Showing papers on "Instructional design published in 2001"

Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses

Abstract: This paper looks at factors affecting student satisfaction with and perceived learning from asynchronous online learning. It reports on an empirical investigation that explored relationships between student perceptions and course design factors in seventythree SUNY Learning Network courses in the spring, 1999 semester. The study found that three, and only three, general factors – clarity of design, interaction with instructors, and active discussion among course participants –significantly influenced students’ satisfaction and perceived learning. Such findings are related to various kinds of interactivity and a “community of inquiry” model of online learning.

Successful implementation of e-Learning: Pedagogical considerations

Abstract: Many institutions of Higher Education and Corporate Training Institutes are resorting to e-Learning as a means of solving authentic learning and performance problems, while other institutions are hopping onto the bandwagon simply because they do not want to be left behind. Success is crucial because an unsuccessful effort to implement e-Learning will be clearly reflected in terms of the return of investment. One of the most crucial prerequisites for successful implementation of e-Learning is the need for careful consideration of the underlying pedagogy, or how learning takes place online. In practice, however, this is often the most neglected aspect in any effort to implement e-Learning. The purpose of this paper is to identify the pedagogical principles underlying the teaching and learning activities that constitute effective e-Learning. An analysis and synthesis of the principles and ideas by the practicing e-Learning company employing the author will also be presented, in the perspective of deploying an effective Learning Management Systems (LMS).

A History of Instructional Design and Technology: Part II: A History of Instructional Design

Abstract: This is the second of a two-part article that discusses the history of the field of instructional design and technology in the United States. The first part, which focused on the history of instructional media, appeared in the previous issue of this journal (volume 49, number 1). This part of the article focuses on the history of instructional design. Starting with a description of the efforts to develop training programs during World War II, and continuing on through the publication of some of the first instructional design models in the 1960s and 1970s, major events in the development of the instructional design process are described. Factors that have affected the field of instructional design over the last two decades, including increasing interest in cognitive psychology, microcomputers, performance technology, and constructivism, are also described.

Flexible learning in a digital world: Experiences and expectations

Abstract: 1: The place of flexible learning 2: A new model for understanding how to use educational technology: the three-space model 3: Lessons learned 4: How successful has educational technology been? 5: The instructor and flexible learning 6: The department and flexible learning 7: The University and flexible learning 8: The multi-site institution and flexible learning 9: Government and flexible learning 10: Instructional design and flexible learning 11: The future of flexible learning.

E‐learning developments and experiences

Abstract: The focus of much e‐learning activity is upon the development of courses and their resources. Successful e‐learning takes place within a complex system involving the student experience of learning, teachers’ strategies, teachers’ planning and thinking, and the teaching/learning context. Staff development for e‐learning focuses around the level of technological delivery strategies when other issues such as the teachers’ conception of learning has a major influence on the planning of courses, development of teaching strategies and what students learn. This article proposes a more comprehensive framework for the design, development and implementation of e‐learning systems in higher education.

The effectiveness of interactive distance education technologies in K-12 learning: A meta-analysis

Abstract: This paper summarizes a quantitative synthesis of studies of the effectiveness of interactive distance education using videoconferencing and telecommunications for K-12 academic achievement. Effect sizes for 19 experimental and quasi-experimental studies including 929 student participants were analyzed across sample characteristics, study methods, learning environment, learner attributes, and technological characteristics. The overall mean effect size was 0.147, a small positive effect in favor of distance education. Effect sizes were more positive for interactive distance education programs that combine an individualized approach with traditional classroom instruction. Programs including instruction delivered via telecommunications, enhancement of classroom learning, short duration, and small groups yielded larger effect sizes than programs using videoconferencing, primary instruction via distance, long duration, and large groups. Studies of distance education for all academic content areas except foreign language resulted in positive effect sizes. This synthesis supports the use of interactive distance education to complement, enhance and expand education options because distance education can be expected to result in achievement at least comparable to traditional instruction in most academic circumstances. (Contains 59 references and an appendix of studies.) (Author/AEF) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** The Effectiveness of Interactive Distance Learning Technologies on K-12 Academic Achievement U.S. DEPARTMENT OF EDUCATION Office of Educational Research and improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 0 This document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. 6 Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. By: Catherine S. Cavanaugh 2 "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY C. Cavanaugh TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." The Effectiveness of Interactive Distance Education Technologies in K-12 Learning: A Meta-Analysis Catherine S. Cavanaugh University of South Florida, Tampa This paper summarizes a quantitative synthesis of studies of the effectiveness of interactive distance education using videoconferencing and telecommunications for K-12 academic achievement. Effect sizes for 19 experimental and quasiexperimental studies including 929 student participants were analyzed across sample characteristics, study methods, learning environment, learner attributes, and technological characteristics. The overall mean effect size was 0.147, a small positive effect in favor of distance education. Effect sizes were more positive for interactive distance education programs that combine an individualized approach with traditional classroom instruction. Programs including instruction delivered via telecommunications, enhancement of classroom learning, short duration, and small groups yielded larger effect sizes than programs using videoconferencing, primary instruction via distance, long duration, and large groups. Studies of distance education for all academic content areas except foreign language resulted in positive effect sizes. This synthesis supports the use of interactive distance education to complement, enhance and expand education options because distance education can be expected to result in achievement at least comparable to traditional instruction in most academic circumstances. Between 1989 and 1996, the number of instructional computers in schools increased over 200% and by 1997, the number of schools with Internet access had reached 70% (Software Publishers Association, 1998). In today's education climate, use of current technology becomes

