"Alice Miel, Associate Professor of Education in Teachers College, Columbia University, New York, and Editor of the Association for Childhood Education International says: 'Continuity has to do with relatedness. It may be relatedness between what the individual has experienced and learned before, the present learning opportunity, and the possibilities for future learning. (Such relatedness need not be with the immediate past nor be an obvious one.) But the relatedness may also be among parallel experiences or among various aspects of growth--intellectual and emotional, social and physical.' With this idea in mind, a study of the instructional program in DeSoto County with particular attention to those phases which tend to break its continuity is presented. Items which seem to have definite bearing on continuity are teacher turnover, mobility of population, promotional policies, instructional practices, the testing program, and cumulative records"--Introduction. / "August, 1951." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Includes bibliographical references (leaf 27).

Traditional Instructional Systems Design (ISD) has focused upon measurable learning, but the emerging emphasis on informal methods of learning, combined with powerful mobile computing devices, is turning the spotlight to mobile performance support (mPS) in lieu of formal instruction. However, there is thus far little research into how to design effective mPS, what design principles should be brought to bear, how mPS tools should be evaluated, and so on (Martin, Díaz, Martínez-Mediano, Sancristobal, Oliva, Peire, & Castro, 2010; Paino & Rossett, 2008), leaving designers of mPS without evidence-based guidance for their practice. To capture a picture of methodologies presently being used to design mPS, as well as the perceived effectiveness of those methods, three recent examples of mPS were examined and the individuals responsible for them were interviewed. The first case was the "Bedsider", created by the National Campaign to Prevent Teen and Unplanned Pregnancy, a private, nonprofit organization. The second case was a "Turbulence App", created by Delta Air Lines, Inc., a publicly traded for-profit organization. The final case was the "Prescribed Fire Smoke Management Pocket Guide", or "Smoke App", created through the collaboration of the U.S. Department of Defense’s Advanced Distributed Learning Initiative and the Southeastern Regional Partnership for Planning And Sustainability. Each case study focused upon process employed, results, and concerns. Cross-case analysis examined similarities and differences between the methodologies, as well as apparent importance of the variation. The individual mPS design approaches were compared with traditional ISD methodology, and the three mPS design models were aggregated into a consensus mPS design model (CDM) and compared with traditional ISD methodology to identify any significant differences. This study sought to answer two major questions and two related secondary questions. The first major question was, what mPS design methodologies are organizations actually using? The individual design models in use are described in each case study. The second major question was, how do the methodologies in use compare with traditional instructional design methodology? Although similar in many ways, there were important divergences, particularly with regard to analysis and evaluation activities. The answer to the third questions, how the mPS methodologies in actual use are perceived in terms of effectiveness, was unequivocal. The sponsors of all three cases expressed complete satisfaction with the resulting mPS tools and with the outcomes. The fourth question was, how might the mPS design methodologies in actual use be improved? Several interviewees shared notions of what they "would do differently next time", and the consensus model provided the basis for suggestions for improvement in the front-end and back-end design activities. The significance of this study lies in the documentation of design procedures presently used to create mPS, and the description of how instructional designers might wish to approach the design of mPS in the future. This study helped identify and describe models in actual use in three organizations representing for-profit, not-for-profit, and government sectors, and examined the implications of differences between those models and traditional ISD methodology. This research also makes recommendations for improvement in mPS design practices. Those who follow this advice may find that they design better mPS applications / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the Doctor of Philosophy. / Fall Semester 2016. / November 10, 2016. / ADDIE, EPSS, instructional design, mLearning, mobile, performance support / Includes bibliographical references. / Robert A. Reiser, Professor Directing Dissertation; Stephen D. McDowell, University Representative; Vanessa P. Dennen, Committee Member; Marcy P. Driscoll, Committee Member; James D. Klein, Committee Member.

No description available.

Thesis (Ph. D.)--University of Texas at Austin, 2009. / Title from PDF title page (University of Texas Digital Repository, viewed on Sept. 9, 2009). Vita. Includes bibliographical references.

Time does not stand still, and time in its passing forges many changes. This is quite true as it relates to the educational life of a community. Time sees industries come and go, people move in and out of communities, and the enrollment of schools rise and fall. There are two communities which have felt mightily the impact of such changes. Faceville and Atapulgus, Georgia are two small rural communities in southwest Georgia which face something of a dilemma, educationally speaking, because of changes that have come about in their community and economic life. / Typescript. / "August, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Includes bibliographical references (leaves 28-29).

