This document discusses determining the appropriate blend of blended learning. It begins by defining blended learning as combining face-to-face and online learning. The challenge is determining the best blended learning strategies to achieve learning outcomes. The study developed a model of criteria for lecturers in Indonesia's SPADA program to determine the appropriate blended learning strategy. Formative evaluations with experts and lecturers found that the model is conceptually sound, effective, and implementable as a guide for lecturers. The study addresses the need for models tailored to specific contexts like SPADA to help designers blend online and in-person learning optimally.
This document outlines a research study on transformational learning in the workplace. It discusses the purpose of comparing learning styles among different generational cohorts and understanding motivational factors. The research design uses grounded theory and comparative analysis. Over 100 participants from 3 age groups in Kentucky will be interviewed. Data collection involves coding interviews to identify learning styles. Results will be assigned to categories related to classroom vs workplace learning styles, advantages, challenges, and barriers. The analysis will code data and compare findings to learning theories. In conclusion, the study examines how learners use different styles in work and considers integrating styles into the workforce.
The education in the 21st century focuses on knowledge and encourages students to generate information and encourage developing new skills. The framework of 21st century learning skill is communication, collaboration, critical thinking, creativity and innovation. A cooperation skill in the world of education is an important thing to be done in learning. Therefore, a solution is needed to optimize student empower cooperation skills process by using the teaching material in the form of module. The objective of this research is to know the effectiveness of inquiry based learning module to empower cooperation skills. This research was conducted in one of high school in Surakarta, Indonesia. The research method is quasi experiment, used pretest and posttest design by using two randomly selected classes those were experimental class used an inquiry based learning module and control one used a modules made by biology teachers in Surakarta. The results showed that there were significant differences of learning outcomes between the control and the experimental classes based on the independent samples t-test test results, also seen with the n-gain scores that obtained at 0.78 (middle) in the control class and 0.87 (high) in the experimental class. As the study concluded, using inquiry based learning module in the learning process in effective to empower cooperation skills.
GAMIFICATION ELEMENTS AND THEIR IMPACTS ON TEACHING AND LEARNING – A REVIEWijma
ABSTRACT
This paper discusses the results of a literature review to identify the elements of gamification in learning that have been applied in previous studies and their impacts on student learning, with only taking into account the related studies within the last three years (2016 to 2018). This is done to determine the most effective and suitable elements of gamification to be applied in our study and at the same time to identify research gaps that need to be fulfilled in future researches. The results of this review show that gamification has positive impact on student learning particularly in their engagement and achievement. Furthermore points, leaderboard and digital badge are the most applied gamification elements in the studies. The findings will be used as a guide for us in designing a gamified collaborative learning activities in the 3-dimensional virtual world that will be carried out later.
Research of Influencing Factors of College Students’ Personalized Learning Ba...inventionjournals
Smart learning environment, as a high form of digital learning environment, accelerates the wide spread of personalized learning supported by Information Technology. Based on the literature analysis and Delphi method, this paper constructs a scale of influencing factors of college students’ personalized learning based on smart learning environment. By factors analysis, descriptive statistical analysis, average difference test and regression analysis, this paper obtains four factors that affect college students’ personalized learning based on smart learning environment, i.e. learner factor, teacher factor, learning environment factor and learning resource factor, and explores the relationship among these factors through structural equation model. The purpose of this paper is not only to provide a theoretical basis for further study, but also to provide advice and guidance for the effective launching of personalized learning based on smart learning environment, which helps to stimulate college students’ potential and expertise, teach according to each student's individual differences, and promote the educational reform.
Application of addie model of instruction in teaching learning transaction am...Alexander Decker
This document discusses the application of the ADDIE model of instruction among teachers in Mara Conference Adventist Secondary Schools in Tanzania. It investigated the demographic characteristics of the teachers, the trends in how they apply the different parts of the ADDIE model, and whether application differed based on teacher characteristics. The study found that implementation was given highest priority while evaluation was lowest. Application decreased with years of teaching experience until 10+ years. It recommends in-service training to strengthen long-term application and further study on why application decreases with experience.
Using Analytics to Transform the Library Agenda - Linda Corrin | Talis Insigh...Talis
1. The document discusses the use of learning analytics to understand student learning and optimize teaching practices. It describes how analytics can provide insights into student performance, engagement, and retention at various levels from the individual to the institution.
2. Interviews with teachers found they are interested in analytics about student engagement and performance but have concerns about interpreting data. Teachers want analytics to help understand ideal students and provide feedback to improve teaching.
3. A conceptual framework is presented that links learning analytics to learning design to provide context for analyzing educational activities and interactions with resources. Planning questions are also outlined to help educators implement learning analytics.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
This document discusses determining the appropriate blend of blended learning. It begins by defining blended learning as combining face-to-face and online learning. The challenge is determining the best blended learning strategies to achieve learning outcomes. The study developed a model of criteria for lecturers in Indonesia's SPADA program to determine the appropriate blended learning strategy. Formative evaluations with experts and lecturers found that the model is conceptually sound, effective, and implementable as a guide for lecturers. The study addresses the need for models tailored to specific contexts like SPADA to help designers blend online and in-person learning optimally.
This document outlines a research study on transformational learning in the workplace. It discusses the purpose of comparing learning styles among different generational cohorts and understanding motivational factors. The research design uses grounded theory and comparative analysis. Over 100 participants from 3 age groups in Kentucky will be interviewed. Data collection involves coding interviews to identify learning styles. Results will be assigned to categories related to classroom vs workplace learning styles, advantages, challenges, and barriers. The analysis will code data and compare findings to learning theories. In conclusion, the study examines how learners use different styles in work and considers integrating styles into the workforce.
The education in the 21st century focuses on knowledge and encourages students to generate information and encourage developing new skills. The framework of 21st century learning skill is communication, collaboration, critical thinking, creativity and innovation. A cooperation skill in the world of education is an important thing to be done in learning. Therefore, a solution is needed to optimize student empower cooperation skills process by using the teaching material in the form of module. The objective of this research is to know the effectiveness of inquiry based learning module to empower cooperation skills. This research was conducted in one of high school in Surakarta, Indonesia. The research method is quasi experiment, used pretest and posttest design by using two randomly selected classes those were experimental class used an inquiry based learning module and control one used a modules made by biology teachers in Surakarta. The results showed that there were significant differences of learning outcomes between the control and the experimental classes based on the independent samples t-test test results, also seen with the n-gain scores that obtained at 0.78 (middle) in the control class and 0.87 (high) in the experimental class. As the study concluded, using inquiry based learning module in the learning process in effective to empower cooperation skills.
GAMIFICATION ELEMENTS AND THEIR IMPACTS ON TEACHING AND LEARNING – A REVIEWijma
ABSTRACT
This paper discusses the results of a literature review to identify the elements of gamification in learning that have been applied in previous studies and their impacts on student learning, with only taking into account the related studies within the last three years (2016 to 2018). This is done to determine the most effective and suitable elements of gamification to be applied in our study and at the same time to identify research gaps that need to be fulfilled in future researches. The results of this review show that gamification has positive impact on student learning particularly in their engagement and achievement. Furthermore points, leaderboard and digital badge are the most applied gamification elements in the studies. The findings will be used as a guide for us in designing a gamified collaborative learning activities in the 3-dimensional virtual world that will be carried out later.
Research of Influencing Factors of College Students’ Personalized Learning Ba...inventionjournals
Smart learning environment, as a high form of digital learning environment, accelerates the wide spread of personalized learning supported by Information Technology. Based on the literature analysis and Delphi method, this paper constructs a scale of influencing factors of college students’ personalized learning based on smart learning environment. By factors analysis, descriptive statistical analysis, average difference test and regression analysis, this paper obtains four factors that affect college students’ personalized learning based on smart learning environment, i.e. learner factor, teacher factor, learning environment factor and learning resource factor, and explores the relationship among these factors through structural equation model. The purpose of this paper is not only to provide a theoretical basis for further study, but also to provide advice and guidance for the effective launching of personalized learning based on smart learning environment, which helps to stimulate college students’ potential and expertise, teach according to each student's individual differences, and promote the educational reform.
