents the development of a reflexive teaching model for the teaching of instructional design (ID) in a graduate education program. The model supports co-participatory learning of instructional design and mutual examination of one's learning and participation by both instructor and students. A design and development framework is used to describe the design decisions, model implementation, and evaluation of the model across six deliveries, or case studies, of a master's level instructional design course from 1994-1998. Design decisions included course sequence, learning tasks, instructional materials, and assessment rubric. Model implementation described student responses to instruction and instructor efforts to assist learners. The model was evaluated in terms of student performance on instructional design projects, student perceptions of their learning, and instructor responsivity to learner needs. The model's development was summarized in terms of changes in design decisions, model implementation, and model evaluation over the six cases. A discussion of the reflexive model is presented using Joyce and Weil's (1996) conceptual approach, describing the model's social system, syntax, participants' reaction, support system, plus the model's instructional and nurturant effects. Four categories of conclusions address improvements to the instructional approach, conditions that promote successful use of the model, impact of the model on student and teacher learning, and conditions conducive to efficient model development. Limitations of the study, future research options, and the implications of the model for ID instruction, the ID process, and teacher inquiry are discussed. / Ph. D.

Needs assessment plays a vital role in the field of instructional design. It is considered essential to determine whether instructional needs exist, and to then specify interventions appropriate for the context examined. This process involves the thoughtful analysis of the learner, the task, and the context. Despite the importance of this process, the literature appears to lack recent publications on needs assessment processes in international settings. Given the limited examination of the implementation of the needs assessment process within the context of different countries and cultures, a need exists for the development of a revised needs assessment model for use within international settings. Witkin and Altschuld (1995) have suggested a three-phase model for conducting needs assessments taking place in large organizational change and development contexts. This study attempts to describe the development and the validation process for the three-phase model that has been developed in the United States so that it may be adopted in an international context (Saudi Arabia). Using developmental research methods, the construction and validation of the model for the Saudi context occurred in three phases including: analysis, validation, and revision (Richeyand Klein, 2008). In phase one, a comprehensive overview of the literature was used as a theoretical foundation for developing the three-phase model. In phase two, formative evaluation of the model was conducted by two expert reviewers followed by an open-ended survey of practitioners and scholars in the instructional design field (N = 15). In phase three, the three-phase model was further revised and modified based on the results of the formative evaluation. Data analysis procedures followed qualitative methodologies. Triangulation of the findings from the literature review, expert review, and open-ended survey provided the validation for the three-phase model. As a result, a culturally-based model considering contextual, social, cultural, and political aspects was developed for the Saudi context. This model is proposed to enable instructional designers and developers in the Instructional Design field to better understand the local contextual and cultural factors prior to actual implementation of the needs assessment into the new country. Recommendations were given to practitioners choosing to use the culturally-based model in the Saudi context, and suggestions for future research were provided / Ph. D. / This paper proposes a new revised model of needs assessment for international context. A previous work called “three-phase model” was developed by Witkin and Altschuld (1995) to help practitioners in the United States to conduct needs assessments taking place in large organizational change and development contexts. Given the limited examination of the implementation of needs assessment process internationally, this study attempts to describe the development and the validation process for the three-phase model to be adopted in an international context (Saudi Arabia). Using developmental research methods, the construction and validation of the model for the Saudi context occurred in three phases including: analysis, validation, and revision (Richey& Klein, 2008). In phase one, a comprehensive overview of the literature was used as a theoretical foundation for developing the three-phase model. In phase two, formative evaluation of the model was conducted by two expert reviewers followed by an open-ended survey of practitioners and scholars in the instructional design field (N = 15). In phase three, the three-phase model was further revised and modified based on the results of the formative evaluation. Data analysis procedures followed qualitative methodologies. Triangulation of the findings from the literature review, expert review, and open-ended survey provided the validation for the three-phase model. As a result, a culturally-based model considering contextual, social, cultural, and political aspects was developed for the Saudi context. This model is proposed to enable instructional designers and developers in the Instructional Design field to better understand the local contextual and cultural factors prior to actual implementation of the needs assessment into the new country. Recommendations were given to practitioners choosing to use the culturally-based model in the Saudi context, and suggestions for future research were provided.

This research has two facets within separate research areas. The research area of Belief, Desire and Intention (BDI) agent capability development was extended. Deception detection research has been advanced with the development of automation using BDI agents. BDI agents performed tasks automatically and autonomously. This study used these characteristics to automate deception detection with limited intervention of human users. This was a useful research area resulting in a capability general enough to have practical application by private individuals, investigators, organizations and others. The need for this research is grounded in the fact that humans are not very effective at detecting deception whether in written or spoken form. This research extends the deception detection capability research in that typical deception detection tools are labor intensive and require extraction of the text in question following ingestion into a deception detection tool. A neural network capability module was incorporated to lend the resulting prototype Machine Learning attributes. The prototype developed as a result of this research was able to classify online data as either "deceptive" or "not deceptive" with 85% accuracy. The false discovery rate for "deceptive" online data entries was 20% while the false discovery rate for "not deceptive" was 10%. The system showed stability during test runs. No computer crashes or other anomalous system behavior were observed during the testing phase. The prototype successfully interacted with an online data communications server database and processed data using Neural Network input vector generation algorithms within seconds

