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Design and planning in the development of computer-based instructionFournier, Helene January 1994 (has links)
This study has taken a problem solving approach in identifying the cognitive processes involved in designing computer-based instruction. The problem space essentially contains considerations of instructional goals and constraints, technological resources, and theoretical considerations. The problem space was augmented by an analysis of the strategic processes relevant in instructional design, in particular planning, and by an analysis of one specific technological resource, HyperCard. Concurrent think-aloud verbal protocols and computer operations protocols (video recordings of the users' interactions with the computer) were gathered from three university students enrolled in an educational technology course on developing courseware. Subjects were using HyperCard to develop instructional environments for individual course projects. The transcribed protocols were analyzed using a coding scheme based on the instructional-design problem space and planning model. Two types of analyses are reported: proportions of segments concerning different types of design and planning operations and descriptive representations of overall protocol goal structures and plans. (Abstract shortened by UMI.)
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Design and planning in the development of computer-based instructionFournier, Hélène January 1994 (has links)
No description available.
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Instructional design process in a web-based learning management system: design, implementation and evaluation issuesNjenga, James Kariuki January 2005 (has links)
<p>Web technologies have necessitated a transformation culture in higher education<br />
institutions. Many of these institutions are employing web technologies whose<br />
development, for varying reasons, is not supported by research in their field and<br />
domain of use. One such field is instructional design for the web learning.<br />
Although there is a lot of research on the most effective instructional design<br />
strategies, the use of research for web-based learning applications has been<br />
limited. <br />
<br />
This thesis reports on a study aimed at transforming the research on instructional<br />
design into practice by designing an instructional design system and providing an<br />
argument for its implementation. The argument is intended to facilitate the design<br />
and development of an instructional design subsystem of the web, that would in<br />
turn offer effective and efficient ways for creating web-based learning materials<br />
to instructors.<br />
<br />
The study started by examining the various paradigms, theories and practices of<br />
instructional design with the intent of using them to enrich and improve the<br />
practice of instructional design in web learning. It undertook a thorough and<br />
systematic review of the literature on instructional design in order to come up<br />
with an instructional design system. The design approach used successful design<br />
patterns that have been used elsewhere, e.g. in software design, to create common<br />
responses or solutions to recurrent problems and circumstances. Instructional<br />
design patterns were identified in this study as the recurrent problems or processes<br />
instructional designers go through while creating instructional materials, whose<br />
solutions can be reused over and over again.<br />
<br />
This study used an iterative developmental research process of finding and<br />
modelling an instructional design process as the research methodology. This<br />
process follows and builds on existing research on instructional models, theories<br />
and strategies, and ensures that the same methodology can be used to test the<br />
theories in the design, thus improving both the research and the design.</p>
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Applying Cognitive Load Theory to the Design of Online Learning.Burkes, Kate M. Erland 05 1900 (has links)
The purpose of the study was to investigate the application of cognitive load theory to the design of online instruction. Students in three different courses (N = 146) were measured on both learning performance and perceptions of mental effort to see if there were any statistically significant differences. The study utilized a quasi-experimental posttest-only control group design contrasting modified and unmodified instructional lessons. Both groups were given a posttest to measure knowledge gained from the lesson (cognitive domain of learning) and perceptions of mental effort involved. Independent samples t-tests were used to compare the mean performance scores of the treatment groups (i.e. the sections using redesigned materials) versus the control groups for all three courses. Cohen's d was also computed to determine effect size. Mental effort scores were similarly compared for each group on the overall cognitive load score, for a total of six data points in the study. Of the four hypotheses examined, three (H1, H2, H4) found no statistically significant difference between the experimental and control groups. Negative significance was found between the experimental and control group on the effect of modality (H3). On measures of cognitive load, no statistically significant differences were found.
