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1.
《TechTrends》2010,54(3):27-37
Like many rapidly growing industries, advances in video game technology are far outpacing research on its design and effectiveness. Relatively little is understood about how to apply what we know about teaching and learning to optimize game-based learning. For the most part, instructional designers know little about game development and video game developers may know little about training, education and instructional design. In this three part series of articles, four recognized and emerging experts in instructional game design discuss their perspectives on preparing instructional designers to optimize game-based learning. In Part I, we set the context for the series of articles and one of four faculty members who teach a graduate level course on game design discusses what he believes instructional designers should know about instructional game design based on his experiences. Part II will present alternative perspectives from two additional faculty members who teach courses in instructional game design, and Part III will present a fourth perspective along with conclusion that compares the four views. 相似文献
2.
James J. Fletcher Sondra K. Patrick 《International Journal for Academic Development》2013,18(1):39-46
Abstract At most US colleges and universities, faculty development programmes have assumed a passive role waiting for interested faculty to come to them. For the most part, their activities have been limited to facilitating instructional workshops, managing faculty study leaves and sabbaticals, and providing remedial support for faculty who experience problems in their teaching. As higher education in the US faces political, social and technological challenges, faculty developers must play a more active role in institutional transformation. After providing an historical overview of faculty development in the US and describing the current situation in US higher education, this paper outlines four activities that faculty developers can undertake as change agents to help institutions accomplish the objective of institutional transformation and to foster a stronger academic culture. 相似文献
3.
As noted in part I of this article (published in TechTrends 54(3)), advances in technology continue to outpace research on the design and effectiveness of instructional (digital video)
games. In general, instructional designers know little about game development, commercial video game developers know little
about training, education and instructional design, and relatively little is understood about how to apply what we know about
teaching and learning to optimize game-based learning. In Part I, a panel of recognized and emerging experts in the design
of instructional (digital video) games set the context for this three part series and one of four panelists discussed what
he believes instructional designers should know about instructional game design (Hirumi, Appleman, Rieber, Van Eck, 2010).
In Part II, two faculty members who teach courses on instructional game design presents their perspectives on preparing instructional
designers for game-based learning. Part III will present a fourth perspective along with conclusion that compares the four
views. 相似文献
4.
Dennis Adams 《Educational Media International》2013,50(3):158-163
Abstract The article discusses how sections of a video can best be used in the instructional process by activating the minds of students and using their reactions to viewing to produce intellectual action. It gives some suggested schemes for this activity and shows how technological forces can become energies of change. 相似文献
5.
In this three part series, four professors who teach graduate level courses on the design of instructional video games discuss
their perspectives on preparing instructional designers to optimize game-based learning. Part I set the context for the series
and one of four panelists discussed what he believes instructional designers should know about instructional game design.
In Part II, two faculty members who teach courses on instructional game design presented their perspectives on preparing instructional
designers for game-based learning. Part III presents a fourth perspective along with conclusion that contrasts the four views
posited in Parts I-III. 相似文献
6.
Richardson Jennifer C. Ashby Iryna Alshammari Ali Nazil Cheng Zui Johnson Brian S. Krause Terri S. Lee Daeyeoul Randolph Anthony E. Wang Huanhuan 《Educational technology research and development : ETR & D》2019,67(4):855-880
Employing phenomenological techniques this qualitative study investigates perceptions of collaborative relationships between instructional designers and faculty at an R1 university. While past research has considered the growing involvement of instructional designers in course development, and knowledge and skills expected from an instructional designer, little attention has been paid to what constitutes an effective collaboration and how it can be developed from the perspectives of both instructional designers and faculty. Based on semi-structured interviews of faculty and instructional designers, the following four thematic categories were uncovered: (1) reasons for collaborative efforts; (2) structure of collaborative relationships; (3) supports of and barriers to collaboration; and (4) essential competencies and strategies for instructional designers and faculty in a collaborative partnership. Our findings support the existing research on the importance of collaboration between instructional designers and faculty, and spotlights instructional designers in the higher education setting. They also outline key elements of an effective relationship, including understanding the role of an instructional designer, trust and rapport building (and its components), administrative support and faculty buy-in. Suggestions are made for to how overcome potential barriers to ensure an effective and collaborative partnership. Implications and future directions for research and training programs are discussed.
相似文献7.