Application of addie model of instruction in teaching learning transaction am...Alexander Decker
This document discusses the application of the ADDIE model of instruction among teachers in Mara Conference Adventist Secondary Schools in Tanzania. It investigated the demographic characteristics of the teachers, the trends in how they apply the different parts of the ADDIE model, and whether application differed based on teacher characteristics. The study found that implementation was given highest priority while evaluation was lowest. Application decreased with years of teaching experience until 10+ years. It recommends in-service training to strengthen long-term application and further study on why application decreases with experience.
Using Analytics to Transform the Library Agenda - Linda Corrin | Talis Insigh...Talis
1. The document discusses the use of learning analytics to understand student learning and optimize teaching practices. It describes how analytics can provide insights into student performance, engagement, and retention at various levels from the individual to the institution.
2. Interviews with teachers found they are interested in analytics about student engagement and performance but have concerns about interpreting data. Teachers want analytics to help understand ideal students and provide feedback to improve teaching.
3. A conceptual framework is presented that links learning analytics to learning design to provide context for analyzing educational activities and interactions with resources. Planning questions are also outlined to help educators implement learning analytics.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Designing for effective and efficient pedagogical interventions and orchestration in complex Technology-Enhanced Learning (TEL) ecosystems is an increasingly challenging issue.
In spite of the significant potential of Learning Analytics (LA) research, it is still unclear how can LA be designed to position teachers as designers of effective interventions and orchestration actions.
This talk argues for Human-Centered Design (HCD) and orchestration of actionable learning analytics. It provides a review of needs and existing approaches for HCD in LA is provided, and it proposes three HCD principles for LA solutions, i.e., agentic positioning of teachers and other stakeholders; integration of the learning design cycle and the LA design process; and reliance on educational theories to guide the LA solution design and implementation.
The HCD principles are illustrated and discussed through two case studies in authentic learning contexts.
Finally, some directions for future research and development are formulated to overcome the main obstacles for adoption of HCD for LA.
Mc carty, darla shared leadership nfeasj v32 n4 2014William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Presentazione di Adrés-Sandoval Hernandez relativa al suo intervento "Using Large Scale Assessments to improve schools" al convegno internazionale "Migliorare la scuola" (Napoli 14-15 Maggio) organizzato dall'Indire.
This document discusses the development of a learning management strategy that integrates constructivism theory and connectivism approach to develop 21st century skills in secondary students. The strategy was developed in two phases: identifying existing problems and strategies through interviews; and constructing the new strategy based on the findings. The strategy includes three steps: pre-learning, between learning, and post-learning. It aims to develop skills like analytical thinking, information literacy, and social responsibility through learning resources, support materials, and social networking cooperation.
This document discusses key findings from PISA (Programme for International Student Assessment) tests and their implications. It finds that students who score higher on PISA literacy skills tests at age 15-65 are more likely to have positive life outcomes such as employment, health, and civic participation. It also examines trends showing improved science performance in most OECD countries between 2006-2015 but wide variation in performance between countries. The document advocates for policies to ensure all students learn at high levels, not just some, in order to meet the demands of the 21st century.
This document summarizes a study that aimed to enhance creativity among university students using e-learning. It developed an e-learning system integrating Problem-Based Learning and Creative Problem Solving models. Students took a pre-test, received an 8-week intervention using the e-learning system, and took a post-test. Both quantitative and qualitative data were collected. Quantitative data came from pre- and post-tests using the Torrance Test of Creative Thinking. Qualitative data came from the e-learning discussion forum and open-ended questions about the system's effectiveness. The study aimed to produce a creativity learning framework for tertiary education students.
This document discusses issues, challenges, and suggestions related to higher education in India. It notes that while India has developed a large higher education system since independence, it still faces problems in areas like quality, inclusion, and resources. The document reviews literature on holistic education and experiential learning approaches. It recommends that higher education adopt experiential learning, address societal issues like gender inequality, improve teacher-student relationships, use technology effectively, and focus on quality and industry connections. Suggestions include moving toward a learning society, improving incentives for teachers, using innovative practices, mobilizing more resources, and adopting student-centered dynamic teaching methods.
Techniques for integrating native technologies with ict to teach zoologyDr. C.V. Suresh Babu
International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
My fulltext article for iseec 2014: The LMS to enhance 21st century skillsarunrat bamrungchit
The Development of Learning Management Strategy
by Integrating Constructivism Theory
and Connectivism Approach to Develop
The 21st Century Skills of Secondary Students
ASCILITE Webinar: A review of five years of implementation and research in al...Bart Rienties
Date and time: Wednesday 20 September 2017 at 5pm AEST
Abstract: The Open University UK (OU) has been one of few institutions that have explicitly and systematically captured the designs for learning at a large scale. By applying advanced analytical techniques on large and fine-grained datasets, we have been unpacking the complexity of instructional practices, as well as providing empirical evidence of how learning designs influence student behaviour, satisfaction, and performance. This seminar will discuss the implementation of learning design at the OU in the last 5 years, and reviews empirical evidence from several studies that have linked learning design with learning analytics. Recommendations are put forward to support future adoptions of the learning design approach, and potential research trajectories.
https://ascilite.org/get-involved/sigs/learning-analytics-sig/
www.bartrienties.nl
The purpose of this study is to analyze the perceptions of students from high school, who are the current generation Z, about the accounting profession. This study uses questionnaires that are shared online with data processing using factor analysis and one way ANOVA different tests. The comparison test was done between indicators of grade, major, school type, as well as variables, which include structure, precision, solitary, interest, and remaining variables. The interest in the accounting profession is found in social students (from high schools) and business administration students (from vocational schools). Other results also show that students in Private Vocational and Public High Schools have the most significant potential to be interested in the accounting profession. This research is limited to different test methods. Future studies can conduct a causal analysis of the factors that influence the choice of students in choosing the accounting profession. This research contributes to the investigation of students' perceptions of the accounting profession, which was conducted for the first time in Indonesia, especially in secondary schools in East Java.
IRJET- Relationship between Achievement in Advanced Educational Psychology an...IRJET Journal
This study examined the relationship between achievement in advanced educational psychology and self-regulated learning among prospective teachers. A pre-test post-test design was used to evaluate the impact of an e-content module on growth, development and learning. Samples of 30 prospective teachers learning in Tamil and 30 in English participated. Results showed a significant difference between pre-test and post-test scores, indicating the e-content was effective. There was also a substantial positive relationship found between achievement and self-regulated learning. The study concluded the e-content module improved achievement and self-regulated learning is important for prospective teachers.
A Comparative Analysis of i-Ready, IXL, and Prodigy e-learning software programsCristinaRyter
This document provides an abstract and introduction for a comparative analysis of the i-Ready, IXL, and Prodigy learning software programs. It examines these three programs and their effectiveness based on student performance on math portions of standardized assessments. The study aims to determine which program has the greatest impact on student growth and achievement. It reviews the relevant literature around the rise of educational technology and standardized testing.
The previous research result showed that the learning model based on the investigation could increase the students’ critical thinking skills. The aim of this research was to measure the effectiveness of the using of problem-based learning model to increase the students’ critical thinking skills. The research design was quasi-experiment by using post-test only design. The population of this research was the eleventh grade students of science which contained 124 students of SMAN 6 and SMAN 7 Kupang that were chosen randomly. The treatment that was given in this research was problem-based learning model for the experiment class and conventional model for the control class whereas the given materials were the reaction rate. The instrument that was used in this research previously validated by two experts of theory and material. The result of this research showed that the students who studied in experiment class had different critical thinking skills better that the students who studied using conventional model.
