Spelling suggestions: "subject:"instructional systems design"" "subject:"lnstructional systems design""
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The design and implementation of an assessment management module to function within the architectural constraints of an existing Open Source Software (OSS) learning management system (to meet target-user requirements)Zhang, Na January 2004 (has links)
Thesis (MTech (Information Technology))--Peninsula Technikon, 2004 / This dissertation was written in fulfillment of the requirements for the degree
Master of Technology in the Faculty of Information Technology at the Peninsula
Technikon in South Africa.
The dissertation covers the introduction of the study; the reviews of the case,
Free and Open Source Software; the discussion of methodology of software
project management in terms of software engineering; the analysis of
assessment methods; the techniques of using PHP, MySQL, Apache and CVS;
and the implementation of a test module.
The research represents the consideration of the problem, namely that there
are few free assessment manager programmes that can be used for the quick
and efficient deployment of academic assessments. An experimental research
method was used to with the aim of solving the above problem. In other words,
a test management system module had to be designed and implemented to
function within the architectural constraints of a developing Open Source
Software (OSS) Learning Management System (LMS), which is called
Knowledge Environment for Web-based Learning Next Generation
(KEWL.NextGen).
The test management system is a module developed on Object-Oriented
Programming (OOP) in PHP and MySQL application. The scripts of this test
module are written under the KEWL.NextGen' application framework, which is
based on a close approximation of model, view and controller (MVC) design
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pattem. Now the entire source coding of the test module has been uploaded to
Web site http://kngforge.uwc.ac.za.
This test module can be used for the creation and management of an online
test. It provides facilities to create a new test, and to preview, edit, delete and
mark an existing test. Three question types have been achieved, namely
multiple-choice, true/false and short answer.
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The design and implementation of a discussion forum module to function within the architectural constraints of an existing Open Source Software (OSS) learning management system (to meet target-user requirements)Wang, Zhanyu January 2004 (has links)
Thesis (MTech (Information Technology))--Peninsula Technikon,Cape Town, 2004 / Higher education and online discussions are an integral part of collaboratively
based e-Learning systems. However, there problems can be associated with
current online discussion models. For example, it can be easy to set
open-ended discussions which attract little participation and to assess
contributions can be difficult or time-consuming. Students may not achieve the
expected learning outcomes without proper structure and management in
online discussions.
This paper proposes to design and implement a discussion forum object to
function within the architectural constraints of an existing Oss learning
management system (to meet target user requirements) that is a web-based
environment for online discussions where the facilitator can structure each
discussion according to its nature and where learning requirements are using
already designed templates.
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The design and implementation of an assignment management module to function within the architectural constraints of an existing Open Source Software (OSS) learning management system (to meet target-user requirements)Sun, Ke January 2004 (has links)
Thesis (MTech (Information Technology))--Peninsula Technikon, Cape Town, 2004 / This document describes the design and implementation of an Assignment
Management Module (AMM) to function within the architectural constraints of
an eXisting open-source software (OSS) Leaming Management System (LMS).
The project is established for Infonmation Technology Department Master
Degree Project of the Peninsula Technikon.
The Assignment Management Module will be constructed in orders to make it
easier to create, mark, and manage assignments and record individual student
perfonmances. The design entailed work on different function blocks like a
user's authorisation, files uploadfdownload and mailing reminder unit as well
as writing and testing of the application code on the intemet/intranet. The
development process of the project to explore how to fu lfi11 software
engineering methodology in an open-source environment, also presents
details of the design architecture and technologies to be used, as well as being
mindful of its future directions.
The target audience of this document is anyone with an interest in an
open-source software project in general, and in a Learning Management
System in particular. If the reader has also been a contributor to Learning
Management System, and especially to the management of assignments, this
document may provide additional value, in that it strives to present a new
approach to the understanding of such a module.
