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The study aims to design a socio-scientific issues (SSIs)-based electronic learning (e-LM) design framework. It is anchored to the SSI occurrences in teaching Science at a State University in Batangas province, Philippines. This SSI-based e-LM design framework will guide the e-LM development for teaching Science socio-contextually through flexible learning. The explanatory sequential mixed method design addressed the study's goal. Initially, the existing SSIs in the science course curriculum were analyzed. Significant insights into the occurrence of existing SSIs, such as the appropriate teaching approaches, suitable teaching strategies, assessments, and e-LM design structure, were identified. The resulting least occurring SSI identified and factors affecting their existence comprised the salient features of the proposed e-LM design framework. Findings showed that lifelong learning issues, ethical issues, and sustainability issues were almost "no occurrences at all" SSIs in the analysis. These identified SSIs became the priority SSIs in e-LM design framework. Significant insights showed that flexible learning and socio-contextualization are suitable teaching approaches. Meanwhile, the teaching strategies that were found appropriate in the SSI inclusion include brain-netting, discovering scientific ideas, e-collaboration, and reflective thinking evaluation. The e-LM design framework proposed is called Brain-DeCoR e-LM Framework. Applying the proposed e-LM design framework in teaching Science will encourage science facilitators to situate priority SSIs in teaching Science. This results in creating a balance in SSI inclusion. The least occurring SSIs, which are the priority SSIs, are given into focus. Furthermore, the proposed framework will aid students in learning science beyond the content, developing their skills, and enhancing their environmental concerns and social awareness.

This research aims to study Factors Influencing Academic Staff Attitudes Towards Smart Boards Use in Education Process in Applied Science University. Additionally, it seeks to examine the moderating role of the type of school. The research's independent variables consist of Factors (interaction, self-efficiency, course design, technical support, convenience and accessibility), while the dependent variable is Attitudes towards smart board. A quantitative method was used. The primary data was collected through academic staff university email and through whatsapp. A sample of (N = 27) respondents, who are academic staff in Applied Science University. The result of this research confirms showed that there is a significant positive impact of the smart board on the attitudes of faculty members through positive interaction between them and students and educational materials. The result of interviews this research confirms that the smart board supports the process of interaction between the lecturer and the students in one hand, and on the other hand, it supports the process of interaction between students and educational materials.

MOOCs (massive open online courses), because of their scale and accessibility, have become a major area of interest in contemporary education. However, despite their growing popularity, the question of their quality remains a central concern, partly due to the lack of consensus on the criteria establishing such quality. This study set out to fill this gap by carrying out a systematic review of the existing literature on MOOC quality and proposing a specific quality assurance framework at a micro level. The methodology employed in this research consisted of a careful analysis of MOOC success factor's using Biggs' classification scheme, conducted over a four-year period from 2018 to 2022. The results highlighted the compelling need to consider various indicators across presage, process, and product variables when designing and evaluating MOOCs. This implied paying particular attention to pedagogical quality, both from the learner's and the teacher's point of view. The quality framework thus developed is of significant importance. It offers valuable guidance to MOOC designers, learners, and researchers, providing them with an in-depth understanding of the key elements contributing to MOOC quality and facilitating their continuous improvement. In addition, this study highlighted the need to address aspects for future research, including large-scale automated evaluation of MOOCs. By focusing on pedagogical quality, MOOCs can play a vital role in providing meaningful learning experiences, maximizing learner satisfaction, and ensuring their success as innovative educational systems adapted to the changing needs of contemporary education.

In summer 2020, Northeastern University developed a fully online curricular pathway for incoming fall first-year undergraduate students who could not learn in residence. This pathway included 18 Global Challenge (GC) courses, each designed around project-based learning (PBL), grounded in a complex problem defined by Northeastern University research faculty, and based on the classes' individual research agendas (e.g., social justice, health, the environment). The GC courses were designed to help students develop key intrapersonal and interpersonal skills as well as academic proficiencies. The GC development team conducted a systematic study of the courses during the first three semesters of their development and implementation. The investigation's guiding question was, "To what extent, and in what ways, can learning experience design, online structure, and facilitation support PBL learning, teamwork, and a sense of connection among students in asynchronous courses?" Data sources included student surveys, instructor reflections, and course observations. Findings highlighted the importance of a learning experience design infrastructure to support PBL challenge development; that design supports for challenge development are necessary, but not sufficient, and an online course architecture that reinforces PBL also needs to be developed; that student attention to course resources needs to be scaffolded within the course and optimized for the online modality; and that a system for instructor mentoring in online PBL pedagogy is important to course success.