Ontology for Research in Distance, Open and Online LearningSanjaya Mishra
The document discusses research areas in distance, open and online learning (DOOL). It provides an overview of the evolution of research in this field from the 1950s to present. Several classifications and analyses of DOOL research topics and publications over time are summarized, showing increasing focus on technology applications, learner characteristics, instructional design, and management issues. Important current research areas identified include studying learner dropout rates and outcomes with different media/technologies, learner access and styles, faculty motivation and workload, and cost/economics of distance programs. The document emphasizes identifying a research problem and conducting work that builds on existing literature in a feasible, generalizable and scientific manner.
Purpose: This study aims to identify the problem solving abilities possessed by junior high school students. The type of research used is quantitative which uses a research design survey. The sample of this study is 98 students taken based on purposive sampling techniques. This study uses descriptive statistics to analyze the data generated. From the results of the analysis that has been done, it was found that there is a problem solving indicator by students in mathematics which is a indicated by the indicators of planning a solution which has a good category of a 56.1% (55 of 98) students, the indicator of problem solving has a good category of a 56.1% (55 out of 98) students, indicators of a problem solving planning had a good category of a 54.1% (53 of 98) students, and an indicator of understanding a problem had a good category of a 60.2% (59 of 98) students.
10_05_2019 Seminario eMadrid sobre «Tecnologías de la educación dentro y fuer...eMadrid network
Presentación de Davinia Hernández-Leo, profesora de la Universitat Pompeu Fabra (UPF), Barcelona: «Apoyo al profesorado con analíticas de comunidad, diseño y aprendizaje»
Supporting teachers with community, design and learning analytics, Davinia He...davinia.hl
Apoyo al profesorado con analíticas de comunidad, diseño y aprendizaje
Supporting teachers with community, design and learning analytics
Seminario eMadrid, UAM 05/2019
http://www.emadridnet.org/index.php/es/eventos2/1100-seminario-emadrid-sobre-tecnologias-dentro-y-fuera-del-aula
http://www.emadridnet.org/index.php/es/28-eventos-y-seminarios/1102-apoyo-al-profesorado-con-analiticas-de-comunidad-diseno-y-aprendizaje
Abstract
I will present an overview of the educational technologies research conducted by the TIDE research group of the Information and Communication Technologies Department at Universitat Pompeu Fabra in Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). The overview will be articulated around the perspective of supporting teachers and teacher communities (e.g., a school) in the design of the best possible (technology-enhanced) learning activities considering their students and their contexts. Main contributions that will be presented include a community platform for integrated learning design (ILDE), including multiple authoring tools (e.g. PyramidApp for collaborative learning, edCrumble for blended learning) and the use of data analytics at different levels (learning, design, community) to support community awareness and teacher reflection when designing for learning. The presentation will include results of several research projects (METIS, CoT, MdM-EDS, RESET, SmartLET, Illuminated).
En esta ponencia presentaré un resumen de la investigación en tecnologías educativas llevada a cabo por el grupo TIDE del Departamento de Tecnologías de la Información y las Comunicaciones en la Universidad Pompeu Fabra en Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). El resumen se presenta desde la perspectiva del apoyo al profesorado y a comunidades de profesores (como, por ejemplo, una escuela) en el diseño de buenas actividades de aprendizaje considerando los estudiantes y sus contextos. Las contribuciones principales incluyen una plataforma de comunidad para el diseño integrado de actividades de aprendizaje (ILDE), incluidas herramientas de autoría (como PyramidApp para aprendizaje colaborativo apoyado por ordenador, edCrumble para aprendizaje híbrido) y el uso de analíticas de datos a diferentes niveles (aprendizaje, diseño, comunidad) ara facilitar la conciencia de comunidad y la reflexión por los profesores cuando diseñan para generar aprendizajes. La presentación incluirá resultados de varios proyectos de investigación (METIS, CoT, MdM-EDS, RESET, SmartLET, Illuminated).
http://www.upf.edu/web/tide
Designing for effective and efficient pedagogical interventions and orchestration in complex Technology-Enhanced Learning (TEL) ecosystems is an increasingly challenging issue.
In spite of the significant potential of Learning Analytics (LA) research, it is still unclear how can LA be designed to position teachers as designers of effective interventions and orchestration actions.
This talk argues for Human-Centered Design (HCD) and orchestration of actionable learning analytics. It provides a review of needs and existing approaches for HCD in LA is provided, and it proposes three HCD principles for LA solutions, i.e., agentic positioning of teachers and other stakeholders; integration of the learning design cycle and the LA design process; and reliance on educational theories to guide the LA solution design and implementation.
The HCD principles are illustrated and discussed through two case studies in authentic learning contexts.
Finally, some directions for future research and development are formulated to overcome the main obstacles for adoption of HCD for LA.
Mc carty, darla shared leadership nfeasj v32 n4 2014William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Presentazione di Adrés-Sandoval Hernandez relativa al suo intervento "Using Large Scale Assessments to improve schools" al convegno internazionale "Migliorare la scuola" (Napoli 14-15 Maggio) organizzato dall'Indire.
This document discusses the development of a learning management strategy that integrates constructivism theory and connectivism approach to develop 21st century skills in secondary students. The strategy was developed in two phases: identifying existing problems and strategies through interviews; and constructing the new strategy based on the findings. The strategy includes three steps: pre-learning, between learning, and post-learning. It aims to develop skills like analytical thinking, information literacy, and social responsibility through learning resources, support materials, and social networking cooperation.
This document discusses key findings from PISA (Programme for International Student Assessment) tests and their implications. It finds that students who score higher on PISA literacy skills tests at age 15-65 are more likely to have positive life outcomes such as employment, health, and civic participation. It also examines trends showing improved science performance in most OECD countries between 2006-2015 but wide variation in performance between countries. The document advocates for policies to ensure all students learn at high levels, not just some, in order to meet the demands of the 21st century.
This document summarizes a study that aimed to enhance creativity among university students using e-learning. It developed an e-learning system integrating Problem-Based Learning and Creative Problem Solving models. Students took a pre-test, received an 8-week intervention using the e-learning system, and took a post-test. Both quantitative and qualitative data were collected. Quantitative data came from pre- and post-tests using the Torrance Test of Creative Thinking. Qualitative data came from the e-learning discussion forum and open-ended questions about the system's effectiveness. The study aimed to produce a creativity learning framework for tertiary education students.
This document discusses issues, challenges, and suggestions related to higher education in India. It notes that while India has developed a large higher education system since independence, it still faces problems in areas like quality, inclusion, and resources. The document reviews literature on holistic education and experiential learning approaches. It recommends that higher education adopt experiential learning, address societal issues like gender inequality, improve teacher-student relationships, use technology effectively, and focus on quality and industry connections. Suggestions include moving toward a learning society, improving incentives for teachers, using innovative practices, mobilizing more resources, and adopting student-centered dynamic teaching methods.
Techniques for integrating native technologies with ict to teach zoologyDr. C.V. Suresh Babu
International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
My fulltext article for iseec 2014: The LMS to enhance 21st century skillsarunrat bamrungchit
The Development of Learning Management Strategy
by Integrating Constructivism Theory
and Connectivism Approach to Develop
The 21st Century Skills of Secondary Students
ASCILITE Webinar: A review of five years of implementation and research in al...Bart Rienties
Date and time: Wednesday 20 September 2017 at 5pm AEST
Abstract: The Open University UK (OU) has been one of few institutions that have explicitly and systematically captured the designs for learning at a large scale. By applying advanced analytical techniques on large and fine-grained datasets, we have been unpacking the complexity of instructional practices, as well as providing empirical evidence of how learning designs influence student behaviour, satisfaction, and performance. This seminar will discuss the implementation of learning design at the OU in the last 5 years, and reviews empirical evidence from several studies that have linked learning design with learning analytics. Recommendations are put forward to support future adoptions of the learning design approach, and potential research trajectories.
https://ascilite.org/get-involved/sigs/learning-analytics-sig/
www.bartrienties.nl
The purpose of this study is to analyze the perceptions of students from high school, who are the current generation Z, about the accounting profession. This study uses questionnaires that are shared online with data processing using factor analysis and one way ANOVA different tests. The comparison test was done between indicators of grade, major, school type, as well as variables, which include structure, precision, solitary, interest, and remaining variables. The interest in the accounting profession is found in social students (from high schools) and business administration students (from vocational schools). Other results also show that students in Private Vocational and Public High Schools have the most significant potential to be interested in the accounting profession. This research is limited to different test methods. Future studies can conduct a causal analysis of the factors that influence the choice of students in choosing the accounting profession. This research contributes to the investigation of students' perceptions of the accounting profession, which was conducted for the first time in Indonesia, especially in secondary schools in East Java.