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Die Praktiese ondersteuning van ’n leerder met disleksie deur middel van ’n Instruksiebeplanningsprosesvan der List, Wanda January 2014 (has links)
Tesis voorgelê volgens die vereistes van die
M.Ed.: Onderwys
Vir die Fakulteit van Onderwys en Sosiale Wetenskappe
te
Kaapse Skiereiland Universiteit van Tegnologie
2014 / Reading is the interaction between author and reader. To be able to read, the reader has to
decode the message in order to read with comprehension/understanding. Reading consists
of two components, namely word recognition and reading comprehension. Word recognition
is the ability to recognise words as quickly as possible. Reading comprehension is the ability
to store the meaning of the message in words in the brain. To be able to read the learner
must be able to recognise the message and to understand what he/she reads.
The ability to read is very important, because a good reading ability is the key to success in
a learner’s studies at school. Reading problems occur due to the lack of phonological
processing of written material. Reading problems are caused by various factors such as
emotional factors, sensory factors and limited cognitive ability – to mention but a few.
The purpose of this research was to determine whether a multi-sensory reading method
such as the Silverman approach to reading could have a positive influence on the reading
and studying abilities of a learner with dyslexia combined with an instructional design.
A literature review was done on reading and reading problems, a multi-sensory approach,
and well-known multi-sensory approaches such as the Davis method, Orton Gillingham
method and the Silverman method.
A Grade 8 learner who had been diagnosed with dyslexia was evaluated according to the
ESSI reading and spelling tests to determine his reading and spelling levels. His parents
and he had to complete questionnaires to determine his scholastic and social progress.
After that, the learner was helped by using the Silverman spelling method to enhance his
spelling and reading abilities. The duration of the course was thirteen weeks and the learner
attended hourly sessions two times per week. The instructional design was used to adjust
the sessions according to the learner’s needs.
The quantitative research method, namely the ESSI reading and spelling tests, was used as
well as the qualitative method. The researcher also used journal inscriptions to observe the
sessions in order to change the programme should it be deemed necessary.
After completion of the course, the learner was evaluated according to the ESSI test once
more and his parents and he had to complete the questionnaire again to ensure reliability
and validity.
The results of the qualitative tests and the quantitative information pointed out that the
learner successfully progressed in his reading and spelling abilities.
Die praktiese ondersteuning van ’n leerder met disleksie deur middel van ’n instruksie-beplanningsproses
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It is thus possible to deduct that a multi-sensory reading and spelling method such as the
Silverman method had a positive influence on the learner’s reading and spelling abilities.
A shortcoming in the research was that the researcher was restricted to only four months to
complete the research project. Should the research have begun from the beginning of the
year, the results might have differed completely. The researcher has also made
recommendations about the training of teachers, as well as recommendations to the
Department of Education.
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A technique for the evaluation of free and open source e-learning systemsSanga, Camilius January 2010 (has links)
Philosophiae Doctor - PhD / Evaluating software is a universal and complex problem. The question is: how should software be selected and adopted, or rather, which of the software packages is the most suitable for a specific environment? Extensive research on the evaluation of software has been done, but only a few researchers have considered evaluation of e-learning systems based on three software quality characteristics (i.e. usability, maintainability and deployability) for implementation in third world countries. In this thesis, it will be considered how to use a mixed research methods for the evaluation of free and open source e-learning systems in a developing country. The scope of this investigation is the evaluation of two free and open source e-learning systems at the Open University of Tanzania using 33 stakeholders (some with more and others with less computer expertise). / South Africa
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Heard but not seen: Instructor-led video and its effect on learning.Holder, David E. 08 1900 (has links)
Educators and instructional designers are seeking ways to increase levels of learning. One of the ways this is being done is through cognitive load theory which attempts to reduce cognitive load through a better understanding of working memory and the factors that impact its function. Past studies have found that working memory processes visual and auditory information using separate and non-sharable resources (dual coding theory) and that by properly utilizing multimedia elements, information processing in working memory is more efficient (multimedia learning). What is not known is the effect that instructor-led video, which uses the visual channel but delivers no information, has on the cognitive load of the learner. Further, will the introduction of multimedia elements make the information processing of the learner more efficient? This study examined three ways in which instructional designers may create a more efficient learning environment through a better understanding of multimedia learning. First, by using the theories of multimedia learning, I examined a more efficient use of sensory memory. By minimizing extraneous load, which communication theory calls noise, on working memory through increased utilization of the visual and auditory channels, the effectiveness of instruction was increased. Secondly, the multimedia effect, defined as using visual helps and guides with spoken and written text, was shown to assist working memory in processing new information into existing schema. Last, by using the personalization principle set forth by Clark and Mayer (2008), I used both the video feed and multimedia together to foster a more social or conversational presentation to the learner.