This qualitative, multicase study examined the perceived effect on teachers of an online professional development (PD) program supported by facilitators who provided extensive feedback to them. Our goal was to identify the barriers to teachers implementing their learning in their diverse contexts. Using inductive and deductive thematic analysis and cross-case analysis of interviews and reflections, we found that positive results are much more likely if the design of PD is contextual and facilitation is in place. However, for this external PD to be effective, barriers to implementation, such as administration or support, school policies, and context need to be considered. The nature of PD does not guarantee the implementation of what was learned in the classroom. Suggestions for improvements in terms of PD design and barriers are also discussed.

Using a product-based teacher professional development workshop in the Just Do Math program as a case, this study investigated the discourse between teachers and teacher educators from three perspectives, namely focus, form, and flow, to see how the two cohorts communicated in the co-construction, whether the co-construction is feasible to produce innovative teaching materials, and what the feasible dialogical modes are for this co-construction. The participants included four experienced university-based mathematics teacher educators and 38 mathematics teachers. The discourse from the eight 3-hour sessions of the workshop was collected. The findings included that both teachers and teacher educators focused more on students' development of concepts than on learning motivation, even if learning motivation was one main problem to be solved. Feasible dialogical modes for co-construction in teacher professional development workshops in the context of East Asian educational cultures were revealed, which could be described as teacher educator-centred but teacher-focused.

The Question-Answer-Relationship (QAR) strategy has been suggested to improve EFL students' reading comprehension. Nonetheless, disappointing outcomes when using the QAR instruction were noted. The current study seeks to: (1) add the Review (R) component to the instruction; and (2) assess the effectiveness of the developed Question-Answer-Response-Review (QARR) instruction to improve reading comprehension among Thai EFL university students. Instructional concepts such as common question types (Yathip & Chanyoo, 2022), the Question-Answer-Relationship strategy (Raphael & Au, 2005), the experiential learning approach (Kolb, 2014), and the reading instruction principle (Raphael, Highfield, & Au, 2006) were synthesized to create the instruction. The developed curriculum was implemented with 58 Thai EFL students. Data were examined using frequency, mean, standard deviation, and F-test. As for the findings, the experts' high degree of agreement (M = 0.96) demonstrated the efficiency of the developed instruction. One-way repeated measures revealed that the posttest (M = 21.74, SD = 4.12, d = 0.89) and delayed posttest (M = 22.19, SD = 4.23, d = 0.95) were substantially higher than the pretest mean scores (M = 16.86, SD = 5.59, p <0.001) with a large effect size ([eta squared] = 0.209). Participants' satisfaction surveys strongly agreed with the created instruction (M = 4.36, SD = 0.63), consistent with interview data.

The aim of the research was to verify whether the techno-pedagogical design based on flipped learning and collaborative writing (TPD-FLACW) improves the level of academic essay production in university students. The research approach was quantitative, explanatory-experimental, and quasi-experimental in design. The sample consisted of 109 students enrolled in the faculty of engineering of a university in Tacna. In the experimental group (A=40) TPD-FLACW was implemented and in the control groups traditional individual writing (B=29) and traditional team writing (C=40) were applied. TPD-FLACW was validated by 16 expert judges (CVCtc=0.934, k=0.392, p=0.000) and applied between September and December 2022-II. A rubric was used to assess the pretest and posttest. The results indicate that in the pretest there were no significant differences between the three groups (H=0.286; p>0.05), but in the posttest, the experimental group obtained a high and significant improvement in the level of academic essay production (H=24.863, p<0.05, [epsilon][superscript 2]>0.200) in comparison with groups B and C. There are also significant differences in the dimensions of superstructure, macrostructure, microstructure and textual stylistics. The students rate the proposal positively and recommend it. In conclusion, TPD-FLACW improves the level of academic essay production of university student.