The use of computer application software could be increased. The goal of this research was to uncover a design for a module which instructs the potential user how to use software. This type of module, called an instructional module, would, when incorporated on software such as decision support tools, increase the willingness of novices to use the software more frequently. Four instructional modules designs, which were the result of combining two states of two variables of instructional module design, were examined. The four designs are (1) an automated programmed learning module; (2) an automated help facility; (3) a manual programmed learning module and; (4) a manual help facility. A financial decision support tool was developed, and each of the four instructional modules designs was placed separately on the decision support tool. This created, in effect, four different tools. Subjects in the experiment were business school students with no formal experience using a decision support tool. Each subject was exposed to two of the four instructional module designs during a training session which lasted one hour. One month after the training session, the subjects were reassembled for a second session. During this session, the subjects selected one of the two tools, with its instructional module, which they had been exposed to previously. The subjects were to use the selected tool to solve problems which would likely require them to access the instructional module. In addition to these behavioral selection data, attitudinal data concerning the instructional module designs were also collected throughout both sessions of the experiment. Based on their selection and their attitudinal responses, the subjects indicated that the tool with the automated programmed learning module was the module of choice. The research methodology successfully provided input for instructional module design for computer application software such as decision support tools.

No description available.

This study is a quantitative, quasi-experimental inquiry into the effectiveness of motivational instructional strategies on undergraduate math students' subject learning. Secondarily, it examines the effects of the motivational strategies on the effort students exert in lesson activities, and on their motivation within the lesson. The treatment in this study is based on the MUSIC® Model of Academic Motivation and was conducted within a single lesson. The existing literature shows that motivational instructional design by lay educators is often hindered by the complexity of the field, and by the specialization of existing motivational models. The MUSIC Model holds some promise in organizing and simplifying motivational strategies such that classroom educators and non-instructional specialists can apply them in their lesson design. The research questions for the study are "How do MUSIC based motivational instructional strategies affect student learning, student effort and the five components of students' motivation within an undergraduate math lesson?" Two sections of a single mathematics course, taught by one instructor, were participants in the study. The treatment section received the MUSIC intervention for the lesson. This research intervention was created by mapping each of the lesson activities to each component in the motivational model, thereby generating motivation enhanced adaptations of lesson activities. Students were tested and surveyed post-lesson for all three variables; subject learning, effort and lesson motivation perceptions. Results of the study inform and facilitate the design and implementation of further engaged lessons based on the MUSIC Model. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester 2018. / November 8, 2018. / Higher Education, Learning and Motivation, Mathematics Teaching, Motivation and engagement, MUSIC Model of Academic Motivation, STEM Teaching / Includes bibliographical references. / Vanessa Dennen, Professor Directing Dissertation; Stephen McDowell, University Representative; James Klein, Committee Member; Insu Paek, Committee Member.

Makerspaces are fertile grounds for students to develop innovative products infused with STEAM principles and cross disciplinary content knowledge; build technological fluency; and support positive developmental growth. Yet, rarely do Makerspaces prioritize these outcomes. Rather, they tend to revolve around the creation of novel objects using cutting-edge technology; craftwork unhinged from their historical, social, political, or academically-relevant underpinnings; and/or the hacking of so-called “black boxes”. What happens when an educator designs and implements a research-based and content-driven in-school Makerspace? Drawing on field observations, interviews, artifact analysis, and the Developmental Assets Profile (DAP) survey, this mixed methods study explored the experiences of students from two urban middle school classes (n=51) who participated in a social action themed Makerspace called the “Tech Café.” Working from a transformative research perspective, the Tech Café also sought to address the “participation divide”— a term suggesting that higher socioeconomic status students have more opportunity to produce media creatively than students of low socioeconomic status. Qualitative results indicated that students reported increased agency in their ability to effect positive change in their world. They engaged in powerful collaborations with diverse members of the school’s learning community as they worked toward solutions using low- and high-technology tools. Their products included a cigarette smoke detecting shirt, an edible insect bug stand, and a stationary making kit utilizing recycled paper. Student profiles incorporated their chosen social issue; steps and challenges in product creation; and outcomes pertaining to technological fluency and sense of agency to affect change. Findings showed that students may have benefited from scaffolding to deepen their understanding of important social issues through research. Quantitative results of the DAP were statistically analyzed according to measures of Positive Identity, Positive Values, Commitment to Learning, Empowerment, and Social Competencies and indicated that no statistically significant differences existed in the pretest-posttest survey scores of participants (n=30). However, a descriptive analysis of score improvement showed that students who successfully created products in the Tech Café moved to higher DAP score ranges more often than those who did not create products. The study concludes with recommendations pertaining to the implementation of Makerspaces in schools.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 120-130). Available also in a digital version from Dissertation Abstracts.