The researchers examined responses from 862 faculty members at 38 institutions nationwide using the blackboard Learning Management System (LMS) to supplement their face-to-face instruction. The four research questions addressed the primary uses that faculty make of blackboard, perceptions that faculty have of how certain blackboard features enhance or elevate (or might enhance or elevate) their assessment of student work and instructional capabilities, and how faculty use of blackboard might positively affect the psychosocial climate within the face-to-face classroom setting. Additional analysis sought to identify the factors that predict use and positive perception of blackboard as a supplement to face-to-face teaching activities. The results indicate that faculty primarily used blackboard as a course management/administration tool to make course documents available to students and manage course grades. Few faculty used blackboard for instructional or assessment purposes, and even fewer utilized blackboard to foster a more positive sense of community within their face-to-face classes. Faculty attitudes, on the whole, were positive when it came to the classroom management functions of blackboard, but neutral or otherwise undecided in terms of its instructional or psychosocial benefits. The main factor in determining blackboard usage—whether for course administration or instructional purposes—was experience with the tool. In addition, women had more positive attitudes than men did in terms of blackboard's potential to enhance classroom management and foster a positive relational climate. Limitations of the study and suggestions for future research are discussed before concluding. 相似文献
8.
Factors That Promote Faculty Involvement in and Satisfaction with Institutional and Classroom Student Assessment 总被引：1，自引：0，他引：1
This study examines institutional factors that promote faculty satisfaction with their institution's approach to and support for student assessment and that are related to faculty involvement in their institution's support practices and in their own engagement with student assessment in the classroom. The study is based on a survey of faculty from 7 institutions that vary by type, control, and accrediting region. The institution's student assessment purposes, its administrative support patterns, and its faculty instructional impacts are significant predictors of faculty satisfaction with their institution's approach to and support for student assessment. External influences on, faculty uses, and perceived benefits of professional development practices for student assessment are significant predictors of faculty involvement with student assessment in their institution and their classes. 相似文献
9.
This article argues for the importance of integrating a focus on language, literacy, and academic development for United States-educated language minority (US-LM) students, sometimes called Generation 1.5. It describes four initiatives at community colleges in California that aim to do so. US-LM students have completed some K–12 schooling in the United States, but their English is considered by community college faculty, staff, or assessment measures to be inadequate for college-level instruction. Although enacting effective language and literacy support for Generation 1.5 has centered on debates about whether these students belong in English as a Second Language (ESL) or remedial English courses, how they can best be identified and tested, or whether they should be taught in separate classes, we argue that more fundamental shifts are needed. Instead of conceiving of students’ language and literacy development solely in terms of progress through ESL or remedial English sequences, educators designing support for US-LM students must also consider larger contexts of students’ academic progress, promoting students’ development of language and literacy for success in academic and professional settings as well as progress toward completing credits required for associate degrees, certificates, and transfer to four-year institutions. 相似文献
10.
The existing research on the instructional accommodation process of college students with learning disabilities focuses on attitudes and theoretical models without delineating actual practices. To date, the discussion of facilitating factors and barriers to this process has been broad and lacking specificity. Surveys were mailed to 485 faculty members at the University of Massachusetts, Amherst, who received an instructional accommodation form from the office of Learning Disabilities Support Services in the fall of 1995. The survey focused on faculty members' reported degree of ease or difficulty in implementing instructional accommodations, their perceptions regarding adequacy of support, and their own beliefs and understandings concerning the need for and benefit of providing instructional accommodations. The results indicate that beliefs about the helpfulness of and need for instructional accommodations were associated with the provision of the accommodations. Also, a perception of support from the University influenced the ease of providing instructional accommodations. A significant difference was found between the behavior of tenure-track faculty and non-tenure-track faculty. 相似文献
11.
大学教师工作繁忙，因此教学技术人员总是面临这样的难题：怎样在大学教师繁忙的日程中安排培训项目。本文介绍了一种利用流视频和同步幻灯片来进行教学策略和技术方面培训的新途径，这种受到教师欢迎的培训策略是让教师通过实时观看或点播存档的流视频．与同事共享各自的技术经验和教学策略。 相似文献
12.
D. Scott Tharp 《About Campus》2012,17(4):28-32
Diversity education is a challenging task that requires specific knowledge and training. D. Scott Tharp outlines four dimensions of cultural competence that all faculty and staff should develop to effectively and authentically support student development of critical cultural consciousness within a safe, affirming environment. 相似文献
13.