Situated Cognition, Vygotskian Thought and Learning from the Communities of Practice Perspective: Implications for the Design of Web-based E-Learning

Abstract: This paper describes the key notions of situated cognition, Vygotskian thought (zone of proximal development, the general law of cultural development and the mediational nature of signs and tools), and learning from the community of practice perspective. From these notions, we conceptualize principles on learning through which design considerations relevant to the web-based e-learning environments are drawn. These community-oriented web-based design principles can be summarized under four dimensions: situatedness, commonality, interdependency, and infrastructure. These e-learning design principles are illustrated with current web-based examples. In particular, the infrastructure dimension is of particular significance to webbased online environments. Rules and processes relevant to face-to-face communities may have to be radically transformed in the context of web-based e-learning communities. Situation de connaissance, pensee de Vygotsky et apprentissage des communications en perspective pratique : Impli...

The Ideal Online Course

Abstract: This paper addresses many of the key issues facing designers of web-based university level courses. Drawing from experience in distance education and web-based design, we develop a set of key components to be addressed when creating an ideal online course. Such an analysis forces a consideration of what constitutes good online teaching as well as good use of the technologies that are more and more present in our instructional environments.

Designing Metacognitive Activities

Abstract: Designing metacognitive activities that focus on both cognitive and social development is a theoretical and practical challenge. This balanced approach to metacognition concerns itself with many aspects of student development, ranging from academic competence to knowledge about the self-as-learner. In this article, I examine two basic approaches to supporting metacognition: (a) strategy training and (b) creation of a supprotive social environment for metacognition. There are also two kinds of content that are taught using these two approaches: (a) knowledge about a specific domain and (b) knowledge about the self-as-learner. These approaches and contents have been used frequently in metacognitive interventions over the past two decades. Each offers unique contributions to metacognitive development. However, programs that address these approaches and contents simultaneously are rare. Maintaining the coordination, on one hand, between strategy training and creating social supports, and on the other hand, between knowledge about the subject domain and knowledge about the self-as-learner, is a challenge for most design efforts in metacognition. Future design issues include: (a) developing a system approach to promote coordination among these approaches and contents; and (b) finding ways to build knowledge about the self-as-learner.

Remaking the Concept of Aptitude: Extending the Legacy of Richard E. Snow

Abstract: The unique perspective of Richard E. Snow, in recent years one of the most distinguished educational psychologists, integrates psychology of individual differences, cognitive psychology, and motivational psychology. This capstone book pulls together the findings of his own 35 years of research on aptitudes and those from (especially) European scholars, of which he had exceptional knowledge. A panel of experts and former associates completed this book after his death in 1997, expanding his notes on implications of the theory for instructional design and teaching practice. The panel developed Snow's ideas on where the field should go next, emphasizing promising research strategies. Viewing intelligence as education's most important product, as well as its most important raw material, Snow stressed the need to consider both cognitive skills and affective-motivational characteristics. In this book, previously unconnected research and scattered theoretical ideas are integrated into a dynamic model of aptitude. Understanding the transaction between person and situation was Snow's primary concern. This volume draws from diverse resources to construct a theoretical model of aptitude as a complex process of unfolding person-situation dynamics. Remaking the Concept of Aptitude: Extending the Legacy of Richard E. Snow: *presents historical and contemporary discussion of aptitude theory, illuminating recent ideas by pointing to their historic antecedents; *provides evidence of how sound research can have practical ramifications in classroom settings; *discusses the strengths and weaknesses of prominent research programs, including Gardner's "multiple intelligence," meta-analysis, ATI experiments, and information processing; *describes in detail specific research that has developed important concepts--for example, Czikszentmihalyi on "flow"; Lambrechts on success in stressful training; Sternberg on componential analysis; and Gibson on tailoring affordances to match motivations; and *keeps statistical complexities to a minimum, and includes a simply written Appendix that explains the interpretation of key technical concepts. By characterizing sound research in the field, this volume is useful for psychologists and educational researchers. It will also be instructive for teachers seeking to deepen their knowledge of the whole child and for parents of children facing standardized testing.