This case study examined the relationships between Instructional Designers (IDs) and faculty at a large state university in the northeastern United States. The case study surveyed and interviewed IDs and faculty members to determine where the gap in perceptions and operationalization of the relationship exists so that IDs can better promote positive relationships with faculty. Quantitative survey items were analyzed for statistical frequency. Qualitative (open-ended) survey items and interview transcripts were analyzed and coded using thematic analysis. The case study discusses what makes that relationship work positively or negatively, focusing on how faculty and IDs work together during the process of creating courses, and how to improve that process. Results of the survey and interview data revealed a disparity between faculty and ID's perceptions of duties for each role when designing a course and identified the need for the ID to set the stage in early meetings to clarify perceptions for effective course design working relationships.

This study aimed to reveal the attitudes of the students who were subjected to measurement and evaluation in an online testing environment towards the computer based testing (CBT) platform and the factors that affect their attitudes. It also examined the students' cognitive loads in the exam designed with multimedia elements from message design principles by using the facilities of this platform. The study was conducted with a case study design. The participants consisted of 32 students. Participants took a previously used and redesigned English achievement test based on the multimedia design principle. Then, cognitive load scale and attitude towards computer scale were implemented. In addition, seven volunteer participants were interviewed. The results of the study showed that factors such as students' equipment advantage, time, success, flexibility, individuality and less mental effort affected the participants' attitudes towards the CBT environment. A significant difference was found between the scores of the participants in the cognitive load scale and the duration of the exam. There was a low and positive correlation between the cognitive load score of the participants for the listening test and the time to complete these questions, and a low and negative correlation between the correct answer scores of the participants in the listening test.

In 2017 Purdue evGrand Prix hired a K-12 Indiana public educator (the author) to write instructional material that could be implemented into participating teams' high school science and engineering classrooms. The goal was to create science-based integrated STEM learning experiences that complement the construction and racing of a 48-volt electric go-kart. Over the next four years, the instructional designer learned how to implement instructional design techniques and theories while navigating the changing dynamics of a fledgling educational program. Personal experience with woodworking, classroom instruction, and classroom curriculum development played a huge role in instructional design decisions. Early decision-making processes were rooted in making slight modifications to existing educational resources. Here, minor edits were made for application to motorsports generally, and go-kart racing specifically. When specific go-kart educational materials were not available, educational and classroom best practices became the raw material for creating new and innovative instructional material. Collaboration with peers, professionals, and subject matter experts became the norm, while feedback from participating schools helped develop a single-minded focus to meet both teacher and student needs. Formalized training within an instructional design and technology course provided much-needed organizational and methodological skills associated with the transition from a teacher designing classroom resources to an instructional design professional.

The decision to move away from lecture-led instruction in the college classroom is not simple. Planning for and managing a more interactive classroom brings unique challenges and opportunities. A biomechanics instructor and an instructional designer from Utica University compared teacher-led instruction to brain-based instruction and share their brain-based class redesign.

Nutrition facts are the details on food packaging that describe its nutritional value, including serving size, calories, macronutrients like carbohydrates, protein, and fat, and micronutrients such as vitamins and minerals. These facts have mathematical concepts that can be utilized as a context for prospective teachers to create mathematical problems. By leveraging this real-world data, educators can contribute to multiple Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health and Well-being), by promoting nutritional awareness, and SDG 4 (Quality Education) by enhancing student engagement and understanding through relatable examples. This study examines the profile of mathematical tasks created by prospective mathematics teachers using nutrition facts as a context that meets numeracy task criteria. Data were collected from 62 mathematical tasks created by 31 prospective teachers attending a realistic mathematics education course on numeracy based on a problem-posing task at a public university in Surabaya, Indonesia. The posed tasks were categorized into solvable or unsolvable tasks and the domains of the level of context use and the level of cognitive processes. Results revealed that the level of context use in the posed tasks varied from zero to second order. Surprisingly, most of the tasks were in the first-order level context. Most posed tasks reached the application level, with only a few identified as reasoning tasks. Interestingly, some tasks coded as second-order context were classified as reasoning tasks. The study provides implications for designing numeracy tasks using nutrition facts and interventions in teacher education related to numeracy task design.

