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1.
This study used innovative assessment practices to obtain and document broad learning outcomes for a 15-hour game-based curriculum in Quest Atlantis, a multi-user virtual environment that supports school-based participation in socio scientific inquiry in ecological sciences. Design-based methods were used to refine and align the enactment of virtual narrative and scientific investigations to a challenging problem solving assessment and indirectly to achievement test items that were independent of the curriculum. In study one, one-sixth grade teacher used the curriculum in two of his classes and obtained larger gains in understanding and achievement than his two other classes, which used an expository text to learn the same concepts and skills. Further treatment refinements were carried out, and two forms of virtual formative feedback were introduced. In study two, the same teacher used the curriculum in all four of his classes; the revised curriculum resulted in even larger gains in understanding and achievement. Gains averaged 1.1 SD and 0.4 SD, respectively, with greater gains shown for students who engaged more with formative feedback. Principles for assessing designs and designing assessments in virtual environments are presented.
Daniel T. HickeyEmail:
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2.
Our 5-year professional development intervention is designed to promote elementary teachers’ knowledge, beliefs, and practices in teaching science, along with English language and mathematics for English Language Learning (ELL) students in urban schools. In this study, we used an end-of-year questionnaire as a primary data source to seek teachers’ perspectives on our intervention during the first year of implementation. Teachers believed that the intervention, including curriculum materials and teacher workshops, effectively promoted students’ science learning, along with English language development and mathematics learning. Teachers highlighted strengths and areas needing improvement in the intervention. Teachers’ perspectives have been incorporated into our on-going intervention efforts and offer insights into features of effective professional development initiatives in improving science achievement for all students.
Scott LewisEmail:
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3.
In this paper we describe the criteria of Technology I, II, and III, which some instructional theorists have proposed to describe the differences between a formulaic and a reflective approach to solving educational problems. In a recent study, we applied these criteria to find evidence of a technological gravity that pulls practitioners away from reflective practices into a more reductive approach. We compared published reports of an innovative instructional theory, problem-based learning, to the goals of the theory as it was originally defined. We found three reasons for technological gravity, as well as three approaches some practitioners have used to avoid this gravity. We recommend that instructional technologists adopt our three approaches, as well as the criteria of Technology III, so they may better develop instruction of a quality consistent with the innovative instructional principles they claim, and that best characterizes the goals they have for their practice.
Andrew S. GibbonsEmail:
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4.
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5.
This article reports on the development of a methodology that integrates virtual and hands-on inquiry in a freshman introductory biology course. Using a two time × two order-condition design, an effective combination (blend) of the two environments was evaluated with 39 freshman biology participants. The quantitative results documented no significant effect of presentation order but demonstrated a significant effect of the combined learning experience. The qualitative results showed a strong preference by students for the virtual work preceding the hands-on laboratory. The study provides practitioners an effective alternative to traditional instructional practices by combining virtual and hands-on inquiry learning.
Lisa R. LudvicoEmail:
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6.
In this study, we examined the effectiveness of instructional materials designed to control redundancy and split attention in the teaching of complex orthopedic physical therapy skills. Participants included 41 first-year physical therapy students. The modified instruction group received a modified unit of instruction designed to reduce cognitive load, while the control group received a traditionally designed unit of instruction. Four hypotheses were tested relating to achievement on cognitive and psychomotor tests, ratings of cognitive load, and task completion times. The multivariate analysis yielded significant results for three of the four hypotheses (ES = +0.52). As predicted, the participants receiving the modified instructional materials scored significantly higher on the written post-test and psychomotor tasks, while reporting a lower level of cognitive load on both tasks. These results suggest that designers can increase the germane cognitive load by reducing the extraneous cognitive load through good instructional and message design practices.
Gary R. Morrison (Corresponding author)Email:
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7.
Developing the theory of formative assessment   总被引：6，自引：0，他引：6  
Whilst many definitions of formative assessment have been offered, there is no clear rationale to define and delimit it within broader theories of pedagogy. This paper aims to offer such a rationale, within a framework which can also unify the diverse set of practices which have been described as formative. The analysis is used to relate formative assessment both to other pedagogic initiatives, notably cognitive acceleration and dynamic assessment, and to some of the existing literature on models of self-regulated learning and on classroom discourse. This framework should indicate potentially fruitful lines for further enquiry, whilst at the same time opening up new ways of helping teachers to implement formative practices more effectively.