IRJET- Relationship between Achievement in Advanced Educational Psychology an...IRJET Journal
This study examined the relationship between achievement in advanced educational psychology and self-regulated learning among prospective teachers. A pre-test post-test design was used to evaluate the impact of an e-content module on growth, development and learning. Samples of 30 prospective teachers learning in Tamil and 30 in English participated. Results showed a significant difference between pre-test and post-test scores, indicating the e-content was effective. There was also a substantial positive relationship found between achievement and self-regulated learning. The study concluded the e-content module improved achievement and self-regulated learning is important for prospective teachers.
A Comparative Analysis of i-Ready, IXL, and Prodigy e-learning software programsCristinaRyter
This document provides an abstract and introduction for a comparative analysis of the i-Ready, IXL, and Prodigy learning software programs. It examines these three programs and their effectiveness based on student performance on math portions of standardized assessments. The study aims to determine which program has the greatest impact on student growth and achievement. It reviews the relevant literature around the rise of educational technology and standardized testing.
The previous research result showed that the learning model based on the investigation could increase the students’ critical thinking skills. The aim of this research was to measure the effectiveness of the using of problem-based learning model to increase the students’ critical thinking skills. The research design was quasi-experiment by using post-test only design. The population of this research was the eleventh grade students of science which contained 124 students of SMAN 6 and SMAN 7 Kupang that were chosen randomly. The treatment that was given in this research was problem-based learning model for the experiment class and conventional model for the control class whereas the given materials were the reaction rate. The instrument that was used in this research previously validated by two experts of theory and material. The result of this research showed that the students who studied in experiment class had different critical thinking skills better that the students who studied using conventional model.
Ontology for Research in Distance, Open and Online LearningSanjaya Mishra
The document discusses research areas in distance, open and online learning (DOOL). It provides an overview of the evolution of research in this field from the 1950s to present. Several classifications and analyses of DOOL research topics and publications over time are summarized, showing increasing focus on technology applications, learner characteristics, instructional design, and management issues. Important current research areas identified include studying learner dropout rates and outcomes with different media/technologies, learner access and styles, faculty motivation and workload, and cost/economics of distance programs. The document emphasizes identifying a research problem and conducting work that builds on existing literature in a feasible, generalizable and scientific manner.
Purpose: This study aims to identify the problem solving abilities possessed by junior high school students. The type of research used is quantitative which uses a research design survey. The sample of this study is 98 students taken based on purposive sampling techniques. This study uses descriptive statistics to analyze the data generated. From the results of the analysis that has been done, it was found that there is a problem solving indicator by students in mathematics which is a indicated by the indicators of planning a solution which has a good category of a 56.1% (55 of 98) students, the indicator of problem solving has a good category of a 56.1% (55 out of 98) students, indicators of a problem solving planning had a good category of a 54.1% (53 of 98) students, and an indicator of understanding a problem had a good category of a 60.2% (59 of 98) students.
10_05_2019 Seminario eMadrid sobre «Tecnologías de la educación dentro y fuer...eMadrid network
Presentación de Davinia Hernández-Leo, profesora de la Universitat Pompeu Fabra (UPF), Barcelona: «Apoyo al profesorado con analíticas de comunidad, diseño y aprendizaje»
Supporting teachers with community, design and learning analytics, Davinia He...davinia.hl
Apoyo al profesorado con analíticas de comunidad, diseño y aprendizaje
Supporting teachers with community, design and learning analytics
Seminario eMadrid, UAM 05/2019
http://www.emadridnet.org/index.php/es/eventos2/1100-seminario-emadrid-sobre-tecnologias-dentro-y-fuera-del-aula
http://www.emadridnet.org/index.php/es/28-eventos-y-seminarios/1102-apoyo-al-profesorado-con-analiticas-de-comunidad-diseno-y-aprendizaje
Abstract
I will present an overview of the educational technologies research conducted by the TIDE research group of the Information and Communication Technologies Department at Universitat Pompeu Fabra in Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). The overview will be articulated around the perspective of supporting teachers and teacher communities (e.g., a school) in the design of the best possible (technology-enhanced) learning activities considering their students and their contexts. Main contributions that will be presented include a community platform for integrated learning design (ILDE), including multiple authoring tools (e.g. PyramidApp for collaborative learning, edCrumble for blended learning) and the use of data analytics at different levels (learning, design, community) to support community awareness and teacher reflection when designing for learning. The presentation will include results of several research projects (METIS, CoT, MdM-EDS, RESET, SmartLET, Illuminated).
En esta ponencia presentaré un resumen de la investigación en tecnologías educativas llevada a cabo por el grupo TIDE del Departamento de Tecnologías de la Información y las Comunicaciones en la Universidad Pompeu Fabra en Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). El resumen se presenta desde la perspectiva del apoyo al profesorado y a comunidades de profesores (como, por ejemplo, una escuela) en el diseño de buenas actividades de aprendizaje considerando los estudiantes y sus contextos. Las contribuciones principales incluyen una plataforma de comunidad para el diseño integrado de actividades de aprendizaje (ILDE), incluidas herramientas de autoría (como PyramidApp para aprendizaje colaborativo apoyado por ordenador, edCrumble para aprendizaje híbrido) y el uso de analíticas de datos a diferentes niveles (aprendizaje, diseño, comunidad) ara facilitar la conciencia de comunidad y la reflexión por los profesores cuando diseñan para generar aprendizajes. La presentación incluirá resultados de varios proyectos de investigación (METIS, CoT, MdM-EDS, RESET, SmartLET, Illuminated).
http://www.upf.edu/web/tide
The evolution and adoption of Learning Analytics (LA) participates in the debate about the ethical challenges associated to technological advancement and the need to provide responsible technology. This debate in the field of educational technology focuses on the tension between the potential of LA to achieve more effective education and its impact on human behavior and well-being. In this talk I will present examples of solutions based on learning analytics proposed in the TIDE research group of Pompeu Fabra University - Barcelona (https://www.upf.edu/web/tide) that try to meet requirements of human-centred design, support for human agency, transparency, or human well-being. Examples include systems with LA components to support the design and orchestration of active learning activities, especially collaborative learning activities.
Digifest 2017 - Learning Analytics & Learning Design Patrick Lynch
- Patrick Lynch discusses learning analytics and emphasizes the importance of learning design. He argues that learning analytics cannot be used effectively without understanding the underlying learning design and that learning design needs learning analytics to validate itself.
- Lynch outlines his journey working with learning analytics since 2012 and describes how he uses analytics to inform course redesigns. He also discusses the need for learning design and analytics communities to work together to address the full lifecycle of curriculum development.
- At Hull University, Lynch advocates for design to be a recognized activity with clear goals that identify data collection methods up front and build knowledge through learning design patterns shown to work or not in specific contexts.