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The Elements, Processes, and Outcomes of Collaborative Massive Open Online Course Development TeamsStengel, Paul Joseph January 2020 (has links)
This dissertation explores the experiences of nineteen individuals assigned to six collaborative Massive Open Online Course (MOOC) development teams across four university sites. Based on an analysis of these semi-structured interviews and process artifacts, findings reveal that collaborative MOOC development teams are composed of members with cross-campus affiliations who possess distinct knowledge, skills, and attitudes that—when combined with specific resources—facilitate the interdependence needed to effectively collaborate on MOOC curriculum. This research suggests that process behaviors that cultivate empathy and expedite trust among members positively mediate states that emerge from the diversity of power and affiliations commonly found on MOOC teams. Further, these process behaviors and emergent states are found to have an impact beyond the MOOC itself, on faculty behaviors in the classroom, staff behaviors with regards to future curriculum collaborations, and institutional acceptance and promotion of cross-campus collaborations with regards to online learning and collaborative curriculum development. While existing MOOC research has focused on the historical, pedagogical, and technical aspects of MOOC curriculum development, this dissertation contributes to a better understanding of how MOOC teams effectively collaborate to develop curriculum that leverages existing scholarship. This research therefore has implications for advancing scholarship on effective teams, collaborative curriculum design, online learning, and MOOCs, as well as informing practical recommendations for stakeholders engaged in strategically composing and working within collaborative curriculum development teams.
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A contextualized instructional design approach : integrating intercultural competence development into email computer trainingSvensson, Susan Lynn 01 January 2012 (has links)
Email communication within a diverse workplace poses intercultural communication challenges (Martin & Nakayama, 2007). This study aims to make a contribution to the literature by examining how these challenges can be addressed through email computer training. For this study, I set out to understand and demonstrate how, within the instructional design process, contextualized curriculum can be created that integrates intercultural competency and email proficiency. This thesis includes a draft of an instructional plan and course outline for an email computer class that focuses on developing intercultural awareness and skills in the context of an email training course. First, I examined email computer curricula, specifically the topics, course goals, and course objectives common to the curricula. As a result of this examination, I discovered that email training is limited to the technical aspects of email communication. Additionally, I surveyed intercultural communication professionals about intercultural topics applicable to email communication. Their survey responses indicated cultural differences account for some, but not all email workplace challenges. For example, they believed it is important to address intercultural elements like low vs. high context when writing an email message, and power distance and levels of formality when writing greetings and closings. Additionally, their feedback indicated that it is important to address direct vs. indirect communication styles when writing the main point and linear vs. circular cognitive styles when organizing text within an email. I incorporated their perspectives in my course outline. Finally, experts from the fields of instructional design, intercultural communication, and computer training reviewed a draft of the plan and outline. Although their feedback indicated that the premise and approach were sound and achievable, they differed in their evaluation of specific elements of the course. In general, their perspectives reflected their professional focus. For example, they either recommended a stronger focus on the technical aspects or a stronger focus on the intercultural aspects of the course design. Detailed comments pertained to the fine-tuning of the objectives, timing of the individual lessons, and other instructional elements needed for any polished professional course outline
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Effect of pictorial icon interface on user-learner performanceKunnath, Maria Lorna Azul 01 July 2001 (has links)
No description available.
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A constructivist approach in instructional design and assessment practiceBooyse, Celia 11 1900 (has links)
In a globally interdependent world, teachers are charged with preparing learners for a complex, interactive world. This educational challenge requires teachers to develop learners with critical, creative and conceptual minds, while still teaching the required content. Therefore developing the individual learner's ability to construct personalised meaning for new concepts is a prerequisite for the classroom. So is the development of the learner's ability to solve increasingly complex problems in the learning area as well as in daily life. This revivefies the question of how to plan, structure and assess in order to accommodate these requirements while enhancing learner abilities and achiement. / Teacher Education / D.Ed. (Didactics)
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