Interactive Multimedia and Learning: Realizing the Benefits

Abstract: Many people argue that interactive multimedia has the potential to create high quality learning environments which actively engage the learner, thereby promoting deep learning. However there is growing evidence that the potential of interactive multimedia is not being fulfilled. This paper argues that if we are to design effective interactive learning application then a user-centred approach to their design should be taken. This approach should be based on general human-computer interaction principles as well as educational theory. The paper starts with an overview of the learning process. Consideration is then given to how the key elements of interactive multimedia (multiple media, user control over the delivery of information, and interactivity) can be used to enhance that process, with the emphasis being on promoting deep learning. The paper concludes by giving suggestions for future work.

Technology-Using Teachers: Comparing Perceptions of Exemplary Technology Use to Best Practice

Abstract: In this exploratory study, we compared characteristics and teaching practices of teachers perceived to be exemplary technology users with descriptions of exemplary users provided in the literature. Using a qualitative case-study design, we examined the pedagogical beliefs and classroom practices of 17 exemplary technology-using teachers. Findings suggest that exemplary technology use, as perceived and practiced by teachers, does not readily match descriptions of best practice provided in the literature. Rather, exemplary use reflects teachers’ personal beliefs about teaching and learning as well as their specific teaching contexts. (

Instructional principles for self-regulation

Abstract: The purpose of this article is to suggest principles for embedding support in instruction to facilitate self-regulation (SR) in less expert learners. The principles are based on an analysis of the growing body of research on the distinctive self-regulation differences between higher and lower achieving learners. The analysis revealed four instructional principles that designers should consider to provide support for self-regulation. Each principle is supported by research and instructional examples are included.

Designing and Developing Rubrics as an Instrument To Assess ISTE's (International Society for Technology in Education) National Educational Technology Standards for Teachers (NETS-T).

Abstract: Last year, the International Society for Technology in Education (ISTE) worked to develop and improve teacher skills in the area of educational technology by creating technology performance profiles for teacher preparation. These standards were given to a group of Pennsylvania State University instructional systems graduate students who developed rubrics to assess the four categories of standards: general preparation, professional preparation, student teaching/internship, and first-year teaching. The process and methods used in the design, development and creation of these rubrics is presented and discussed. (Author/AEF) Reproductions supplied by EDRS are the best that can be made from the original document. Designing and Developing Rubrics As An Instrument to Assess ISTE's (International Society for Technology in Education) National Educational Technology Standards for Teachers (NETS -T) PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 Abstract Shawn Foley Christine Remley D. Roberto Morales MAJ Lawrence M. Grega Nathaniel Lantz Noela A. Haughton R-Kavena Shalyefu-Shimhopileni The Pennsylvania State University U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization / originating it. Minor changes have been made to improve reproduction quality.Shawn Foley Christine Remley D. Roberto Morales MAJ Lawrence M. Grega Nathaniel Lantz Noela A. Haughton R-Kavena Shalyefu-Shimhopileni The Pennsylvania State University U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization / originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position cr policy. Last year, the International Society for Technology in Education (ISTE) worked to develop and improve teacher skills in the area of educational technology by creating technology performance profiles for teacher preparation. These standards were given to a group of PSU instructional systems graduate students who developed rubrics to assess the four categories of standards. The process and methods used in the design, development, and creation of these rubrics will be presented and discussed, and the rubrics will be available for use by the participants. Introduction Assessment has always been an important part of both the education and training fields. Standards are also valuable way of defining expectations, but when it comes to assessing whether standards have been achieved the plot thickens. Issues that arise concerning the reliability and validity of measurement and assessment will always be present. Assessment instruments are not always easy to design or develop. Some assessment instruments such as rubrics can be of some help. Rubrics are designed to "focus on measuring a stated objective (performance, behavior, or quality), use a range to rate performance, and contain specific performance characteristics arranged in levels indicating the degree to which a standard has been met." (Pickett) A rubric may be applied in many situations and score criteria that is, "summative, by providing information about a student's knowledge, formative, by providing information about a student's strengths and weaknesses, evaluative, by providing ways to create instruction that better fits each student's needs, and educative, by providing students with an understanding of how they learn." (Luft, 1997) Rubrics evaluate and measure a learning situation using a holistic or analytical approach that ideally results in the creation of an easy to use matrix of learning targets and the level at which these targets are achieved. The number of categories and levels of mastery is always up to the creator(s) of the rubric. This presentation discussed the use of rubrics as an instrument to assess standards. The National Educational Technology Standards (NETS) project writing team has created and defined technology performance profiles for teacher preparation across four categories in hopes to use these profiles in the development and improvement of teacher skills and competencies in the area of educational technology (http://cnets.iste.org/pdf/nets_brochure.pdf). This project, initiated by the International Society for Technology in Education (ISTE), focused on the development of national standards for various uses of technologies that are associated with school improvement in the United States. A group of graduate students at Penn State University, taking a class based on analyzing outcomes and learners, given these standards and charged with developing assessment instruments based on the ISTE standards. This presentation explored the design and development of those assessment instruments. The presentation began with a brief introduction and statement of objectives. We then explored the work done by the ISTE NETS writing team with the intent to engage the audience in the specific areas addressed by these standards. We then explored the four categories of standards, general preparation, professional education, student teaching/internship, and first-year teaching and the suggestions for evaluation provided by a class well versed in analyzing learners and outcomes. We looked at separate rubrics the class constructed and examined how they relate to the original standards. We discussed the design and development of these rubrics and the processes, obstacles, and methodologies in which these assessment instruments were created. The presentation ended with an open forum and a brief question and answer period between the audience and the presenters. 536 4 BEST COPY AVAILABLE The format of this presentation recommends a refined approach, used for creating and implementing rubrics, as an appropriate instrument of assessment, specifically when evaluating performance based on the ISTE's National Educational Technology Standards. The audience was expected to offer constructive criticism and suggested ways to improve upon the processes and methods used.