Paul BlackEmail:
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8.
Technology expands instructional options for faculty, and this study examines the differential learning effects of offering a lecture on physics to students in a traditional classroom versus internet video formats. Based on an experiment conducted in a natural educational context, results indicate enhanced transfer of lecture information in the video formats relative to the live condition, with students also responding more positively to personalized video presentation.
Eric L. DeyEmail:
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9.
The purpose of this randomized experiment was to compare the performance of high-, average-, and low-achieving middle school students who were assessed with parallel versions of a computer-based test (CBT) or a paper-pencil test (PPT). Tests delivered in interactive, immersive environments like the CBT may have the advantage of providing teachers with diagnostic tools that can lead to instruction tailored to the needs of students at different achievement levels. To test the feasibility of CBT, students were randomly assigned to the CBT or PPT test conditions to measure what they had learned from an instructional method called enhanced anchored math instruction. Both assessment methods showed that students benefited from instruction and differentiated students by achievement status. The navigation maps generated from the CBT revealed that the low-achieving students were able to navigate the test, spent about the same amount of time solving the subproblems as the more advanced students, and made use of the learning scaffolds.
Brian A. BottgeEmail:
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10.
This paper focuses on content-based and pedagogical instructors’ use of cogenerative dialogues to improve instructional practice and to evaluate program effectiveness in a professional development program for high school chemistry teachers. We share our research findings from using cogenerative dialogues as an evaluative tool for general assessment of various program-related issues. We discuss how engaging students in cogenerative dialogues improved teaching and learning in chemistry and chemistry education courses. This research provides insights and direction for improving content-based professional development programs for science teachers and the learning experiences of high school science students. Cogenerative dialogue has the potential to expand evaluation methodologies that will position participants more centrally in not only the collection of data, but also the analysis of these data to catalyze transformative practices in educational programs.
Sonya N. MartinEmail:
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11.
The study investigated several teacher characteristics, with a focus on two measures of teaching experience, and their association with second grade student achievement gains in low performing, high poverty schools in a Mid-Atlantic state. Value-added models using three-level hierarchical linear modeling were used to analyze the data from 1,544 students, 154 teachers, and 53 schools. Results indicated that traditional teacher qualification characteristics such as licensing status and educational attainment were not statistically significant in producing student achievement gains. Total years of teaching experience was also not a significant predictor but a more specific measure, years of teaching experience at a particular grade level, was significantly associated with increased student reading achievement. We caution researchers and policymakers when interpreting results from studies that have used only a general measure of teacher experience as effects are possibly underestimated. Policy implications are discussed.
Tonya R. MoonEmail:
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12.
In this paper we describe learners being asked to generate examples of new mathematical concepts, thus developing and exploring example spaces. First we elaborate the theoretical background for learner generated examples (LGEs) in learning new concepts. The data we then present provides evidence of the possibility of learning new concepts through a symbiosis of induction and abduction from experience and deduction from the relationships generated in exemplification. In other words, experience can be organised in such a way that shifts of understanding take place as a result of learners’ own actions. Actions, in this context, include mental acts of organisational reflection.
Anne WatsonEmail:
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13.
A Reconsideration of Cognitive Load Theory   总被引：6，自引：1，他引：5  
Cognitive load theory has been very influential in educational psychology during the last decade in providing guidelines for instructional design. Whereas numerous empirical studies have used it as a theoretical framework, a closer analysis reveals some fundamental conceptual problems within the theory. Various generalizations of empirical findings become questionable because the theory allows different and contradicting possibilities to explain some empirical results. The article investigates these theoretical problems by analyzing the conceptual distinctions between different kinds of cognitive load. It emphasizes that reduction of cognitive load can sometimes impair learning rather than enhancing it. Cognitive load theory is reconsidered both from the perspective of Vygotski’s concept of the zone of proximal development and from the perspective of research on implicit learning. Task performance and learning are considered as related, but nevertheless fundamentally different processes. Conclusions are drawn for the further development of the theory as well as for empirical research and instructional practice.
Wolfgang SchnotzEmail:
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14.