Florence Martin 《Community College Journal of Research & Practice》2013,37(12):955-972
This paper highlights the instructional design process followed by the Maricopa Community College faculty in the creation of instructional modules in Digital Visual Literacy. The paper categorizes 10 tasks that an instructional designer, a teacher, or a trainer performs during the design phase of the instructional design process. The importance of alignment between each of these 10 instructional elements is stressed in the paper. Also described are two different design models (top-down model and the matrix model) that were used by the faculty in the design of instructional materials. The matrix model has been found to be more effective in aligning the 10 instructional elements. Also included are survey results on the importance of the instructional design elements and if instructors include these elements in their lesson design in a community college setting. 相似文献
14.
15.
Morgaen L. Donaldson Kimberly LeChasseur Anysia Mayer 《Journal of Educational Change》2017,18(2):183-207
Teachers have the largest school-based influence on student learning, yet there is little research on how instructional practice is systematically distributed within tracking systems. We examine whether teaching practice varies significantly across track levels and, if so, which aspects of instructional practice differ systematically. Using multilevel modeling, we find that teachers of low track classrooms provided significantly less emotional support, organizational support, and instructional support to students in their classes than did teachers of high track classrooms. Mathematics classes were also observed to have higher quality instructional support for both content understanding and analysis and problem solving than English classes. We develop cases illustrating how small but significant differences in instructional quality are associated with substantially diverging lived experiences for students in high and low track classes. 相似文献
16.
Allen D. Glenn 《Technology, Pedagogy and Education》2013,22(3):273-288
Abstract Deans and directors of education in the United States are being asked to position their schools, colleges and departments of education (SCDE) for teaching and learning in the twenty-first century. A key question related to this effort is ‘How is the unit going to utilize current and emerging technologies as an integral part of their planning for instructional and managerial problems? ’ If deans and directors are to answer this question in an innovative way, at least two things must happen. First, they must understand their role as institutional technology leaders. Second, they must engage faculty, staff, and students in the careful exploration of three critical questions: 1. How does the SCDE create and maintain a technology infrastructure to support innovative instruction and program delivery? 2. How can the SCDE prepare faculty, staff, and students to teach and learn in a connected learning environment? And, 3. How best can the SCDE deliver programs in this new environment? This article describes why deans and directors must be leaders if technology is to be a part of the renewal process, discusses the issues related to each of the three questions, and provides a series of questions for deans and directors to stimulate discussion and planning efforts 相似文献
17.
Active‐learning labs for two topics in high school biology were developed through the collaboration of high school teachers and university faculty and staff and were administered to 408 high school students in six classrooms. The content of instruction and testing was guided by State of Texas science objectives. Detailed teacher records describing daily classroom activities were used to operationalize two types of instruction: active learning, which used the labs; and traditional, which used the teaching resources ordinarily available to the teacher. Teacher records indicated that they used less independent work and fewer worksheets, and more collaborative and lab‐based activities, with active‐learning labs compared to traditional instruction. In‐class test data show that students gained significantly more content knowledge and knowledge of process skills using the labs compared to traditional instruction. Questionnaire data revealed that students perceived greater learning gains after completing the labs compared to covering the same content through traditional methods. An independent questionnaire administered to a larger sample of teachers who used the lab‐based curriculum indicated that they perceived changing their behaviors as intended by the student‐centered principles of the labs. The major implication of this study is that active‐learning–based laboratory units designed and developed collaboratively by high school teachers and university faculty, and then used by high school teachers in their classrooms, can lead to increased use of student‐centered instructional practices as well as enhanced content knowledge and process learning for students. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 960–979, 2007 相似文献
18.
Community college faculty development programs assist faculty in the development of quality curricula, using current and expanding teaching technologies. The first step in helping faculty reach their respective goals is to help them articulate their instructional needs. Eighteen faculty members participated in this study, using a personal in-depth interview as the research method. Several implications for community college faculty and administration resulted from this study including: the need to emphasize information literacy, the faculty as lecturers who want to use technology as a means of enhancing that lecture, the need for more time to accomplish their instructional ideas, the need for help to incorporate technology in the classroom themselves, and the desire for training classes that fit their time schedules and location. 相似文献
19.
This article explores how students who are deaf and their instructors experience mainstream college classes. Both quantitative and qualitative procedures were used to examine student access to information and their sense of belonging and engagement in learning. Instructors were asked to discuss their approach to teaching and any instructional modifications made to address the needs of deaf learners. Results indicate that deaf students viewed classroom communication and engagement in a similar manner as their hearing peers. Deaf students were more concerned about the pace of instruction and did not feel as much a part of the 'university family' as did their hearing peers. Faculty generally indicated that they made few if any modifications for deaf students and saw support service faculty as responsible for the success or failure of these students. We discuss results of these and additional findings with regard to barriers to equal access and strategies for overcoming these barriers. 相似文献