Impact of Learning Strategies and Motivation on Performance: A Study in Web-Based Instruction.

Abstract: This study investigates how learning strategies and motivation influence performance in Web and lecture settings of a business information systems course. These were measured using a survey instrument: learning performance by test scores. Findings suggest that using either deep or surface learning strategy leads to comparable positive performances, but undirected strategy affects performance negatively. While motivation is significantly correlated to performance in both Web and lecture, the relationship is stronger in the Web setting. High motivation is associated with the use of deep learning strategy, and low motivation with undirected strategy. Pre-post test analysis shows that learning strategies and motivation are also correlated with gains in incremental scores. The results have implications for course design and instruction by taking individual differences into account. Distance education is the process of instruction and learning via virtual classrooms where teachers and students are separated in space and sometimes in time. Today, distance education plays an important role in the rapidly changing society that places continual demand on learners. While television and video-teleconferencing were prevalent during the seventies and eighties, the Internet is taking the center stage today as the preferred medium of delivery for distance education due to its versatility and low cost (Moskal, 1997 & Sopova, 1996). A growing number of universities are embracing it than ever before. Objective The purpose of this research was to study how learning strategies-deep, surface, undirected- and motivation affect learning performance in Web-based instruction as compared to a traditional lecture setting (Figure 1), The goal was not merely to compare learning effectiveness of Web vs. lecture setting, but part of an overall investigation of why individual student performances vary even though the same course content is delivered to all of them (Sankaran & Bui, 1999 & 2000). [ILLUSTRATION OMITTED] Research in Distance Education During the evolution of the various delivery technologies of the last three decades, researchers have explored several issues in distance education. The major ones among them are: effectiveness, student background, learning style, motivation, course design, instructor role and cost-benefits (Ragothaman & Hoadley, 1997 & VanZile-Tamsen & Livingston, 1999). Of these issues, this study focuses on (i) effectiveness. (ii) learning strategies and (iii) motivation. Effectiveness A principal question that has interested researchers In the past has been whether distance education is as effective as traditional lectures. Many studies evaluated effectiveness in terms of test scores and grades in a distant learning setting and compared them with those in the conventional classroom. Valore and Diehl (1987) examined research published since 1920 on correspondence studies, and concluded that correspondent students perform just as well as their classroom counterparts. Kuramoto (1984) evaluated - face to face, teleconferencing, and correspondence study - and concluded that all three were equally effective. Souder (1993) compared performances of two groups of graduate students, one taught in traditional lecture format and the other using satellite broadcasting, Results showed that distance learners performed better than their classroom counterparts. Based on an extensive review of literature, Porter (1997) contends that distance education is at least as effective as that of traditional lectures. Learning Strategies One of the problems with many earlier effectiveness studies is that only the net performance of a group of distance education students has been measured. However, one can see that the individual students may react differently to distance learning due to differences in their background. Two such background variables are Learning Strategies and Motivation. …

Cognition and Second Language Instruction: Aptitude, individual differences, and instructional design