This document presents a 10-step model for developing multimedia learning projects. The model was developed through a literature review on existing instructional design and multimedia development models, and feedback from a panel of experts using a modified Delphi technique. The 10 steps are: 1) Define instructional goals and audience; 2) Review existing options; 3) Determine format, budget, timeline; 4) Determine content and assessments; 5) Develop evaluation strategies; 6) Create flowcharts and storyboards; 7) Develop prototypes; 8) Conduct formative evaluations; 9) Complete design; 10) Conduct summative evaluations. The model is intended to provide novice faculty and designers with a succinct guide for developing multimedia projects based on best practices.
Higher order thinking skills (HOTS) are an important element in facing the challenges of the 21 st-century. Difficulty in solving problems systematically, facing challenges in an organized manner, and being unable to design original solutions are due to the low HOTS that students have. HOTS ability can improve students who low-level thinking skills in several ways, for example, through learning integrated with media, practice, and assessment or HOTS-based cognitive assessment. The purpose of this study was to develop and implement a HOTS-based cognitive assessment to assess students' HOTS abilities. The device development model used is an adaptation of the analysis, design, development, implementation, and evaluation (ADDIE) model. The research sample consisted of 30 students in class 11 of the Governance and Office Automation Competency Program of Vocational High School 1 Kudus. The result is that 11 students have the HOTS ability with very good criteria, 17 well criteria, and 2 enough criteria. This study suggests that a test instrument for further research is to measure students' HOTS ability. The Experts conclude that HOTS-based cognitive assessment can be used as an approach to improve students' HOTS to actively think selectively and supported by logical argumentation.
This document outlines a research study exploring how LinkedIn Learning can be used by organizations to improve employee performance. The study will use a qualitative case study method with surveys to collect data from two groups of employees - one that chooses their own learning path and one assigned a path. The surveys will ask questions about skills improvement, impact on the organization, and learning effectiveness. Descriptive, inferential, causal, and predictive analyses will be used to analyze the data. The theoretical frameworks of connectivism, social exchange theory, and path-goal theory provide a lens for the study.
Development of mathematical learning based contextual model in south minahasa...Alexander Decker
This document discusses the development of a mathematical learning model based on contextual teaching approaches for schools in South Minahasa Regency, Indonesia. It reviews theories of constructivism, contextual teaching and learning (CTL), and realistic mathematics education (RME) that inform the components of the new model. The model was developed using a multi-stage process that included expert review and evaluations. Analysis found the content and constructs of the new contextual and realistic (KCR) mathematical learning model to be valid based on reviewer feedback.
This document describes a framework for evaluating the educational experience of students in an online learning programme. The framework is based on Stake's "countenance" approach, which examines antecedent conditions, the transactional process of instruction, and outcomes. Data is collected through various methods corresponding to these three phases. Analysis of student profiles, learning designs, engagement patterns, and certification outcomes provides insights into how to strengthen the programme and identify areas for improvement through a more personalized and socially interactive online experience.
This document summarizes a research article that studied the differences in moral competency levels among Malaysian teachers. It found significant differences based on age, gender, number of subjects taught, and teaching experience. Specifically:
- Moral competency and adherence to Teacher Quality Standards varied based on demographic factors like age, gender, class size, subjects taught, and experience.
- A survey of 142 teachers in Malaysia found those with higher age, more subjects taught, and experience had higher moral competency and adhered more to quality standards.
- Factors like education and environment play a role in developing teacher quality and moral competence according to other research discussed. Developing these areas can help reduce misconduct and improve teacher standards.
Teacher communities: learning design support, social mechanisms, and case stu...davinia.hl
Teacher communities: learning design support, social mechanisms, and case studies
Davinia_Hernandez-Leo @JRC_EU_Seville_2019
JCR Seville, 11-12 April 2019Joint Workshop WG 2 & WG 4: Exploring the interplay between Human Learning and Machine Learning - The Citizen Science Perspective
I will present an overview of the educational technologies research conducted by the TIDE research group of the Information and Communication Technologies Department at Universitat Pompeu Fabra in Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). The overview will be articulated around the perspective, central to TIDE work, of supporting teachers and teacher communities (e.g., a school) in the design of the best possible (technology-enhanced) learning activities considering their students and their contexts. Main research contributions that will be presented include a community platform for integrated learning design (ILDE), including multiple authoring tools (e.g. edCrumble for blended learning, PyramidApp for collaborative learning) and the use of data analytics at different levels (learning, design, community) to facilitate meaningful social interactions between teachers (e.g. supporting community inquiry, learning redesign). The presentation will include results of European, Spanish and Catalan projects (METIS, RESET, CoT) and our initial work in recently started projects (SmartLET, Illuminated, Spotlighters).
Davinia Hernández-Leo is Associate Professor and Serra Hunter Fellow in the Department of Information and Communications Technologies at Universitat Pompeu Fabra, Barcelona (UPF), the Head of the Interactive and Distributed Technologies for Education group (TIDE), Vice-Dean of the UPF Engineering School and the Director of its Unit for teaching quality and innovation. She obtained her PhD at University of Valladolid (2007), has been a visiting scholar at the Open University of the Netherlands (2006), Virginia Tech (2012) and the University of Sydney (2015). Davinia's research lies at the intersection of network and computer applications, human-computer interaction, and learning sciences, with a special focus on technologies for learning design, computer-supported collaborative learning (CSCL), analytics, architectures and devices for learning. She is Vice-President of the European Association of Technology-Enhanced Learning, Chair of the IEEE ICICLE SIG on learning technology standards, and a member of the editorial board of the IEEE Transactions of Learning Technologies. http://www.upf.edu/web/tide
Development and validation of meaningful hybridsiti zuraida
This study developed and validated a model for a meaningful hybrid e-training program. A questionnaire was developed to measure meaningful learning, hybrid e-training, and learning style preferences. Data from 213 ICT trainees was analyzed using confirmatory factor analysis and structural equation modeling. The results showed that hybrid e-training has a strong positive relationship with meaningful learning. There was a weak positive relationship between learning style preferences and hybrid e-training, and a negative relationship between learning style preferences and meaningful learning. In conclusion, the study validated that integrating all components of hybrid e-training can help achieve meaningful learning, regardless of an individual's learning style preferences.
EFFECTIVENESS OF INSTRUCTIONAL DESIGN MODEL (ISMAN - 2011) IN DEVELOPING THE...Hisham Hussein
The new instructional design model (Isman - 2011) aims at planing, developing, implementing, evaluating, and
organizing full learning activities effectively to ensure competent performance by students. The theoretical
foundation of this model comes from behaviorism, cognitivism and constructivism views. And it’s based on
active learning. During teaching and learning activities, learner is active and uses cognitive learning to construct
new knowledge. To construct new knowledge, educational technology materials are used. These materials are
connected with goals and objectives. This study examines the effectiveness of the instructional design model
(Isman - 2011) in developing the students teaching skills (Planning Teaching Domain) by redesign “General
teaching methods course – curr 233-“, which taught to the sixth level students at teachers' college, King Saud
University. The sample of the study consisted of 80 students that enrolled in the second semester 2010/2011,
they were divided into two groups of 40 students each, (an experimental group and a control group). The result
comes by administered pre- post teaching skills test to find out the model has strong effectiveness in achieving
the research aims especially in developing the student teaching skills.
Keywords: instructional design, teaching skills, Isman 2011 instructional design model.
This document discusses the Learner-Centered Curriculum (LCC) model, which provides a structured framework for technology planning and curriculum design centered around the learner. The LCC model has 7 interrelated components: 1) learner populations served, 2) learner objectives, 3) available learning models, 4) appropriate learning theories and methods, 5) overall curriculum architecture, 6) specific curriculum configurations, and 7) required learner services. An illustrative example is provided of how an institution might use the LCC model to structure discussions around planning an online degree completion program.