This paper discusses engineering praxis ethos (EPE), a proposed framework for constructing a STEM learning environment embedding interrelated components of learner experience and design activity, which can support curriculum and instructional design and evaluation in STEM education. The authors propose that STEM is a meta-discipline that relies on the design life cycle, the intellectual root of engineering disciplinary knowledge. The nature of design and design activity calls attention to domain-specific needs of STEM teachers and focuses discussions and critiques about the epistemological adequacy of integrated STEM content knowledge. Given the urgent need for learners to develop 21st century skills in STEM, the authors argue for the feasibility of incorporating both mathematical and simulation models using new technologies when designing experiences for learners. An example of teaching and learning systems thinking in undergraduate engineering education highlights how EPE can be a viable theory of action for STEM educators.

Constructive alignment is a learning design approach that emphasizes the direct alignment of the intended learning outcomes, instructional strategies, learning activities, and assessment methods to ensure students are engaged in a meaningful learning experience. This pedagogical approach provides clarity and coherence, aiding students in understanding the connection of their learning activities and assessments with the overall course objectives. This paper explores the use of constructive alignment principles in designing a graduate-level Introduction to Project Management course by leveraging Large Language Models (LLMs), specifically ChatGPT. We introduce an innovative framework that embodies an iterative process to define the course learning outcomes, learning activities and assessments, and lecture content. We show that the implemented framework in ChatGPT was adept at autonomously establishing the course's learning outcomes, delineating assessments with their respective weights, mapping learning outcomes to each assessment method, and formulating a plan for learning activities and the course's schedule. While the framework can significantly reduce the time instructors spend on initial course planning, the results demonstrate that ChatGPT often lacks the specificity and contextual awareness necessary for effective implementation in diverse classroom settings. Therefore, the role of the instructor remains crucial in customizing and finalizing the course structure. The implications of this research are vast, providing insights for educators and curriculum designers looking to infuse LLMs systems into course development without compromising effective pedagogical practices.

This work aims to explore whether students' learning outcomes in the virtual museum (VM) 's "Life and Science course" are influenced by the type of knowledge and the different levels of interaction within the museum. The study was conducted using an eye-movement experimental method, based on cognitive load theory, knowledge visualisation and connectionist theory, to construct a virtual museum interaction hierarchy index to identify high and low levels of interaction in the experimental material. A randomised two-factor experiment was organised to obtain eye-movement related indicators and to analyse statistical data in conjunction with retention test scores and transfer test scores, taking into account the influence of the perceived difficulty of the learning material and the level of mental effort of the students on the experiment. This study will provide effective suggestions for museum learning design and resource development, ultimately offer insights in exploring the most suitable learning rules and learning material selection for VM learners.

This paper is an experiential report describing the faculty and student experiences and knowledge gained from developing an Internet of Things (IoT) course within an Information Technology (IT) Department at a large southeastern United States public university. The paper contributes insights gained developing the introductory IoT course, and it recommends the inclusion of IoT technology within an IT curriculum due to its disruptive and transformative nature. Many industries are deploying IoT applications making it imperative that IT graduates have the knowledge and skills needed to work with this emerging technology. The faculty leveraged the use of the ADDIE (Analyze, Design, Develop, Implement, and Evaluate) Instructional Design Model to develop a pilot course in the summer of 2022 and then, based on the pilot feedback and analysis using ADDIE, refined the course design for spring 2023. The continuing course development draws on IT undergraduate curricula guidelines in "Information Technology Curricula 2017 (IT2017)," research into how industry uses IoT applications, and the use of hands-on educational technologies to identify and apply IoT knowledge and skills needed for IT graduates. The pervasive nature of IoT requires IoT faculty to have knowledge of each of the IT Pillars (programming, networking, human-computer interaction, databases, and web systems) as well as the IT Supplemental IoT Domain guidelines developed in "IT2017."