Abstract: Introduction: a paradox in SLA research Individuals who attempt to learn a foreign language differ dramatically in their rates of acquisition and in their ultimate attainment This is perhaps the clearest fact about SLA that we currently have, and of course it is particularly striking in relation to the relative uniformity of learning rate and ultimate success in L1 acquisition Bley-Vroman (1989), among other scholars, has argued that these differences demonstrate that the underlying L1 and L2 acquisition processes must be fundamentally different Whether or not L1 and L2 acquisition develop in completely different ways, it is important for both theoretical and practical reasons to attempt to specify and understand the sources that contribute to differences among second language (L2) learners The paradox is that despite this importance, L2 research into the sources of individual differences (IDs) has lagged far behind research seeking universal principles With the exception of the social psychologically oriented work on motivation and other affective variables pursued by Robert Gardner (see Gardner & MacIntyre, 1992, 1993, for an overview), no major research program focusing on IDs and integrating them within a model of SLA has yet been developed This is partly due to limitations inherent in the correlational research designs favored by earlier studies, and the difficulty of finding reliable and valid measures of both the learner traits and the L2 learning outcomes (Larsen-Freeman & Long, 1991; Lightbown & Spada, 1993)

CoNoteS2: A Software Tool for Promoting Self-Regulation

Abstract: Integrating state-of-the-art computer technologies with pedagogically sound practice provides interesting challenges and potentially significant opportunities to simultaneously promote and examine learning in context. This paper unfolds in 3 parts. We begin by introducing the reader to contemporary theories of self-regulation. We present a 4-phase model of self-regulating and a sparse literature on instructional design for SRL. Second, we build on this theory to describe features of CoNoteS2 (a prototype electronic notebook) that support self-regulation through tacit and explicit scaffolding. And finally, we describe the role of CoNoteS2 in researching about how students self-regulate their own learning. Our intent is to illustrate how contemporary learning theory can be used to drive instructional innovation and technological enhancement for the classroom.

The Influence of Discussion Groups in a Case-based Learning Environment

Abstract: The common practice of using discussion groups during case-based learning makes the role of discussion important in these learning environments However, little empirical research has been done to investigate the influence of discussion on performance and motivation in case-based learning The purpose of this article is to present the results of a study conducted to examine the role of discussion groups in a case-based environment College students completed two cases either individually or in small discussion groups Measures included two case analyses, an attitude survey, time on task, and document analysis Results revealed significant performance and time differences between instructional methods on the first case, but not on the second case In addition, results indicated significant differences in student attitudes between treatments Overall, participants who worked in groups liked their method significantly better than those who worked alone, felt they learned more working in a group than they would have working alone, and expressed a preference for working in a group if they had to do the class over again Implications for implementing case-based learning and future research are discussed

Inclusivity and Alignment: Principles of Pedagogy, Task and Assessment Design for Effective Cross-Cultural Online Learning

Abstract: In the 21st century, internationalisation and cultural inclusivity have emerged as important principles in guiding organisational change and development in tertiary education, business and other areas. This paper offers a framework for culturally inclusive pedagogy that can be applied to online environments. To teach effectively in cross‐cultural online learning environments, a theoretically grounded framework is proposed that links culturally inclusive learning with curriculum and assessment design, using the principle of constructive alignment. A goal for the design of culturally inclusive online learning is to ensure that pedagogy and curriculum are flexible, adaptable and relevant to students from a diverse range of cultural and language backgrounds. In addition, assessment tasks need to be aligned with learning outcomes and teaching approaches so that all aspects of pedagogy are supportive of cross‐cultural learning needs.

Examining the reflective outcomes of asynchronous computer-mediated communication on inservice teacher development