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Instructional design process in a web-based learning management system: design, implementation and evaluation issuesNjenga, James Kariuki January 2005 (has links)
<p>Web technologies have necessitated a transformation culture in higher education<br />
institutions. Many of these institutions are employing web technologies whose<br />
development, for varying reasons, is not supported by research in their field and<br />
domain of use. One such field is instructional design for the web learning.<br />
Although there is a lot of research on the most effective instructional design<br />
strategies, the use of research for web-based learning applications has been<br />
limited. <br />
<br />
This thesis reports on a study aimed at transforming the research on instructional<br />
design into practice by designing an instructional design system and providing an<br />
argument for its implementation. The argument is intended to facilitate the design<br />
and development of an instructional design subsystem of the web, that would in<br />
turn offer effective and efficient ways for creating web-based learning materials<br />
to instructors.<br />
<br />
The study started by examining the various paradigms, theories and practices of<br />
instructional design with the intent of using them to enrich and improve the<br />
practice of instructional design in web learning. It undertook a thorough and<br />
systematic review of the literature on instructional design in order to come up<br />
with an instructional design system. The design approach used successful design<br />
patterns that have been used elsewhere, e.g. in software design, to create common<br />
responses or solutions to recurrent problems and circumstances. Instructional<br />
design patterns were identified in this study as the recurrent problems or processes<br />
instructional designers go through while creating instructional materials, whose<br />
solutions can be reused over and over again.<br />
<br />
This study used an iterative developmental research process of finding and<br />
modelling an instructional design process as the research methodology. This<br />
process follows and builds on existing research on instructional models, theories<br />
and strategies, and ensures that the same methodology can be used to test the<br />
theories in the design, thus improving both the research and the design.</p>
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The Effects of Copying Before, Copying After, and Guessing on Acquisition Rate and RetentionPinkelman, Sarah Ellen 12 1900 (has links)
Computer-based instructional programs are being used more frequently in classrooms. While these programs offer many benefits from traditional teaching methods, humans still need to program them. There is inconsistency in the literature regarding the best way to design such programs. The purpose of this study was to evaluate the effects of three training procedures in teaching individuals to type a specified three-letter response in the presence of a corresponding symbol. Results show that the training format that prompted individuals to copy the correct response before the opportunity to respond was more efficient than viewing the correct response after an error, or copying the correct response after an error. A discussion of the results as well as implications for classroom use is also provided.
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64-point FFT Instruction Implementation and Evaluation on a Microcode Programmable ProcessorLiu, Yongjun, Huang, Zejun January 2022 (has links)
Fast Fourier Transform is an efficient algorithm for computing the Discrete Fourier Transform (DFT) and one of the most important algorithms used in many digital signal processing applications over decades. This thesis presents an efficient implementation method of a 32-bit complex number 64-point FFT instruction on a micro-programmable processor. The implementation uses a radix-4 decimation in frequency (DIF) FFT structure. To reduce the total hardware budget, instead of floating-point computation, a block floating-point algorithm is applied to prevent the data overflow and make the most of the floating-point dynamic range, resulting in a highly efficient implementation with acceptable accuracy and SNR. The FFT instruction is divided into several sub-instructions that can be executed separately or chained together. The implementation for the instruction is realized in microcode, and the implementation method will be discussed in detail, including flowcharts and logical structures. This thesis is in cooperation with Imsys, some of the parameters such as 64-point FFT and data format are the requirements from Imsys. In order to realize an acceptable performance, several alternative implementation methods regarding twiddle factor formats and multiplication methods are investigated and discussed. The FFT instruction output has been verified on an Imsys Embla device with its embedded software test framework against an Excel model provided by Imsys. Several test functions are created to perform the functional verification for each sub-instruction and the entire FFT-IFFT chain. These test functions will be introduced and presented with their flowcharts. The evaluation mainly focuses on the performance of different implementation methods towards two aspects: the total execution time and the output accuracy and SNR. The measurement for the execution time is done by configuring a timer system built in the Imsys Embla device. The calculation for the output accuracy and SNR is according to given formulas. The best implementation method is chosen by comparing the SNR and execution cycle. Besides, the evaluation results are also compared with the excel model. During the instruction development process, the method of further possible improvement in the precision of the FFT instruction output has been discovered and is discussed in the future work chapter.
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Exploring the integration of constructivist computer game-based learning into formal school curriculum teaching. / 探索如何將建構式電腦遊戲化學習融入正規學校課程教學中 / CUHK electronic theses & dissertations collection / Exploring the integration of constructivist computer game-based learning into formal school curriculum teaching. / Tan suo ru he jiang jian gou shi dian nao you xi hua xue xi rong ru zheng gui xue xiao ke cheng jiao xue zhongJanuary 2009 (has links)
Jong, Siu-yung = 探索如何將建構式電腦遊戲化學習融入正規學校課程教學中 / 莊紹勇. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2009. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; includes Chinese. / Jong, Siu-yung = Tan suo ru he jiang jian gou shi dian nao you xi hua xue xi rong ru zheng gui xue xiao ke cheng jiao xue zhong / Zhuang Shaoyong.