E-SUPPORTING PERFORMANCE STYLES BASED ON LEARNING ANALYTICS FOR DEVELOPMENT O...IJITE
This study aims to identify the effectiveness of delivering electronic supporting performance styles that are
based on learning analytics for the development of teaching practices in teaching science, moreover, the
Electronic and face to face supporting performance styles will deliver according to the data analytics that
extracted from observations, (participating rate- page views) data from platform, therefore, to determine
the effectiveness, the researchers design observation rubric based on teaching practices standard that
extract from (ASTE/NSTA, AITSL) to observe teaching practices of student science teachers. Regarding the
participants they were science students who enrolled in educational diplomas, researchers use the mixed
method in collected data and quantitative data, furthermore, they will study a supportive program of
considering data analyses to develop their teaching practices in teaching science, the results exposed that
providing a supporting program that considers learning analytics, helps increase teaching practices in
teaching science for student's science teachers.
E-supporting Performance Styles based on Learning Analytics for Development o...IJITE
This study aims to identify the effectiveness of delivering electronic supporting performance styles that are
based on learning analytics for the development of teaching practices in teaching science, moreover, the
Electronic and face to face supporting performance styles will deliver according to the data analytics that
extracted from observations, (participating rate- page views) data from platform, therefore, to determine
the effectiveness, the researchers design observation rubric based on teaching practices standard that
extract from (ASTE/NSTA, AITSL) to observe teaching practices of student science teachers. Regarding the
participants they were science students who enrolled in educational diplomas, researchers use the mixed
method in collected data and quantitative data, furthermore, they will study a supportive program of
considering data analyses to develop their teaching practices in teaching science, the results exposed that
providing a supporting program that considers learning analytics, helps increase teaching practices in
teaching science for student's science teachers.
E-SUPPORTING PERFORMANCE STYLES BASED ON LEARNING ANALYTICS FOR DEVELOPMENT O...IJITE
This study aims to identify the effectiveness of delivering electronic supporting performance styles that are
based on learning analytics for the development of teaching practices in teaching science, moreover, the
Electronic and face to face supporting performance styles will deliver according to the data analytics that
extracted from observations, (participating rate- page views) data from platform, therefore, to determine
the effectiveness, the researchers design observation rubric based on teaching practices standard that
extract from (ASTE/NSTA, AITSL) to observe teaching practices of student science teachers. Regarding the
participants they were science students who enrolled in educational diplomas, researchers use the mixed
method in collected data and quantitative data, furthermore, they will study a supportive program of
considering data analyses to develop their teaching practices in teaching science, the results exposed that
providing a supporting program that considers learning analytics, helps increase teaching practices in
teaching science for student's science teachers.
AN ANALYSIS OF USING JAPANESE PROBLEM SOLVING ORIENTED LESSON STRUCTURE TO SW...Joe Andelija
This document outlines the aims and themes of Topic Study Group 15 on Problem Solving in Mathematics Education at the 12th International Congress on Mathematical Education. The Study Group will examine the origins, frameworks, research programs, curriculum proposals, assessment, and future directions of mathematical problem solving. It provides the names and contact information of the co-chairs and organizing committee overseeing the group's activities and paper submissions. Submitted papers will be reviewed and authors given feedback to improve their final contributions to be shared at the Congress.
This document discusses education inequality in Ivory Coast in the context of the COVID-19 pandemic. It identifies types of conventional education inequalities related to school attainment, distribution, completion, and learning outcomes. While efforts have been made to promote equality and equity, inequalities persist. The use of media education during COVID-19 in Ivory Coast revealed gender and regional inequalities. There were both similarities and differences between conventional and media-based education inequalities. Media education helped reduce some inequalities but also created new ones related to access and resources. Addressing issues like school locations, inequity, and rural-urban divides could help promote more equal education opportunities.
This document summarizes a research paper that examines how a lack of local legitimacy has undermined the effectiveness of UN peacekeeping missions in the Horn of Africa region. It finds that host governments and conflicting parties often perceived missions as inappropriate or partisan, reducing cooperation. When local actors see missions as illegitimate, they are less likely to comply or support them. The document analyzes how legitimacy deficits influenced specific missions, like UNOSOM in Somalia in the 1990s, which failed in part due to a lack of consent from powerful Somali warlords. Overall, it concludes that a lack of local legitimacy has made missions unable to resolve conflicts and promote sustainable peace in the region.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
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Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
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1. American Research Journal of Humanities & Social Science (ARJHSS)R) 2020
ARJHSS Journal www.arjhss.com Page | 1
American Research Journal of Humanities & Social Science (ARJHSS)
E-ISSN: 2378-702X
Volume-03, Issue-04, pp 01-08
April-2020
www.arjhss.com
Research Paper Open Access
Instructional Design for Mathematics Oriented High Older
Thinking Skills
Eka Sastrawati1
, Muhammad Rusdi2
, Kamid3
, Jefri Marsal4
1
SMAN 7 Tanjung Jabung Barat, Jambi, Indonesia
2
Universitas Jambi, Indonesia
3
Universitas Jambi, Indonesia
4
Universitas Jambi, Indonesia
*Corresponding Author: Kamid
ABSTRACT:- This study aimed to provide teachers with an understanding of the basic concepts of designing
high older thinking skills (HOTS)-oriented mathematics learning, improve teachers skill in designing high older
thinking skill learning and provide guidelines for policy makers to conduct coaching and socialization about
high older thinking skill oriented learning design. This study is a research development concept of instructional
design with qualitative descriptive of data analysis techniques. In the results of the study, there are three stages
of the procedure for designing HOTS-oriented mathematics learning, namely learning planning, learning
implementation, and learning assessment. At the planning stage of learning activities carried out by the teacher
namely a) analyze the competency standards of graduates, core competencies, basic competencies and indicators
of achievement of competencies; b) determine the thinking process skills and knowledge dimensions; c)
determine the learning objectives; d) integrate the strengthening of character education and literacy; e)
determine the learning model. At the learning stage, the activities conducted were designing activities (initial
learning, core learning and closing learning). At the assessment stage, activities conducted were developing an
evaluation grid, developing assessments and evaluating learning.
Keywords: –Instructional design, Mathematics Learning, High Older Thinking Skills (HOTS)
I. INTRODUCTION
Learning design is the science and art creating detailed spesifications for the development process, how
to evaluate, and maintain from various situations that facilitate learning and implementation, Richey, Klein &
Tracey (2011). The six components of learning design are a) learner and learning process, preliminary abilities
& prerequisite abilities, b) learning contect and performance, c) content and sequence structure, d) learning and
non learning strategies, e) media and delivery systems, f) designers and design process. Learning design models
by Gustafson and Branch (2020) are grouped into three categories, namely class-oriented design models,
product-oriented models, system oriented models. This grouping aims to make it easier for users to choose
learning designs to implement. In additions, Simsek (2013) categorizes learning design models into six major
themes namely core models, linear models, flexible models, communicative models, heuristic models and
hybrid models. This category provides a guide for learning designers to choose learning design models by
considering the objectives, scope and structure.
