This paper highlights two strategies to include students and teachers as partners in the co-design of the enacted curriculum. During the development cycle, the design team developed sixteen lessons that included inquiry opportunities, small group conversations, and multiple perspectives around complex issues. The lessons were implemented during…

The rapid emergence of e-learning in business and industry has been accompanied by a number of problems when instructional design concerns are incorporated into the overall curriculum development. This paper examines two companies in two distinct geographical extremes of Shin-Ju, Taiwan and Central Florida to see if, when comparisons are made,…

The Internet is providing new opportunities in higher education for the delivery of online courses and degree programs. The advantage of using the Internet to deliver course instruction has been well documented. This paper describes how the authors modified a traditional instructional design model to redesign a graduate-level course to be…

This report presents a data-collection plan for addressing these questions: (1) What were the New American Schools (NAS) like before they implemented their restructuring design efforts? (2) How have these evolved over time? (3) Are the critical components of the NAS designs being implemented across a wide array of schools? (4) Do the NAS designs…

This book offers schools an assessment instrument to identify and help children who under-achieve in early numeracy. The book focuses on the Learning Framework in Number (LFIN) which guides the assessment and teaching. The LFIN consists of 11 key aspects of early number development including identifying the stages of early arithmetical learning,…

This paper presents and discusses the following principles for planning, implementing, and evaluating World Wide Web-based lessons: (1) the roles of the teacher and students should be identified; (2) the nature of related contextual factors should be clarified before the planning session; (3) although the delivered content may differ in its degree…

There is a convergence of research evidence pointing to the critical role good phonics decoding skills play in good reading; however, there is no convergence in the research on precise development of reading strategies or on types, intensity, or duration of appropriate phonics instruction. Five unscientific assertions are often cited in phonics…

Even with computer spell check, it is important for students to learn to spell words correctly. Teachers should make the spelling curriculum meaningful for students by maintaining their attention, showing them the purpose and value of learning spelling, and providing necessary tools for correct spelling. Several spelling instruction plans may…

This paper describes an alternative approach to traditional instructional design models by suggesting that participatory communication theory (PCT) creates a process that values the learner's voice. As a student develops a critical awareness of his or her environment, participatory media becomes a catalyst for cognition. Learners use media tools…

The deployment of immersive, non-restrictive environments for instruction and learning presents a new set of challenges for instructional designers and educators. Adopting the conceptual frameworks of Sherin's (2002) learning while teaching and Vygotsky's (1978) cultural development via the mediation of tools, this paper explores one professor's…

This paper is a report of the development of a systematic process for locating instructional design alumni and recruiting them to provide feedback from their workplaces. The purpose is to make alumni part of the process for program improvement. The process for tracking, contacting, and gathering data from alumni is described. In addition, the…

Author sheds some light on the teaching of ratio in elementary schools. (Author/RK)

Article describes a comprehensive model for the selection of instructional media in the context of technical/vocational education. (Author)

A synthesis is presented of the various rationales which predict the facilitative influence of instructional objectives on learning and retention. (Author)

Author believes that the people instrumental in developing CAI materials often profit more from the experience than the students using them. (Author)