Aesthetic principles for instructional design   总被引：1，自引：0，他引：1  
This article offers principles that contribute to developing the aesthetics of instructional design. Rather than describing merely the surface qualities of things and events, the concept of aesthetics as applied here pertains to heightened, integral experience. Aesthetic experiences are those that are immersive, infused with meaning, and felt as coherent and complete. Any transformative learning experience will have significant aesthetic qualities, and all instructional situations can benefit from attention to these qualities. Drawn from aesthetics theory and research and informed by current ID and learning theories, a set of five first principles and twelve guidelines for their application are described. The principles are not only compatible with existing ID theory bases but can complement and support that theory by offering ways to embody it in engaging learning experiences.
Patrick E. ParrishEmail:
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15.
In this article, themost relevant literature on cognitive aging and instructional design is merged to formulate recommendations for designing computer-based training material aimed at elderly learners. The core message is that researchers and instructional designers do not need to develop special computerized instruction for older adults. Rather, existing principles of general instructional and multimedia design can be evaluated and used to accommodate the needs of elderly learners. Particular attention is given to John Sweller’s Cognitive Load Theory (CLT) and Richard Mayer’s Cognitive Theory of Multimedia Learning (CTML). It is argued that these instructional theories bear important benefits for older learners because they support an efficient use of available cognitive resources. New research directions are suggested to test the implications of these theories for learning in old age.
Pascal W. M. Van GervenEmail:
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16.
The purpose of this study is to identify school factors that affect students’ achievements at the secondary and tertiary levels of education. The analysis included data of 9,894 students who studied in Auckland regional secondary schools in 2004. The results indicate that, although student demographic characteristics are associated with students’ pathways and achievements, schools’ demographic composition did not affect student outcomes. It was found, however, that schools’ organisational factors do have an effect. At the university level, none of the schools’ characteristics was related to students’ achievements at the higher end of the achievement scale (GPA ≥ 4). However, students from private or state-integrated schools were found to be more likely to achieve low GPA (<2) than students who came from state schools. In conclusion, it is suggested that interventions targeting at-risk populations based on demographic factors should focus on individuals or groups rather than on institutions; while school-based interventions should identify the schools by their structure and function rather than by their demographic characteristics.
Boaz ShulrufEmail: Email:
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17.
This commentary first summarizes and discusses the analysis of the two translation processes described in the Oliveira, Colak, and Akerson article and the inferences these researchers make based on their research. In the second part of the commentary, we describe procedures and criteria used in adapting tests into different languages and how they may apply to adaptation of instructional materials. The authors provide a good theoretical analysis of what took place in two translation instances and make an important contribution by taking the first step in providing a systematic discussion of adaptation of instructional materials. Our discussion proposes procedures for adapting instructional materials for examining equivalence of source and target versions of adapted instructional materials. We highlight that many of the procedures and criteria used in examining comparability of educational tests is missing in this emerging research of area.
Kadriye ErcikanEmail:
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18.
This is a report of one case of a design and development research study that aimed to validate an overlay instructional design model incorporating the theory of multiple intelligences into instructional systems design. After design and expert review model validation, The Multiple Intelligence (MI) Design Model, used with an Instructional Systems Design (ISD) Model, was tested for use by four practicing instructional designers. Instruction developed for learners using this model was then evaluated measuring post-test and attitudinal scores with 102 participants. This report also provides a reflection on the lessons learned in conducting design and development research on model validation. The procedures and findings have implications for the processes involved in instructional design model validation through designer use and program implementation.
Monica W. TraceyEmail:
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19.
In this rejoinder to Bryan Brown and John Reveles, we highlight the facts that (a) sociocultural theories of learning do not go far enough because they fail to address a number of issues and (b) we require concepts such as power and positionality to understand science learning.
Angela Calabrese BartonEmail:
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20.
Conceptual change views of teaching and learning processes in science, and also in various other content domains, have played a significant role in research on teaching and learning as well as in instructional design since the late 1970s. An important issue is whether conceptual change can provide a powerful framework for improving instructional practice in such a way that students’ levels of scientific literacy are significantly increased. In this article, the first section provides an overview on the development of conceptual change perspectives. In sections two to six, we examine the different ways that researchers have facilitated the collection of data and empirically evaluated learning as conceptual change based on these different theoretical perspectives. In section seven, we identify key issues of conceptual change with a deliberate emphasis on their contribution to improve instructional practice and conclude the article by posing challenges at theoretical, methodological and practical levels. We contend that conceptual change perspectives still have the potential to significantly improve instructional practice. However, it becomes also evident that actual practice is far from what conceptual change perspectives propose and that change of this practice will be a rather difficult and long-lasting process.
Reinders DuitEmail:
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