The visualization strategy of small multiples (Tufte, 1983, 1990, 1997) is not merely the clever or ordered arrangement of similar and personable images; small multiples—purposeful compositions of similarly sized, repeated illustrations—contain a great deal more than the sum of their respective parts. The purpose of this study is to define a set of objectives and guiding tactics for using small multiples in the visual language of instructional designs. This study aims to (1) compile a targeted literature review cataloging the historical treatment of small multiples and their pedagogical and cognitive virtues and (2) analyze examples of small multiples usage in visual design artifacts to determine efficacious and expansive applications of this technique.

Ethics and Issues in Media is an interactive case-study software that allows communications students to make ethical decisions based on real-life case studies. The evaluation of Ethics and Issues in Media focused on whether or not Ethics and Issues in Media 1) was easy to use, 2) allowed students to make real-life ethical decisions in realistic contexts, 3) enabled students to think about ethical issues in new ways, 4) enabled students to think through and determine potential courses of action to realistic ethical issues and 5) enabled students to understand the consequences of others' ethical decisions. A focus group discussion was held with the creator of Ethics and Issues in Media and with the students who had used it. Students' comments regarding Ethics and Issues in Media were generally positive. Ethics and Issues in Media proved to be successful in the ways that it enabled students to think through ethical issues for themselves, understand the consequences of others' ethical decisions, and think about ethical issues in new ways. Some students found Ethics and Issues in Media to be difficult to navigate, and many had trouble trusting that their answers were saved or submitted properly. The students recommended that the instructor expand the number and type of case studies included in Ethics and Issues in Media. Additionally, I recommend a more thorough orientation to Ethics and Issues in Media prior to implementation as a final exam.

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Large class size as a growing phenomenon in developing countries is closely related to two reasons: initiatives to achieve universal education and rapid population growth (Bendow, Mizrachi, Oliver, & Said-Moshiro, 2007; Shehu & Tafida, 2016). Given the fact that the large class phenomenon cannot be eliminated within a reasonable amount of time, it is important for teachers to develop effective strategies to teach English in large classes (Hayes, 1997). The purpose of this study was to understand in what ways post-observation discussions lead to increased self-awareness by a College English teacher of her pedagogy, especially related to large class teaching, and to provide insights which might be useful to teachers who teach large classes in China and around the world. The research site for this study was a four-year college in northern China. Data were collected from document analysis, observations, and discussions to answer the research questions. The post-observation discussions were structured by using the theoretical frameworks of the Cooperative Development model and a “collaborative conversation” approach. From a series of data analysis, four themes were generated from the data which included student participation, affective factors, classroom management, and instructional strategies. This study also provided implications of the findings and recommendations for further research.

This study examined the perceptions of satisfaction, engagement, comfort, and confidence level with Web 2.0 technologies as learning strategies in online courses, as well as differences based on gender, age, race, income, and a correlation among these factors and digital skills. The researcher survey design was used for this study, and was sent to all adult learners enrolled in an undergraduate degree-completion or graduate program. The population of 2,100 adult learners was asked to participate in the study, and 134 adult learners completed it. Both descriptive and inferential statistics were conducted in order to address the research questions. The analysis consisted of one sample t tests and analysis of variance (ANOVA) in order to determine the level and differences in perception of Web 2.0 use and correlation. One sample t test indicated that respondents agreed or strongly agreed that they were satisfied, engaged, comfortable, and confident with Web 2.0 technologies. There were no significant differences among participants based on gender, age, income, or race in their overall satisfaction. When looking at individual survey items, results indicated that a female's comfort level in virtual meetings in online courses was significantly lower than males. The findings also showed that the Hispanics and other ethnic race groups' comfort level using social networking sites was significantly higher than that of the Caucasian and African American participants. However, the Caucasian groups' comfort level was significantly higher in social networking sites and instant messaging than that of African American groups. Moreover, both Caucasian and African American participants' confidence levels were significantly higher using Web 2.0 technologies at work than Hispanics'. Additionally, the study checked for correlations among digital literacy, satisfaction, engagement, comfort, and confidence, and positive correlations were found. An increase in confidence and satisfaction was associated with an increase in engagement, and increases in satisfaction were associated with increases in comfort. To summarize, most adult learners can learn and acquire digital literacy skills based on their satisfaction, engagement, comfort, and confidence in using Web 2.0 technologies in online learning. Digital literacy skills are needed for adult learners to participate in a digital and global society.

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Mobile learning has significant potential to be very influential in further and higher education. In this research a new definition for Mobile Educational Mixed Reality Games (MEMRG) is proposed based on a mobile learning environment. A questionnaire and a quantifying scale are utilised to assist the game developers in designing a MEMRG. A ¿Conversational Framework¿ is proposed as an appropriate psycho-pedagogical approach to teaching and learning for MEMRG. This methodology is based on the theme of a ¿conversation¿ between different actors of the learning community with the objective of building the architectural framework for MEMRG. Various elements responsible for instructing and motivating learners in educational games are utilised in an instructional-motivational model. User interface design for the games incorporates an efficient navigation system that uses contextual information, and allows the players to move seamlessly between real and virtual worlds. The implementation of MEMRG using the Java 2 Micro Edition (J2ME) platform iii is presented. The hardware and software specification for the MEMRG implementation and deployment are also discussed. MEMRG has produced improvements in the different cognitive processes of the learner, and also produced a deeper level of learning through enculturation, externalising ideas, and socialising. Learners¿ enjoyment, involvement, motivation, autonomy and metacognition skills have improved. This research will assist developers and teachers to gain an insight into learning paradigms which utilise mobile game environments that are formed by mixing real and virtual spaces, and provide them with a vision for effectively incorporating these games into formal and informal classroom sessions.

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