The university curriculum has been urged to incorporate 21st-century digital competence and skills, particularly information literacy, in accordance with recommendations made by numerous organizations, including the Scientific and Cultural Organization (UNESCO) and the International Society for Technology in Education (ISTE). Instructors are then considered true facilitators in this sense. Therefore, recent studies investigated the factors that shape teachers' competence in developing learners' information literacy by exploring contextual factors such as the availability of information and communication technologies (ICTs) and internal factors such as their attitudes. This study aims to shift the focus from exploring contextual factors or teachers' attitudes to exploring instructors' individual ICT-related factors. Through a bi-phenomenon analysis, this study leveraged teachers' professional knowledge and ICT-related teaching skills in shaping their competence to develop learners' information literacy. To do so, 346 university English as a Foreign Language (EFL) lecturers in Iran voluntarily participated and answered the study instruments. The result of the partial least square modeling approach (PLS-SEM) revealed that lectures' skills in designing the procedure to develop university language learners' information literacy and integrating psychological factors, such as self-regulation and attitude, as well as the skills to implement the procedure and handle unforeseen challenges effectively cultivate information literacy. The professional knowledge areas of planning, exertion, and ethics were also recognized as preconditioning factors in this manner. In addition to introducing a new conceptual framework to the literature, the findings of this study also make recommendations on how lecturers can upgrade their action-oriented skills and professional knowledge to increase learners' information literacy. Executive managers should also update their recruitment criteria and evaluate lecturers' skills and knowledge during recruitment.

The use of instructional videos is rampant in education; however, their interaction is limited by weak instructional design. Gagne has never insisted on using his renowned 9 Events of Instruction slavishly in situations as a viable paradigm for utilization in video design. Connecting grade level, video length, and interaction, this study seeks to determine the relevance of Gagne's prescribed 9 event sequence in instructional mathematics videos. We scrutinized 50 instructional mathematics videos on YouTube geared towards middle school pupils ranging between 5th and 8th grades. We used quantitative media content analysis for video analysis. In data analysis, partial least squares were used. Bayesian estimation was also resorted to for cross checking. The data revealed that one-third of Gagne's instructional design steps were not always present: "activating prior knowledge," "eliciting performance," and finally "providing feedback." A mediation analysis between grade level and video length revealed that 6 events fully mediated the association between the two. We also elicited the impact of these variables on affective and behavioral interactions in videos. This study assists in creating an idiosyncratic instructional design model, called "Birgili's 8 steps for instructional video design," and in infusing this with a melange of four theories. In contrast with the status quo attesting that the literature abounds with scholarly works touting "the shorter is the better" mantra, the results substantiated that longer may be better in leveraging video interactions provided that the length is judiciously used to conform to instructional design principles.

Background: Driven by the ongoing need to provide high-quality learning and teaching, universities recently have shown an increased interest in using learning analytics (LA) for improving learning design (LD). However, the evidence of such improvements is scarce, and the maturity of such research is unclear. Objectives: This study is aimed to evaluate the maturity of research discussing LA-driven LD improvements in higher education. Methods: The systematic review analyses 49 empirical papers, assesses their quality and suggests further research directions. The review elaborates on methodological (research questions, strategy and methods, LA-LD integration theoretical backgrounds) and substantial (LA-driven LD improvements, types of data used, LA software development) features of the papers. Results and Conclusions: The findings demonstrated the lack of theoretical alignment between LA and LD, with research tending towards user experience studies. The most frequently used research strategy was a case study; experiments were very rare. Researchers predominantly used parsing for collecting data and AI methods for analysing it; mostly used data types related to registering learners' engagement with learning activities as well as resources and tools provided in digital learning environments. Takeaways: The research area discussing LA-driven LD improvements still has a way to go before attaining the level of full maturity. Only a third of the papers reported actual LA-driven LD improvements; moreover, only three papers measured their effectiveness. The presented LA software was mostly at the beta or implementation stages and did not assess the impact of using this software.