Abstract: This study explored the professional development experiences of 28 practicing teachers in 10 Chicago suburban schools involved in a two-year technology supported Problem-Based Learning curriculum development effort. Asynchronous computer-mediated communications (CMC) were featured as teacher communication tools of the project. The computer-mediated discourse produced by the teachers was compared with the discourse produced by teachers in face-to-face meetings. Research methods including discourse analysis and archival data analysis were applied to determine the nature of the teacher discourse and its reflective content. The results show that while the computer-mediated teacher dialogue was less interactive, it was significantly more reflective (t=4.14, p=.001) than face-to-face discourse. The study findings suggest that the value of CMC lies in its ability to facilitate professional collaboration between teachers and encourage critical reflection on educational policy and practice. Computer-mediated communication (CMC) presents teachers with new opportunities for communication. Though the use of CMC suggests more convenient access to professional colleagues, it does not ensure professional growth and learning experiences. The purpose of this study was to determine if and how critical reflection--as a meaningful professional development objective--arises from computer-mediated collaborative dialogue. This research begins by examining the role of collaboration and dialogue in teacher learning. Applications of CMC for teacher development are reviewed followed by a description of the study context. The results of the research are presented followed by a discussion of network technology's capacity for facilitating new conceptions of inservice teacher development, and engaging professionals in an analysis of practice that is both contextually relevant and informed by the experiences of peers. TEACHER PROFESSIONAL DEVELOPMENT Calls for educational reform in our nation's schools are driven by the desire to achieve high standards in student performance. These standards are aimed at preparing students for a technology-dominated work place where teamwork, complex and meaningful problem solving, and critical thinking are necessary skills (McKinsey & Co., 1995; The Secretary's Commission on Necessary Skills, 1991). Many reform efforts targeting these outcomes, however, have been unable to produce the kind of learning demanded by reformers. Reaching school improvement objectives initiated by the school reform movement, Darling-Hammond (1998) indicated, is "likely to be dependent on dramatically increased support for teachers and learning" (p. 6). Failures of past reform efforts, Darling-Hammond continued, has been due to "the lack of sustained, serious, systemic investments in the knowledge base of individual educators" (p. 11). Professional development for teachers constitutes formal and informal processes of knowledge and skill building. Types of professional development over the past several decades have included the pursuit of advanced degrees, school- and district wide meetings, conferences and workshops, and personal study on selected topics. Though it had taken a permanent place in school culture, professional development lacked, for the most part, the ability to improve student learning and teacher practice (Rallis, Ross-man, Phelgar, & Abeille, 1995). Lieberman (1995) characterized such professional development activities as nothing more than the delivery of an assortment of relatively abstract ideas providing little support to the practice of continuous learning. Little (1993) added that development activities were episodic and training oriented, placing teachers in passive roles as consumers of knowledge produced elsewhere. Achieving a clearer vision of improvement in the current of school reform requires an expanded recognition of teacher development needs. Teachers should have opportunities to examine their beliefs about teaching and learning and to construct their own knowledge in a supportive environment that encourages risk taking and reflection. …

Problem-solving in a case-based course: Strategies for facilitating coached expertise

Abstract: This paper proposes the use of specific coaching strategies to facilitate student use of expert-like problem-solving strategies while analyzing and solving instructional design case studies. Findings from an exploratory study, designed to examine changes in students' problem-solving skills as they analyzed case studies, suggested that students could show expert characteristics at times, under some circumstances, but did not perform like experts on a regular basis. At two midwestern universities, 37 students analyzed 6 to 10 case studies both in class and in on-line discussions. Comparisons were made both within and across students, as well as across time, to examine patterns and changes in student problem-solving approaches. Findings suggested that primary influences on the incidence of expert performance were more external than internal and might be more aptly characterized as “coached expertise”. Specific suggestions are included for coaching the development of student problem-solving skills within a case-based course.

Increasing Preservice Teachers' Capacity for Technology Integration through Use of Electronic Models.