Crosscutting concepts such as scale, proportion, and quantity are recognised by U.S. science standards as a potential vehicle for students to integrate their scientific and mathematical knowledge; yet, U.S. students and adults trail their international peers in scale and measurement estimation. Culturally based knowledge of scale such as measurement units may be built on evolutionarily-based systems of number such as the approximate number system (ANS), which processes approximate representations of numerical magnitude. ANS is related to mathematical achievement in pre-school and early elementary students, but there is little research on ANS among older students or in science-related areas such as scale. Here, we investigate the relationship between ANS precision in public school U.S. seventh graders and their accuracy estimating the length of standard units of measurement in SI and U.S. customary units. We also explored the relationship between ANS and science and mathematics achievement. Accuracy estimating the metre was positively and significantly related to ANS precision. Mathematics achievement, science achievement, and accuracy estimating other units were not significantly related to ANS. We thus suggest that ANS precision may be related to mathematics understanding beyond arithmetic, beyond the early school years, and to the crosscutting concepts of scale, proportion, and quantity.

abstract: Time metric is an important consideration for all longitudinal models because it can influence the interpretation of estimates, parameter estimate accuracy, and model convergence in longitudinal models with latent variables. Currently, the literature on latent difference score (LDS) models does not discuss the importance of time metric. Furthermore, there is little research using simulations to investigate LDS models. This study examined the influence of time metric on model estimation, interpretation, parameter estimate accuracy, and convergence in LDS models using empirical simulations. Results indicated that for a time structure with a true time metric where participants had different starting points and unequally spaced intervals, LDS models fit with a restructured and less informative time metric resulted in biased parameter estimates. However, models examined using the true time metric were less likely to converge than models using the restructured time metric, likely due to missing data. Where participants had different starting points but equally spaced intervals, LDS models fit with a restructured time metric resulted in biased estimates of intercept means, but all other parameter estimates were unbiased, and models examined using the true time metric had less convergence than the restructured time metric as well due to missing data. The findings of this study support prior research on time metric in longitudinal models, and further research should examine these findings under alternative conditions. The importance of these findings for substantive researchers is discussed. / Dissertation/Thesis / Doctoral Dissertation Psychology 2016

Salivary cortisol has been measured extensively in developmental research over the last three decades. The purpose of this article is to summarize the contributions to and limitations of salivary cortisol measurement in developmental research and propose future directions for research that includes salivary cortisol measurement. The properties of cortisol, the history of its burgeoning popularity, and the utility and limitations of (a) cortisol as a biological indicator, (b) saliva as a source of cortisol, and (c) various saliva collection methodologies are described. The current state of understanding about what is and is not reliably predictable from cortisol is summarized and the value of salivary cortisol measurement in developmental research is discussed, addressing whether methodology could be driving research design. Recommendations are made for streamlining study design and reporting within developmental research.

Because of the rapid development of the use of computers in education, as well as the introduction of the World Wide Web (WWW), a growing number of web-based educational applications/tools have been developed and implemented to help both educators and administrators in the field of education. In order to assist program directors and faculty members in determining whether or not there is a gap between the current situation of the program and the desired situation of the program and whether or not program objectives meet accreditation standards, there is a need for a tool that works effectively and efficiently. However, literature review showed that there is no automated tool specifically used for determining strengths and weaknesses of an academic program, and there is a lack of research in this area. In Chapter 1, the author's intent is to discuss the purpose behind this developmental research and to provide a literature review that serves as the basis for the design of such an automated tool. This review investigates the following issues: objectives related to programs and courses, taxonomies of educational objectives, curriculum evaluation, accreditation and standards, automated tools, and a brief collaborative create-adapt-generalize model. Chapter 2 discusses the design and development of the automated tool as well as methodology focusing on the instructional design model and its steps. Chapter 3 presents the results of the expert review process and possible solutions for the problems identified during the expert review process. Also the Appendices include the documentation used during the expert review process. / Ph. D.

In response to the demands of 21st century teacher preparation practices, this developmental study was instigated by the need to employ appropriate strategies in the teaching of English as second language (L2) in Malawi. Using situated cognition theoretical construct as a basis, a framework for teaching L2 English as a situated practice was created. The development process was guided by views and practices of English methodology faculty members in Malawi's five secondary school teacher training institutions. The study was conducted in three phases, (i) analysis, where eight English methodology faculty members from Malawi's five institutions of higher learning were interviewed on the strategies they use to train pre-service secondary school teachers of English, (ii) development, where the framework was created based on results from the analysis phase, and (iii) evaluation and revision where the framework was reviewed and validated by a situated cognition expert and three of the faculty members interviewed in Malawi before it was revised. / Ph. D.