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Designing digital instructions for setting up multi-device servicesLu, Yiwen January 2022 (has links)
Digital services are increasingly offered across multiple devices for a single user. A challenge for users is that multi-device services are more complex to use. While instructions are supposed to facilitate ease of use of the services, poorly designed instructions become obstacles themselves. This project explores considerations for designing digital instructions of setting up multi-device services. This is done through a user-centred approach by (1) understanding the user expectations and pain points when setting up a multi-device service, (2) designing solutions that align with user expectations and aid in overcoming pain points, and (3) a reflection of the design process and the resulting design solution. To conclude, a set of design recommendations are contributed for designers to arrive at intuitive instructions that facilitate users with setting up multi-device services. / Digitala tjänster erbjuds allt oftare på flera olika enheter för en och samma användare. En utmaning för användare är att det är mer komplicerat att använda tjänster på flera enheter. Även om instruktionerna är avsedda för att underlätta användningen av tjänsterna blir dåligt utformade instruktioner själva ett hinder. I detta projekt undersöks överväganden för utformning av digitala instruktioner för installation av tjänster på flera enheter. Detta görs genom ett användarcentrerat tillvägagångssätt genom 1) att förstå användarnas förväntningar och utmaningar när de installerar en tjänst på flera enheter, 2) att utforma lösningar som möter användarnas förväntningar samtidigt som de hjälper användarna att bemästra utmaningar, och 3) en reflektion av designprocessen och resultatet av designlösning. Avslutningsvis ges en rad rekommendationer för hur designer kan ta fram intuitiva instruktioner som underlättar för användarna att installerar tjänster på flera enheter.
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Towards a proposed framework for an-e-learning systemRamanand, Renita 02 1900 (has links)
The introduction of e-learning made way for advancements in learning and technology
with individuals being exposed to electronic learning and teaching environments. At
first, the introduction of e-learning into the educational sphere was intended to simply
enhance traditional teaching and learning; however, technology then took the lead as a
tool to materially enhance the concept of e-learning in education. Inevitably,
technology’s impact on learning drove the delivery of electronic educational content but
it also caused widespread debate about best practice in the design of e-learning
systems. Since then, the phenomenal influx of technology enhancements that has been
created has led most learners into a digital education era that cannot now function
without it.
At first, e-learning systems were forced to adapt to change as a result of e-learning
trends and as a symbolic move from traditional learning to more innovative methods of
learning and teaching. As such, e-learning remained affected by pedagogy, technology
and curriculum changes outside of a structured, guided framework. Varying definitions
exist as a result of the diverse understanding of the contributions and role of pedagogy
and technology toward e-learning. There is a misconception and confusion of elearning
attributed to the lack of a formally accepted definition which would identify with
the need for pedagogy principles and guide researchers to apply models and
frameworks to implement and improve the provision of e-learning systems. Although
the effects of technology on learning are conclusive, the current dilemma is the lack of
effective alignment of the pedagogy principles to suitable technology – an issue which
has now become detrimental to learning.
This study explores the various interpretations of e-learning definitions that allude to the
incorporation of learning, technology and knowledge gained during e-learning
interventions. However, as the research revealed a lack of any cohesive e-learning
definition, this motivated the creation of a specific definition derived particularly for this
study. In considering the role of technology in the e-learning environment, similar
themes began to emerge that needed to be addressed holistically through e-learning.
One of these themes was a need to focus on the formulation of a structured approach
and pedagogical framework for the design and development of e-learning systems.
The findings of the research identified e-learning frameworks and models that were in
use. The outcome of an e-learning system framework drew on the research of extant
models and frameworks and investigated the critical elements, particularly that of
pedagogy in an e-learning environment. The proposed pedagogical framework for elearning
was evaluated by means of a survey of organisations that produce e-learning
systems. The findings of the survey were analysed to assess the alignment and
relevance of the dimensions and elements in the framework to the design and
development of e-learning systems.
The proposed pedagogical e-learning framework is intended to add value to the design
and development of e-learning systems with the core focus on pedagogy. In years to
come, current and existing technologies and tools may become outdated, yet learning
opportunities continue to evolve based on pedagogy, technology and curriculum
requirements. By harmonising the synergy between pedagogy and technology, a
pedagogically aligned e-learning framework can resolve the lack of pedagogy in elearning
system design and development. / Information Science / M.Sc. (Information Systems)
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