This study aims to design an educational process for teaching scientific concepts during the preschool period based on the instructional design model of Seels and Glasgow and to evaluate its effectiveness. For this purpose, a material set incorporating a teacher's manual and interactive holographic materials was developed. The teacher's manual developed has an inquiry-based approach according to which scientific concepts are structured in line with scientific information. Expert opinions were obtained regarding the developed material set. It was determined that the material set developed in line with expert opinions may be supportive in teaching scientific concepts in the preschool period. Moreover, it was found that the developed material set helped the concretization of abstract concepts that are difficult to observe and that require a process and assisted the children in constructing scientific information in their minds by way of generating realistic three-dimensional images. It is anticipated that, with the interactive holographic material set developed during the research, the lack of materials and scientific information in the preschool teaching process of scientific concepts may be prevented.

The COVID-19 pandemic has taught us that being able to learn online is now a crucial life skill and cannot be left to chance. Pedagogical interventions are critical to support students in building their digital skills and confidence, given identified links between online learning readiness and academic success. Based on this premise, the purpose of this study is to investigate the influence of an online learning preparatory MOOC on students' emotions and levels of online learning self-efficacy (OLSE). The paper begins by illustrating how the design and delivery of the MOOC had the potential to provide participants with the necessary mastery experiences, vicarious experiences, verbal persuasion, and affective regulation opportunities to evaluate and develop their online learning self-efficacy beliefs. Students starting or continuing their higher education online because of COVID-19 were encouraged to take the MOOC as part of their development. Students' self-reports of their emotion and OLSE were compared pre- and post-MOOC. Paired sample t-tests found significant differences in all four dimensions of OLSE following participation in the MOOC. Participants reported higher levels of Self-Efficacy Navigating Technology, Self-Efficacy Managing Time, Self-Efficacy Learning at a Distance, and Self-Efficacy Communicating Online. Additionally, changes in learners' emotions were observed post-MOOC. Most participants reported feeling anxious about online learning before the MOOC. This changed, however, post-MOOC, with the majority feeling positive and hopeful about online learning following the two-week course. The paper concludes by discussing the implications for practice.

There are almost 90 million forced migrants around the world, many of whom could benefit from online higher education, and yet there is evidence that displaced people face challenges in online learning environments. This paper reports on a study in the context of a UK university's master'slevel distance learning program that offers Sanctuary Scholarships to forced migrants. The study's aims were: (1) to identify practical ways in which higher education institutions can support displaced learners to engage in online learning, and (2) to add to our theoretical understanding of refugees' and asylum seekers' engagement in online degree programs. The methodology included a theoretical and an empirical component. In the theoretical analysis, the indicators from Redmond et al.'s (2018) Online Engagement Framework were mapped onto capability lists drawn from the literature on the Capability Approach, generating a set of proposed underpinning capabilities for online engagement. The empirical analysis, which was carried out in parallel, was based on semistructured interviews with ten online Sanctuary Scholars. Thematic analysis of the empirical data showed how the research participants had enacted behavioral, emotional, cognitive, social, and collaborative engagement and revealed some of the ways in which engagement fueled further engagement, alongside the mediating role of personal agency. When combined with the theoretical analysis, the findings enabled the creation of a capabilitarian online engagement model. The paper concludes with a discussion of the implications for institutional policies and practices around learning design and delivery to support online engagement among displaced learners, and potentially also among other underrepresented students.

This article reports research into the everydayness of instructional design (meaning designers' daily routines, run-of-the-mill interactions with colleagues, and other, prosaic forms of social contact), and how everydayness relates to their pursuit of quality in online course design. These issues were investigated through an ethnographic case study, centered on a team of instructional designers at a university in the United States, and using the dimensions of everydayness articulated by Troubé (2021) as an interpretive framework. Designers were observed spending significant amounts of time engaged in repetitive practices of course refinement, meaning mundane, workaday tasks like revising, updating, fine-tuning, or fixing the courses to which they were assigned. Refining practices were interrelated with, but also experienced as distinct from, the specialized processes of instructional design or innovation that the designers also applied, largely because of their adjustable nature and the background of neutrality they provided (or the way they faded out of designers' explicit awareness and attention). Refinement also contributed towards the normative structures of meaning designers shared around their work (both positive and negative). Refining played a meaningful role in designers' pursuit of course quality, both to help them achieve quality, as well as to understand what the ideal of quality meant in specific instances. The article concludes by exploring what implications these findings have for the study and practice of pursuing quality in the context of online course development.

