<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>

<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>

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.

Based on the specificity of educational technology research, "Development Research Method" was adopted as the methodological framework in the whole study. Under this framework, a mix of qualitative and quantitative methods was employed for data collection and analysis, including the knowledge pre- and post-test, generic-skill test, perception survey, in-depth interviews as well as artifacts of students' reflective journals, reports and game-playing records. All of these intensively focused on investigating students' and teachers' perceptions, students' learning motivation, behaviors, effectiveness with respect to the VISOLE approach and researching the design strategies for situated educational games. / Designed to make use of the immense power of World Wide Web (WWW) and facilitate a paradigm shift in education, VISOLE (Virtual Interactive Student-Oriented Learning Environment) is a new game-based situated learning paradigm which aims to enable student-centered learning taking place in a game-based interactive virtual environment. Briefly speaking, the VISOLE approach is composed of 3 phases in which students have to (Phase 1) preliminarily acquire some high-level knowledge in specific subject domains through teachers' scaffolding; (Phase 2) actively participate as a game character in a game-based virtual interactive environment to construct knowledge and skills from their near real-life game-play experiences; (Phase 3) reflect and generalize their game-based learning experiences through teachers' debriefing. / In accordance with the philosophy of "Development Research Method", the theoretical context and the research findings, besides developing and further enhancing the VISOLE approach, a framework for designing constructivist situated educational games was also theorized in the present study. / In spite of the research limitation in the present study, I believe that the issues explored, the proposed educational-game design strategies and the research methodological innovation discussed are vital references for the researchers, teachers and educational-policy makers in designing, researching, applying as well as considering and making related educational policies in the area of game-based learning. / In the present research, most of the teachers and students were basically positive towards VISOLE, Farmtasia as well as the respective learning resources. It was empirically found that most of the students were much motivated during the entire learning process, in conducting active learning, collaborative learning and inquiry-based learning. Moreover, it was also found that after the VISOLE process, the students gained their self-constructed subject knowledge, enhanced generic skills for problem solving and improved non-intelligent skills, particularly in terms of attitudes and emotions. / Under the present theoretical context of learning, digital games and game-based learning, this dissertation exploited and reinforced the VISOLE learning paradigm. It also delineated the design and development of the first VISOLE game---"Farmtasia" and presented the empirical research on investigating the educational realization and accomplishment of VISOLE. / 尚俊傑. / Adviser: Fong Lok Lee. / Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0495. / Thesis (doctoral)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (p. 516-536). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Shang Junjie.

The purpose of this exploratory study was to investigate student perceptions of the design and consistency of the online learning environment in relation to motivation, satisfaction, and self-efficacy. Through surveys, think-aloud observation sessions, and reflection interviews, data were collected concerning student perspectives of design and consistency in the online learning environment. SPSS was used to process the survey data and a multi-step process was used to code the observations and interviews. Nine categories emerged from the analysis: (1) frustration; (2) excitement; (3) feeling of being lost; (4) confusion; (5) disgust; (6) positivity; (7); anxiety; (8) understanding; (9) action. The findings are discussed and recommendations for future research are provided to inform future development of online courses.

Indiana University-Purdue University Indianapolis (IUPUI) / The emergence of information exchange and act of offering features through external interfaces is a vast but immensely valuable challenge, and essential elements of learning environments cannot be excluded. Nowadays, there are a lot of different service providers working in the learning systems market and each of them has their own advantages. On that premise, in today's world even large learning management systems are trying to cooperate with each other in order to be best. For instance, Instructure is a substantial company and can easily employ a dedicated team tasked with the development of a video conferencing functionality, but it chooses to use an open source alternative instead: The BigBlueButton. Unfortunately, different learning system manufacturers are using different technologies for various reasons, making integration that much harder. Standards in learning environments have come to resolve problems regarding exchanging information, providing and consuming functionalities externally and simultaneously minimizing the amount of effort needed to integrate systems. In addition to defining and simplifying these standards, careful consideration is essential when designing new, comprehensive and useful systems, as well as adding interoperability to existing systems, all which subsequently took part in this research. In this research I have reviewed most of the standards and protocols for integration in learning environments and proposed a revised approach for app stores in learning environments. Finally, as a case study, a learning tool has been developed to avail essential functionalities of a social educational learning management system integrated with other learning management systems. This tool supports the dominant and most popular standards for interoperability and can be added to learning management systems within seconds.