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ETR & D Archive
2005 Volumes
* Vol. 53 No. 4
* Vol. 53 No. 3
* Vol 53 No. 2
* Vol. 53 No. 1
2004 Volumes
2003 Volumes
2002 Volumes
2001 Volumes
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| Volume 53 Number 2
2005 |
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Editors, Editorial Board, Consulting Editors
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| Research |
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Assessing Team-Based Instructional Design
Problem Solutions of Hierarchical Versus
Heterarchical Web-Based Hypermedia Cases
Nada Dabbagh
Katrina Denisar
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For this study, we examined the cogency,
comprehensiveness, and viability of
team-based problem solutions of a Web-based
hypermedia case designed to promote student
understanding of the practice of instructional
design. Participants were 14 students enrolled
in a graduate course on advanced instructional
design. The case was presented to students
using two hypermedia structures, hierarchical
(tree-like structure) and heterarchical
(network-like structure). Results from
analyses of four data sources revealed that
problem solutions developed in response to the
heterarchical case design were more cogent and
convincing than problem solutions developed
in response to the hierarchical case design.
Specifically, the heterarchical case solutions
provided evidence of a heuristic
problem-solving process facilitating the
identification of an expert-like solution to the
case and the articulation of learners’
understanding and application of grounded
and engaging instructional designs. |
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Instructor Influence on Reasoned Argument in
Discussion Boards
Sue Gerber
Logan Scott
Douglas H. Clements
Julie Sarama |
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In this study, we explore the extent to which
two instructional techniques promote critical
discourse in an online class on educational
standards and curriculum: instructor stance
(challenging/nonchallenging) and topic level
(higher order/lower order). Posts from 25
students, across four modules, were analyzed.
These four modules constituted approximately
one third of the course, and were selected
because the professor was the sole facilitator for
them. Results indicate that, regardless of topic
level, a challenging stance by the professor had
a positive effect on the percentage of student
posts that referenced readings and theory.
There was an interaction between level and
stance on student use of reasoned argument.
Lower order challenging forums were
associated with a greater percentage of
reasoned posts. This may be due to the
abstractness of the professor’s probes in higher
order forums. Implications for future research
include empirical investigations incorporating
contextual variables and qualitative studies to
ascertain how students engage with bulletin
boards. |
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| Development |
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Computer-Based Support for Curriculum
Designers: A Case of Developmental Research
Susan McKenney
Jan van den Akker
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In this article, we explore the potential of the
computer to support curriculum materials
development within the context of secondary
level science and mathematics education in
southern Africa. During the four-year course
of the study, a computer program was
developed named CASCADE-SEA, which
stands for Computer Assisted Curriculum
Analysis, Design and Evaluation for Science
(and mathematics) Education in Africa. By
carefully documenting the iterative process of
analysis, prototype design, evaluation, and
revision, we sought insight into the
characteristics of a valid and practical
computer-based tool that possesses the
potential to affect the performance of its users.
The results of this study include the
CASCADE-SEA program itself, which assists
users in producing better quality materials
than they otherwise might, while they also
learn from the development process. Further,
this research has contributed to the
articulation of design principles and related
developmental research methods. This article
highlights the research and development that
took place, and only briefly addresses the tool
itself.
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Engaging By Design: How Engagement
Strategies in Popular Computer and Video
Games Can Inform Instructional Design
Michele D. Dickey
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Computer and video games are a prevalent
form of entertainment in which the purpose of
the design is to engage players. Game
designers incorporate a number of strategies
and tactics for engaging players in
“gameplay.” These strategies and tactics may
provide instructional designers with new
methods for engaging learners. This
investigation presents a review of game design
strategies and the implications of
appropriating these strategies for instructional
design. Specifically, this study presents an
overview of the trajectory of player positioning
or point of view, the role of narrative, and
methods of interactive design. A comparison of
engagement strategies in popular games and
characteristics of engaged learning is also
presented to examine how strategies of game
design might be integrated into the existing
framework of engaged learning. |
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Learning from Programmed Instruction:
Examining Implications for Modern
Instructional Technology
Jason K. McDonald
Stephen C. Yanchar
Russell T. Osguthorpe
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This article reports a theoretical examination
of several parallels between contemporary
instructional technology (as manifest in one of
its most current manifestations, online
learning) and one of its direct predecessors,
programmed instruction. We place particular
focus on the underlying assumptions of the
two movements. Our analysis suggests that
four assumptions that contributed to the
historical demise of programmed
instruction—(a) ontological determinism, (b)
materialism, (c) social efficiency, and (d)
technological determinism—also underlie
contemporary instructional technology theory
and practice and threaten its long-term
viability as an educational resource. Based on
this examination, we offer several
recommendations for practicing instructional
technologists and make a call for innovative
assumptions and theories not widely visible in
the field of instructional technology. |
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IDEA: Identifying Design Principles in
Educational Applets
Jody S. Underwood
Christopher Hoadley
Hollylynne Stohl Lee
Karen Hollebrands
Chris DiGiano
K. Ann Renninger
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The Internet is increasingly being used as a
medium for educational software in the form of
miniature applications (e.g., applets) to explore
concepts in a domain. One such effort in
mathematics education, the Educational
Software Components of Tomorrow (ESCOT)
project, created 42 miniature applications each
consisting of a context, a set of questions, and
one or more interactive applets to help
students explore a mathematical concept. They
were designed by experts in interface design,
educational technology, and classroom
teaching. However, some applications were
more successful for fostering student
problem-solving than others. This article
describes the method used to mine a subset
(25) of these applets for design principles that
describe successful learner-centered design by
drawing on such data as videos of students
using the software and summaries of written
student work. Twenty-one design principles
were identified, falling into the categories of
motivation, presentation, and support for
problem solving. The main purpose of this
article is to operationalize a method for post
hoc extraction of design principles from an
existing library of educational software,
although readers may also find the design
principles themselves to be useful. |
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| Departments
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BOOK REVIEW
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Designing Effective Instruction, by G. R. Morrison, S. M. Ross, and J. E. Kemp
Reviewed by Eugene Kowch
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INTERNATIONAL REVIEW
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Intercultural Internet-Based Learning:
Know Your Audience and
What It Values
Joanne P. H. Bentley, Mari Vawn Tinney,
and Bing Howe Chia
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