Although there are various learning design models that have been produced since the 1970s, Gustafson
& Branch (2002); R.M.Branch & Kopcha (2014) practically said the core elements of learning design model
contain elements from ADDIE (Analysis, Design, Development, Implementation, and evaluation. At present
there is a lot of design development research reports that develop designs as needed using the results theory as in
table 1 below:
2. American Research Journal of Humanities & Social Science (ARJHSS)R) 2020
ARJHSS Journal www.arjhss.com Page | 2
Table 1: Result of Analysis of Development of Learning Design Models Using Theories
Design Model The
Proposed
The Model is Taken The as Basis Author (Year
Curriculum Referencen ADDIE C.S Lee & Kolodner (2011)
Hybrid design Dick & Carey; Morisson, Ross dan
Kemp: McManus Model
Passerini & Granger (2000)
Living system design ADDIE Plass & Salisbury (2002)
Developmeny Courseware ADDIE, Morisson, Ross and Kemp;
Rapid Prototipe
Durdu, Yalabik & Cagiltay
(2009)
ELESS Freitas & Routledge (2013)
Eternal, Synergic Desain ADDIE Crawford (2004)
Integratif ARCS Burke & Moore (2003)
Mutiple Intelligences
Design
ARCSm Sell and Galsgow,
Morisson, Ross and Kemp; Smith
and Ragan
Tracey & Richey (2007)
RETAIN ARCS, Gagne and Briggs Gunter, Kenny, and Vick
(2008)
Six-Step ID 4C-ID Nadorlski, Kirschner, van
Merrienboer, & Hummel
WisCom Gunawardena et all (2006)
New Model Proposed Gagne nad Briggs, Smith and Ragan Croje (2006)
Existing Model Revised Appreciative Instructional Design Norum (2000)
Existing Model Revised Virtual Realty Model Chen & The (2013)
Source: Gokzu, Ozan, Cakir, & Goktas (2017)
As a science that is always developing, learning design is developed eclectically based on the
perspective adopted by learning design designers from various systems of throught accprding to needs. Lee and
Jang (2014) reviewed many papers relating to the development of learning designs to create a procedural
framework for learning design development.
Based on a review of the model, information was obtained that the existing learning design model did not
provide enough guidance to users of the learning design model to improve higher order thinking skills (HOTS).
Therefore this article can be used as a reference for mathematics teachers in designing learning more effectively
and giving student the broadest opportunity to develop higher order thinking skills.
The development of learning design oriented to higher level thinking skills or Higher Olders Thinking
Skills (HOTS) is a program developed as an effort of the Ministry of Education and Culture thourgh the
Directorate General of Teacher and Education Personnel in an effort to improve the quality of learning and improve
the quality of graduates. Education in the industrial revolution 4.0 is directed at developing 21st
century
competencies, which consist of three main components namely competence of thinking, acting and living in the
world. Thinking abilities include thinking (critical, creative, and problem solving abilities). Moving components
include communication, kaloboration, data literacy. The component of live includes initiative, self-direction, global
understanding, and social responsibility. The 2013 curriculum is designed with various improvements greared
towards equipping students towards the 21st
century. Learning and assessment of learning outcome are expected to
help students to improve higher order thinking skills.
However, the result of the examination of items carried our by the Directorate of High School
Development is assisting USBN over the past 3 years indicated that of the 1,779 items analyzed were mostly at
level-1 and level-2. Out of the 136 Referral High School, only 27 schools compiled HOTS questions under 20% of
all USBN questions made, 84 schools compiled HTS wuestions below 20% and 25 schools said they did not know
whether the questions compiled HOTS or not. This is not in accordance with the demands of curriculum 2013
which further enhance the implementation of HOTS assessment models.
In addition, the results of the international study program for Intenational Student Assessment (PISA)
show that literacy achievement, mathematics literacy, and scientific literacy achieved by Indonesian students is
very low in integrating information, generalizing case by case into a common solution, formulating real-world
problems into in the concept of the subjects, and carry out investigations. Based on the facts above, it is
necessary to change the system in learning and assessment. Teachers are expected to be skilled in designing
learning and assessment in order be able to encourage the improvement of higher-order thinking skills, increase
creativity, and build students independence in solving problems. Therefore, this article can provide guidance and
guidance in carrying out HOTS.
3. American Research Journal of Humanities & Social Science (ARJHSS)R) 2020
ARJHSS Journal www.arjhss.com Page | 3
II. THEORICAL THEORI
2.1 Instructional Design
Instructional design is a systematic procedure in teaching to achieve the desired learning goals.
Instructional design can provide assurance that learning is being planned can realize the desired goals. Learning
design is the science and art creating detailed spesifications for the development process, how to evaluate, and
maintain from various situations that facilitate learning and implementation, Richey, Klein & Tracey (2011). The
six components of learning design are a) learner and learning process, preliminary abilities & prerequisite
abilities, b) learning contect and performance, c) content and sequence structure, d) learning and non learning
strategies, e) media and delivery systems, f) designers and design process. Learning design models by Gustafson
and Branch (2020) are grouped into three categories, namely class-oriented design models, product-oriented
models, system oriented models. This grouping aims to make it easier for users to choose learning designs to
implement. In additions.
Instructional design was initially equipped to organize learning in the general point of view, suvh as the
Dicks, Carey and Carey models (Dick, Carey, & Carey, 2015), Morisson and Kemp Model (Morisson, Ross,
Kalman, & Kemp, 2003), Banathy model (banathy. 1987), ASSURE model (Smaldino, Lowthe, Mims, &
Russel, 2015), Gerlach and Ely model (Gerlach , & Ely, 1980), ARCS model (keller, 1987), and Smith and
Ragan Models (Smith & Ragan, 2005).
2.2 High Older Thinking Skills (HOTS)
High Olders Thinking Skills (HOTS) according to Resnick (1987) is a complex through process in
breaking down material, making conclusions, building representations, analyzing and building relationships by
involving the most basic mental activities. Brookhart (2010) identifies high- level thinking skills inti three
categories, namely knowledge transfer, critical and creative thinking, problem solving. High-older thinking
skills as knowledge transfer are abilities that indicated meaningfull learning in which students are required to
not only remember but also be able to bring that knowledge into different and meaningful situations. High-order
thinking skills as critical & creative and argumentative thinking that focus on making decisions to believe or do,
Collins (2014). Higher-order thinking skills as problem solving is students are involved in a problem when
students want to get specific results or goals but are not automatically able to recognize the way or how to get it.
High-level Thunking in Bloom-Anderson’s taxonomy Bloom categories cognitive processes into six levels,
namely remembering (C1), understanding (C2), applying (C3), analyzing (C4), evaluating (C5), and creating
(C6). Bloom’s taxonomy in the cognitive realm is the basis for high-level thinking skills or known as High
Older Thinking Skills (HOTS).
III. METHODS
The development of HOTS-oriented instructional design model was developed conceptually supported
by the theory and experience of practitioner, Lee and Jang (2014). The steps for developing HOTS-oriented
instructional design models are as follows:
a. Analyzing relevant research from conceptualized instructional design models, Goksu, I., Ozkan, V., K.,,
Cakir, R., & Goktas, Y. (2017)
b. Analyzing learning theories, Moallem, M. (2003); analyze theories that support learning design, Richey, &
Klein. (2007.
c. Reviewing relevant literature on metacognition and mathematical problem solving abilities in learning
design models, Clifford, M. A. (2009); You, Y. (2002)
d. Ontology to compare a subjective instructional design model (a instructional design model that is
influenced through the learning designer’s beliefs or epistemology) with an objective instructional design
model (a model that is independent of the instructional designer’s beliefs or epistemology).
e. After a literature review, compile important variables from the model and predict logical
relationships of the variables, then selecting components of the conceptual model, Clifford, M.
A, (2009).
IV. RESEARCH AND DISCUSSION
Instructional design that is development research that needs to be considered systematic steps that
invite teachers to trace the instructional design flow oriented towards higher order thinking skills. The design
step for learning oriented to higher order thinking skills are as follows:
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4.1 Learning Planning
Before implementing the learner process, the important thing that is done by the teacher is analyzing
graduates competency standards, core competencies and basic compentencies. Analysis was done at the
beginning of the school year. The purposes of analyzing the graduate competence standard (GCS) is to find out
direction of the achievements of each student in completing the learning carried out. While analyzing core
competence aims to find out whether the core competence that has been formulated supports the achievement of
graduate competence standard (GCS) and core competence as follows:
1. Read and understand Minister of National Education Regulation number 20 concerning GCS and
Minister of National Education Regulation number 21 concerning core competence.
2. Looking at the demands in the GCS and core competence descriptions.
3. Paying attention to the dimensions of knowledge in GCS and core competence; knowledge/skills
components in GCS and core competence; place of application described in GCS and core competence; See the
relationship between GCS and core competence.