Abstract: Current teacher educators are being challenged to find opportunities for their preservice teachers to develop both competence in, and confidence for, integrating technology into their curricula. Given the difficulty involved in trying to arrange successful classroom technology experiences for preservice teachers, this study was designed to examine whether electronic models of exemplary technology-using teachers, presented via CD-ROM, could provide a viable alternative for developing ideas about and self-efficacy for technology integration. Sixty-nine students enrolled in a one-credit technology course completed demographic and online survey instruments before and after interacting with a CD-ROM that featured six teachers' classroom technology beliefs and practices. Results suggest that electronic models can significantly increase preservice teachers' ideas about and self-efficacy for technology integration. Furthermore, students found the examples of teachers included.on the CD-ROM to be both realistic and relevant. Implications are discussed, as well as suggestions for future research. (Contains 30 references.) (Author/AEF) Reproductions supplied by EDRS are the best that can be made from the original document. Increasing Preservice Teachers' Capacity for Technology Integration Through Use of Electronic Models PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) "f1 This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. By: Peggy A. Ertmer, Deborah Conklin & Judith Lewandowski En COPY AVAIIIIABLIE Increasing Preservice Teachers' Capacity for Technology Integration Through Use of Electronic Models Peggy A. Ertmer Deborah Conklin Judith Lewandowski Purdue University Abstract Current teacher educators are being challenged to find opportunities for their preservice teachers to develop both competence in, and confidence for, integrating technology into their curricula. Given the difficulty involved in trying to arrange successful classroom technology experiences for preservice teachers, this study was designed to examine whether electronic models of exemplary technology-using teachers, presented via CD-ROM, could provide a viable alternative for developing ideas about and self-efficacy for technology integration. Sixty-nine students enrolled in a one-credit technology course completed demographic and online survey instruments before and after interacting with a CD-ROM that featured six teachers' classroom technology beliefs and practices. Results suggest that electronic models can significantly increase preservice teachers' ideas about and self-efficacy for technology integration. Furthermore, students' found the examples of teachers included on the CD-Current teacher educators are being challenged to find opportunities for their preservice teachers to develop both competence in, and confidence for, integrating technology into their curricula. Given the difficulty involved in trying to arrange successful classroom technology experiences for preservice teachers, this study was designed to examine whether electronic models of exemplary technology-using teachers, presented via CD-ROM, could provide a viable alternative for developing ideas about and self-efficacy for technology integration. Sixty-nine students enrolled in a one-credit technology course completed demographic and online survey instruments before and after interacting with a CD-ROM that featured six teachers' classroom technology beliefs and practices. Results suggest that electronic models can significantly increase preservice teachers' ideas about and self-efficacy for technology integration. Furthermore, students' found the examples of teachers included on the CDROM to be both realistic and relevant. Implications are discussed as well as suggestions for future research. Introduction According to the most recent report of the National Center for Education Statistics (NCES, 2000), nearly 70 percent of teachers report not feeling well prepared to use computers and the Internet in their teaching. The 1998 Technology in Education Report (Market Data Retrieval) noted that only 7 percent of schools, nationwide, boast a majority of teachers at an advanced skill level (i.e., able to integrate technology into the curriculum). Even among our newest teachers, instructional use is not as high as might be expected. Contrary to popular belief, preservice and beginning teachers do not use computers significantly more than their more experienced colleagues (Hadley & Sheingold, 1993; NCES, 2000; Sherwood, 1993). Although beginning teachers report wanting to use computers, and have gained adequate technical skills, they typically lack knowledge about how to integrate computers within the more routine tasks of teaching and managing their classrooms (Hruskocy, 1999; Novak & Knowles, 1991). Skills vs. Ideas Clearly, the growing increase in teachers' technical skills is insufficient to guarantee the effective use of technology in the classroom (Carvin, 1999; Marcinkiewicz, 1994). In order to translate skills into practice, teachers need specific ideas about how to use these skills to achieve meaningful learning outcomes under normal classroom conditions. Traditionally, inservice technology training programs have been softwarerather than curriculum-based (Gilmore, 1995). Thus, teachers completed technology courses still not knowing how to create or implement smallor whole-group activities that incorporated meaningful uses of technology (Moersch, 1995). Unfortunately, this also has been true for most teacher education technology courses (Moursund & Bielefeldt, 1999; Yildirim, 2000). Although the majority of teacher preparation programs now require that students take three or more credit hours of technology instruction, recent survey data suggested that most teacher education faculty still do not feel that technology use is being effectively modeled for our future teachers (Schrum, 1999). Simply stated, few of our current or future teachers have either observed or experienced learning with or from computers (Carlson & Gooden, 1999). While today's teachers are expected to leverage the full potential of powerful conceptual technology. tools to meet the changing needs of their students, they have been given few, if any, opportunities to develop their own visions for, or ideas about, meaningful technology use. The importance of developing a vision for technology use cannot be overstated (Ertmer, 1999). As noted by the Office of Educational Research and Improvement (1993): "Most teachers will find little incentive to tackle the technical and scheduling problems associated with technology unless they have a clear vision of how the technology can improve teaching and learning" (p. 83). Once a clear vision is in place, specific tools and strategies are needed to help teachers address the many unique challenges posed by the translation/integration process: changing roles of teachers, students, and technology; classroom organization, management, and security issues; and assessment methods, among others. As Dexter, Anderson, and Becker (1999) explained, "For teachers to implement any new instructional strategy, they must acquire new knowledge about it and then weave this together with the demands of the curriculum, classroom management, and existing instructional skills" (p. 223). Teachers need information about how, as well as why, to use technology in meaningful ways. Lack of knowledge regarding either element can significantly decrease the potential impact that these powerful resources might have on student learning. BEST COPY AVAILABLE 3

Instructing Adolescents with Learning Disabilities: A Component and Composite Analysis

Abstract: Instructional components that positively influence performance of adolescents are identified based on a comprehensive meta-analysis of intervention studies for students with learning disabilities. Explicit practice and advanced organization are basic instructional components in a number of successful intervention programs. The purpose of this article is to identify the components of various instructional models that best predicted effect sizes for adolescents with learning disabilities. Three important findings emerged. First, 8 instructional factors (Questioning, Sequencing and Segmentation, Explicit Skill Modeling, Organization and Explicit Practice, Small-Group Setting, Indirect-Teacher Activities (e.g., homework), Technology, and Scaffolding) captured the majority of intervention programs for adolescents with LD. Second, only the organization/explicit factor contributed significant variance (16%) to effect size. This factor included only 2 instructional components: advanced organization and explicit practice. Finally, the single most important instructional component related to high effect sizes was explicit practice (treatment activities related to distributed review and practice, repeated practice, sequenced reviews, daily feedback, and/or weekly reviews).