Teachers use instructional design to solve problems and creatively develop and implement various concepts, theories, and techniques to design and manage the elements of teaching and learning and assess learning outcomes that are generally accepted according to Bloom's taxonomy, in which the cognitive domains of lower-order thinking connect to higher-order thinking. Teachers apply various learning theories that are appropriate for efficient and effective learning management. Constructionism can be used as a guideline to enhance a learning process that develops thinking and responds to the interests and needs of individual learners. This article proposes a synthesis of the elements of constructionism as a guideline to design instruction that emphasizes the enhancement of the higher-order thinking skills of learners, supports a more varied instructional design for teachers, and integrates technology-based learning, especially in an online learning context. It also proposes some applicable models and processes as practical guidelines for instructional design to support learners' learning environments and develop core competencies and skills for the 21st century and beyond.

English language education nowadays is not merely about the instruction and acquisition of linguistic knowledge and skills. Instead, it has progressed to the real-life applications of the target language, which further requires a mastery of cultural knowledge and skills. In terms of culture, English as a Foreign Language (EFL) learners, compared to native speakers of English, own their unique native culture. Yet, since language teachers tend to focus on the delivery of English cultural knowledge, EFL learners' native culture is sometimes shadowed in the mainstream English classrooms worldwide. To this end, this exploratory paper aims to advocate attention to the importance of EFL learners' native culture awareness and share some practical teaching and learning experiences in an English course called "Multimedia and Foreign Language Learning." The paper outlines the pedagogical design of the course in China, providing classroom examples and practical suggestions to course designers, educators and instructors. We expect to give insights into integrating native culture into foreign language education in university settings.

What are the features of high-quality online courses in higher education? In this scoping review, we explore peer-reviewed scholarship related to the features of online learning in postsecondary contexts. We searched ERIC (EBSCO), Education Research Complete, and SocINDEX with Fulltext to retrieve peer-reviewed literature from 2010-2022 pertaining to features of online learning in higher education. Two reviewers independently conducted the initial title and abstract screening (n = 1,574), full text review (n = 483), and data extraction of the included articles (n = 38). Using thematic content analysis to explore the data extracted from each article, we found that the literature predominately included scholarship related to quality online course design, instructor facilitation in online courses, quality assessment of online courses, and student engagement in online courses. The breadth of these themes included a multiplicity of strategies and approaches to consider when designing online learning experiences. We recommend that administrators, faculty members, and instructors responsible for designing online courses and programs for postsecondary contexts continue to incorporate these considerations to promote high-quality and consistent online offerings. We conclude the review by presenting four high-level considerations to guide these discussions.

Many online learning experiences integrate some form of dialogic interaction among instructors and learners. However, the degree to which these individuals come to a mutual understanding of their task and topic, a phenomenon called intersubjectivity, often remains a question. This systematic review of online learning research examines 48 peer-reviewed journal articles published between 2004 and 2021, looking at the overall trajectory of the research conversation across time, disciplines, modality and learning activities; major trends in methods, and focus; and interconnectedness. Findings suggest a dispersed body of literature, with some small groups of interconnected work but little cohesion or traction as a research field. This review has implications for future researchers in this area, who are encouraged to synthesize across this body of research and work together to establish and pursue an agenda for the field that will not only further inquiry in this area but also lead to practical knowledge about learning activity design and facilitation that is useful to online instructors.

This paper reports on research that extends knowledge about higher education students' perceptions of online engagement. In particular, the study aimed to identify what students thought engagement was and how they experienced it. Understanding students' views about online engagement will provide a more comprehensive understanding of the topic and should assist instructional designers to support academic staff to develop online courses that are more likely to engage their students. Using a mixed-methods approach, the study found that students felt most engaged with learning when doing practical, hands-on activities. Additional findings from the qualitative and quantitative data are highlighted, with some differences between the students' perceptions in the different types of data, particularly concerning social engagement. This suggests that further research is warranted. The paper offers several practical implications for student learning.

