Self-guided tours for museums require authors to define a learning objective, research content, design graphics, and implement inclusive interpretive methods. However, museum education literature does not provide clear, comprehensive direction for these complex projects. By recounting the development of a self-guided tour of Judiciary Square for the National Building Museum in Washington, DC, this thesis assesses the value and limitations of theoretical literature in practice. It introduces additional research methods and approaches to address project components that museum education literature overlooks.

Context: Self-learning (i.e., students learning independently) and clinical simulation are essential components in contemporary health professions education (HPE). Self-learning is discussed often, yet the concept is seldom the target of rigorous study. Likewise, simulation modalities are abundant, though educational theory that guides their use in HPE remains elusive. Objectives: This dissertation investigates the effects of directed self-guided learning (DSGL) on novice health professions students’ skill acquisition, retention, and transfer in the context of simulation-based education. The objective is to explore how the combination of external direction and student self-guidance influences: students’ cognitive and metacognitive processes, students’ interactions with the learning environment and available resources, and how students learn in different DSGL contexts. Methods: Three research studies used randomized, controlled experimental designs to address five hypotheses. All studies included a performance assessment one-week after the initial practice session that evaluated skill retention and/or skill transfer. Data analysis employed univariate and multivariate analyses of variance and correlational techniques. Results: Regarding students’ cognitive and metacognitive processes, the data show a relation between DSGL and goal-setting. The results suggest that self-guided students benefit when they are directed to set goals related to performance processes, rather than performance outcomes. Regarding the learning environment, when students are directed to practice on simulators that increase progressively in fidelity (i.e., realism) they self-guide their advancement between those simulators effectively and display successful skill transfer. Finally, self-guided students that controlled their learning progression and learning sequence selected the theoretically most appropriate practice schedule (i.e., progressive learning). Students in this latter group seemed able, surprisingly, to direct their own self-guidance. Conclusions: This dissertation adds support to the hypothesis that self-guided students benefit due to their autonomy in controlling practice conditions to meet their own learning needs. Thus, the question of whether or not DSGL is effective, becomes how best to augment the DSGL experience. The instructional design of elements such as goals lists and task structuring (e.g., progressive increases in simulator fidelity) represent techniques that an educator can use to fulfill the role of director in a student’s SGL.

Context: Self-learning (i.e., students learning independently) and clinical simulation are essential components in contemporary health professions education (HPE). Self-learning is discussed often, yet the concept is seldom the target of rigorous study. Likewise, simulation modalities are abundant, though educational theory that guides their use in HPE remains elusive. Objectives: This dissertation investigates the effects of directed self-guided learning (DSGL) on novice health professions students’ skill acquisition, retention, and transfer in the context of simulation-based education. The objective is to explore how the combination of external direction and student self-guidance influences: students’ cognitive and metacognitive processes, students’ interactions with the learning environment and available resources, and how students learn in different DSGL contexts. Methods: Three research studies used randomized, controlled experimental designs to address five hypotheses. All studies included a performance assessment one-week after the initial practice session that evaluated skill retention and/or skill transfer. Data analysis employed univariate and multivariate analyses of variance and correlational techniques. Results: Regarding students’ cognitive and metacognitive processes, the data show a relation between DSGL and goal-setting. The results suggest that self-guided students benefit when they are directed to set goals related to performance processes, rather than performance outcomes. Regarding the learning environment, when students are directed to practice on simulators that increase progressively in fidelity (i.e., realism) they self-guide their advancement between those simulators effectively and display successful skill transfer. Finally, self-guided students that controlled their learning progression and learning sequence selected the theoretically most appropriate practice schedule (i.e., progressive learning). Students in this latter group seemed able, surprisingly, to direct their own self-guidance. Conclusions: This dissertation adds support to the hypothesis that self-guided students benefit due to their autonomy in controlling practice conditions to meet their own learning needs. Thus, the question of whether or not DSGL is effective, becomes how best to augment the DSGL experience. The instructional design of elements such as goals lists and task structuring (e.g., progressive increases in simulator fidelity) represent techniques that an educator can use to fulfill the role of director in a student’s SGL.

Thesis (D.Min.)--Dallas Theological Seminary, 2008. / Includes abstract. Description based on print version record. Includes bibliographical references (leaves 146-149).

Mobile devices are playing an increasingly prevalent role in K-12 education, as school systems are adopting the technology to enhance student learning. Consequently, teachers have to learn how to incorporate the devices into their classrooms, with the help of professional development activities. This case study examined the professional development of four teachers who participated in their school district’s iPod touch initiative for English Language Learners (ELLs), as well as the perspective of the instructional media specialist charged with assisting the teachers. The study aimed to understand what district-led and independent training activities K-12 teachers engage in and the influence the activities have on how mobile devices are used by the teachers. The educational activities of the teachers and their impact on the teachers’ technology integration were documented through a series of interviews, a training observation, and teacher questionnaires. The research identified four types of professional development support provided by the district and five types of self-guided or incidental learning activities that teachers engaged in that directly impacted the way they used the device. The district-led trainings are 1) group trainings 2) in-class demonstrations 3) one-on-one training and 4) ongoing support. The self-guided and incidental learning activities found are 1) research for resources and ideas 2) brainstorming 3) experimenting with apps and activities 4) collaboration with others and 5) students serving as trainers. Increased personal instruction, cultivating formal learning through mentoring and an online forum, and developing online training resources for a mobile format are proposed for professional development that would aid in the integration of mobile devices in a K-12 environment. / text

Thesis (D.Min.)--Dallas Theological Seminary, 2006. / Includes abstract. Includes bibliographical references (leaves 392 403).

Thesis (D.Min.)--Dallas Theological Seminary, 2006. / Includes abstract. Includes bibliographical references (leaves 129-132).

Thesis (D.Min.)--Dallas Theological Seminary, 2008. / Includes abstract. Description based on print version record. Includes bibliographical references (leaves 145-148).

Thesis (D. Min.)--Dallas Theological Seminary, 2001. / Copyright symbol after Self-guided Church Consultant on t.p. Includes abstract. Includes bibliographical references (leaves 117-125).

Thesis (D. Min.)--Dallas Theological Seminary, 2004. / Includes abstract. Includes bibliographical references (leaves 206-222).