Applying Constructivist and Objectivist Learning Theories in the Design of A Web-Based Course: Implications for Practice

Abstract: The paper provides an overview of the process of designing and developing a Web -based course using instructional design principles and models. First, it will describe instructional design principles and models and how they can be used in designing web-based instruction. Second, upon establishing an instructional design model, it will explain the process of implementing the model in designing and developing a webbased undergraduate teacher education course. Finally, the instructional design model is evaluated in light of the processes and findings from the implementation and evaluation results of the web-based course.

Prevention and Intervention in Beginning Reading: Two Complex Systems

Abstract: This paper addresses two sets of organizing principles to guide prevention and intervention in beginning reading: (a) the complexity in our alphabetic writing system, and (b) the complexity in our schools. The first set is related to instructional design, while the second set is related to a schoolwide model. Prevention and intervention efforts in beginning reading for students with learning disabilities must attend to 2 systems, our complex alphabetic writing system and our equally complex schools. In this article, we present 2 sets of organizing principles to guide prevention and intervention in beginning reading drawn from the substantial body of converging research evidence accumulated over the past 40 years. The first set consists of 6 instructional design principles focused on teaching reading in our alphabetic writing system. These principles include big ideas, mediated scaffolding, conspicuous strategies, strategic integration, primed background knowledge, and judicious review. The second set includes organizational principles designed to anchor effective reading practices at the school-building level. These principles are structured around 3 interrelated areas: (1) the schoolwide establishment of long-term reading goals and intermediate performance benchmarks, (2) the early identification and frequent monitoring of students experiencing reading difficulties, and (3) the development of coordinated and differentiated instructional interventions for the full range of learners.

Distance Learning: Principles for Effective Design, Delivery, and Evaluation

Abstract: Acknowledgments Introduction Background and Audience Overview of the Contents Our Companion Web Site 1. Distance Education: What Is It? And Why Is It Expanding So Rapidly? Impacts of Technology on Distance Education The Prevalence of Distance Education in the United States Societal Changes Contributing to the Growth of Distance Education The Impact of Distance Education on Traditional Instruction Criticisms of Distance Education Conclusion 2. Attracting Students to Distance Learning How to Assess the Need and Demand for a Distance Program Target Audience Instructional Design and Mode of Delivery Strategies for Marketing Distance Courses and Programs Specific Ideas for Promoting and Marketing Distance Programs Conclusion 3. Good Practices in Distance Education: How to Promote Student Learning and Development The Good Practices Summary Tips 4. The Syllabus for Distance Learning Courses What Is a Syllabus? More Than a List Outline for a Syllabus: Putting It Together Other Issues Summary Tips 5. Delivery Methods for Distance Education Synchronous or Asynchronous? Synchronous Delivery Methods Asynchronous Delivery Methods Conclusion 6. Selecting Delivery Methods Fundamental Principles to Observe in Selecting Delivery Methods A Decision Tree Approach to Selecting a Delivery Method Conclusion 7. Support Services Support Services Prior to Enrollment Support Services for Enrolled Students Support Services After Course or Program Completion Summary 8. Ensuring High Completion Rates The Problem of Retention Retention in Distance Education Programs Strategies for Improving Completion Rates Summary Tips 9. Assessing Learning Outcomes Guiding Principles Methods of Assessment Conclusion Summary Tips 10. Program Evaluation Evaluating Program Inputs Program Processes Assessing Outcomes Analysis of Costs and Outcomes Conclusion Summary Tips 11. Accrditation Guidelines for Distance Learning Providing Evidence Regarding the Program's Effectiveness in Meeting the Guidelines Conclusion Summary Tips Conclusion Author Index Subjedt Index About the Authors

Access to the Core Curriculum Critical Ingredients for Student Success

Abstract: Access to the core curriculum for students with disabilities has been a goal of many practitioners and a focus of much research. The purposes of this study were to describe the ways in which students with significant disabilities accessed the core curriculum and to identify the services and supports necessary for participation in general education classrooms. The experiences of three students with significant disabilities (one elementary, one middle school, and one high school) who had been members of general education classrooms in urban schools for at least 3 years are described. Four themes emerged: (a) individualized, content-specific accommodations and modifications; (b) collaboration among the teaching team; (c) involvement of peers; and (d) a disconnect between the IEP and curriculum and instruction. Implications for instructional design and teacher roles are discussed.