4.2 Learning Implementation
There are three steps carried out at the learning implementation step, namely designing the initial learning
activities, core activities and closing activities, as follows:
4.2.1 Designing Initial Activities
Strategic step that need to be considered in designing the initial learning activities, as follows:
1. At this step the teacher determines and analyzes basic competencies that are in accordance with the
demands of Minister of National Education Regulation number 24 concerning basic competence which are the
minimum targets to be achieved according to basic competence, using the format as seen in table 2 below:
Table 2. Basic Competence Pair Format Knowledge And Skills
Basic Competence of Knowledge Basic Competence of Skills
<Number Basic Competence><
Basic Competence of Knowledge>
<Number Basic Competence>< Basic
Competence of Skills>
2. Determine the targets to be achieved in accordance with basic competence by using a format such as
Table 3 by separating in basic competence both knowledge and skills.
Table 3. Format Of Targeting Basic Competence Of Knowledge And Skills
Number Basic Competence Basic Competence Target
<Basic Competence of Knowledge>
<Basic Competence
of Knowledge>
<knowledge targets are mandated
by basic competencies>
Basic Competence of Skills
<Basic Competence
of Skills>
<The target of expertise is
mandated by basic competencies>
3. Project as in picture 1 below for combination of dimensions of knowledge and through processes.
Figure 1. Combinations of Dimensions of Knowledge and Thinking Processes
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4. Formulation of competency achievement indicators (CAI) by following these stages, a) pay attention to
the dimensions of cognitive processes and the dimensions of knowledge that are targets that students must
achieve; b) determine the basic competence target to be lowered to CAI; c) use operational verbs that are
appropriate for the formulation of social studies so that the material concepts can be conveyed effectively.
Gradation of CAI was identified from LOTS to HOTS; d) formulate supporting CAI and key CAI, ehile
enrichment CAI was formulated if the minimum competency of basic competence has been fulfilled by students.
The formulation of the CAI can be done by filling out the format shown in the following table 4.
Table 4. Formulation Of Competency Achievement Indicator (CAI)
BC Level
Competence
Thinking Process
(C1-C6)
Matter and
Sub Matter
Competency
achievement indicators
Basic Competence of Knowledge
Dimension
Knowledge
The throught
process and
knowledge
dimension
(Gradation of the
tharough process
dimension)
Indicators of achievement
of supporting
competencies
Indicators of achieving
key competencies
Indicators of achieving
competency enrichment
Basic Competence of Skills
Level of
process
skills
Skill process steps
(Gradation of the
skill dimension)
Indicators of achievement
of supporting
competencies
Indicators of achieving
key competencies
5. Formulate learning objectives, whether cognitive, psychomotor or effective improvement. The
formulation of learning objectives must be clear in showing the skills students must have.
4.2.2 Designing Core Activities
The steps to design learning activities based on the selected learning model, as follows:
a. Understand basic competence that has been analyzed
b. Understand the CAI and learning material has been develop
c. Understand the syntax in the chosen learning model
d. Formulate CAI, student characteristics, scientific approach, 4C (creativity, critical thinking,
communication, and collaboration).
e. Literacy
4.2.3 Designing Closing Activities
In this activity includes both individual and group reflection activities. The design steps are as follows:
a. Provide feedback on the process and learning outcomes
b. Carry out follows-up activities
c. Inform the plan of learning activities for the next meeting
d. Closing activities can be given a final assessment according to the relevant basic competence
e. Determine learning resources based on learning activities
f. Formulate an assessment for learning that refers to the CAI
4.3 Learning Assessment and Evaluation
To write a HOTS problem, first a question writer determines the behavior to be measured and formulated
material that will be the basis of the question (stimulus) in a particular context in accordance with the expected
behavior. Choosing material requires high reasoning, teacher creativity in choosing stimulus questions that are
interesting and contextual. The steps for compiling the HOTS question can be presented like the following
picture 2:
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Figure. 2. The Steps For Compiling the HOTS Question
4.3.1 For Example Of Design Evaluation Hots Math
Steps to design an assessment, students are given problems like the following:
a. Compiling Problem Grid for High School
Basic Competention:
Explain and determine the functions (especially linear functions, quadratic functions, and rational
functions formally which include natation, area of origin, area of result and symbolic expression and sketch of
the level graph (C4).
Analyzing the characteristics of eac graph (intersection point with axis, peak point, asymptotes) and
changes in graph of functions due to transformation
Theory : Function Kuadrat
Problem Indicator :
Given an ilustration of a parabolic bridge (quaratic functions) supported by a supporting iron, students can
determine the length of the supporting iron needed by the bridge.
Format Questions: Description
Level Cognitive : L3 (C4)
b. Example of a stimulus
Stimulus: Presented the problem of a parabolic bridge (quadratic function), which is supported by irons that are
perpendicular to the base the longest known length of iron and the distance between the supporting iron.
Test ability : Calculate the minimum length of a bridge supporting iron.
Stages of thinking :
Construct the quadratic equation that satisfies the case.
Calculate the length of each support iron based on the symmetrical nature of the quadratic function or
associate images of bridges and support iron into cartesian coordinates
c. Example of HOTS Questions
Batanghari bridge is connection between Jambi City and Kuala Tungkal is parabolic and supported by iron
vertically as shown in the following figure. 3
Formulated a stimulus
Writing HOTS questions
Scoring
Guidelines
Format of the
Question Card
Basic Competence
Analysis Basic Competence
Arrange The Grid Grid Format
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Figure.3. Example question HOTS
If the distance between the supporting iron is 1 m and the largest length of the iron is 4 m, determine:
a. The parabolic equation of the brigde?
b. How many meters of supporting iron are needed for the bridge?
V. CONCLUSION
HOTS- oriented mathematics instructional design procedures have three main steps namely learning
planning, learning implementation, and learning assessment. The first stage of learning planning activities
carried out by the teacher are a) analyzing graduate competency standards, core competencies, basic
competencies and competency achievement indicators; b) determine thinking process skills and knowledge
dimentions; c) determine learning objectives; d) integrated the strengthening of character education and literacy;
e) determine the learning model. The two stages of learning implementation, the activities carried out include
designing a) initial learning activities, b) core learning activities and c) closing learning activities, evaluating
learning.
REFERENCES
Journal Papers:
[1] Simsek, A. (2013). Ogretim tasarimi ve modelleri. ogretim teknolojilerinim temelleri, I, 99-116.
[2] Lee, C. S., & Kolodner, J. L. (2011). Scaffolding students’s development of creative design skills” A
curriculum reference model. Educational Technology & Society, 14(1), 3-15.
[3] Passerini, K., & Granger, M., J. (2000). A development model for distance learning using the internet.
Computer & Education, 34(1), 1-15.
[4] Plass, J. L., & Salisbury, M. W. (2002). A living systems design model for web based knowledge
manajement systems. Educational Technology Research and Development, 50(1), 35-57.
[5] Freitas, S., & Routledge, H. (2013). Designing leadership and soft skills in educational games: The e-
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(2006). New model, new strategies: Instructional design for building online wisdom communities.
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Books:
[12] Branch, R.M., & Kopcha, T. J. (2014). Instructional design models. Handbook of research on
educational communications and technology In M, J. B. J. Michael Spector; M. David Merrill; Jan Elen
(Ed.), (pp. 77-87). New York: Springer.
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University: ERIC Clearinghouse on information Resources.
[14] Richey, Klein, & Tracey, 2011. The instructional design knowledge base: Theory, research, and practice. New
Jersey: Lawrence Erlbaum Associates.
[15] Richey, & Klein. (2007). Design and Development Research. New Jersey, London: Lawrence Erlbaum
Associates Publisher.
[16] Clifford, M. A. (2009). Dissecting local design: instructional leadership, curriculum and science
education. University of Wisconsin Madison, Madison.