This qualitative case study explored the development of online teaching capacity to incorporate the universal design for learning (UDL) framework in an online graduate program. The participants in the study were purposefully selected from multiple levels at a Canadian university: (1) the program level, (2) the faculty level, and (3) the institution level. Using a series of semistructured interviews and document analysis, four themes were identified: (1) leadership, (2) community of practice, (3) educational development, and (4) challenges. In addition to highlighting the roles of academic leaders in fostering UDL adoption in online learning, the findings also revealed forms of support that need to be in place to increase online teaching capacity. The findings from the study provide valuable input toward setting the stage for UDL to be meaningfully adopted in an online learning setting.

This article emphasizes the importance of success criteria as a tool to support students' academic success. Research has consistently shown that strong teacher-student relationships lead to improved academic outcomes, but building strong relationships involves defining their impact on student learning outcomes. Success criteria support personal development and academic success, leveraging relationships by answering three key questions: "What am I learning?; Why am I learning this?"; and "How will I know that I have learned it?" By describing what learners must know and be able to do, success criteria make the learning target visible to both teachers and students. The article further examines the concept of teacher clarity, central to effective learning partnerships within a culturally responsive context. When teachers are unclear, students may lose motivation and engagement, leading to low achievement, especially for underperforming students. Therefore, effective communication through success criteria can support academic success and build strong teacher-student relationships.

The pandemic resulted in countless tips about how technology can replace face-to-face instruction. This paper illustrates how pedagogical philosophies can impact online course decisions and how a PCK frame offers a gateway for thinking about epistemological access and social justice during Emergency Online Teaching (EOT). This research followed an intrinsic case study design including multiple data sets that were analyzed through inductive, deductive, and axial coding before generalizing patterns across students' reflective journals, FlipGrid recordings, daily tasks, and end-of-course feedback. The results showed that a collaborative online community of practice, self-directed learning, and integrated assessment provided student access and encouraged voice and engagement. Thus, post-COVID-19 PCK holds potential for instructional design and emancipatory online pedagogies in higher education.

User Experience Design (UXD) is an often-neglected area of the information systems (IS) curriculum. UXD classes specifically designed for IS students are still uncommon in IS programs and this study aims to add to the body of knowledge to prepare a more well-rounded future generation of IS professionals. With this goal in mind, this study describes the redesign of an introductory UXD course following Kolb's learning cycle and constructivist instructional models. This paper describes the implementation of the supporting pedagogy and the opportunity for students to better master core UXD concepts. UXD, a multi-disciplinary area is built on skills learned in systems analysis and design class while students learn to apply relevant concepts through a hands-on, instructor-led, individual, in-class sample project. The skills are then applied by engaging students in active learning in a team setting to deliver value to a local organization by solving related, real-life challenges. Students work on community-engaged team projects to enhance their appreciation of the impact and relevance of their semester-long project deliverable. Constructivism guides the instructional models of the framework, in which problem-based learning is used to help students build and apply relevant skills. The instructional models and implications for instructional design are discussed along with a proposed pedagogical approach, course setting and structure, tools and techniques engaged, student feedback analyzed, and lessons learned.

Multiple representations can enhance students' understanding of mathematical concepts and complex information but can also pose well-documented challenges for students. Whereas instructional designs have been optimized to support students' "learning" with multiple representations, little is known about supportive "teaching" practices for dealing with multiple representations in whole-class discussions. In this article, we qualitatively investigate two cases of teacher-student interaction in whole-class discussions in grades 10-12 (about the mathematical topic of complex conditional probability information). The analysis aims at decomposing the teaching practices into those actions that can support or hinder students' understanding. The comparison of cases reveals that teaching practices can vary greatly: simply translating compacted concepts of a given text into other representations (visual area model, symbolic representation of fractions, and three language varieties) seems to be sufficient for students with advanced understanding. Other students need teachers' supportive actions for unfolding the highly compacted concepts (such as part-of-part) into several concept elements (part, whole, and part-whole relationship) and explicitly connecting (rather than only translating) the concept elements in multiple representations for the different concept elements. The findings can inform both theory building on teaching practices with multiple representations and professional development.

The emergence of immersive VR technology in K-12 educational spaces has created a need for research examining the affordances and constraints of this technology for student learning. The current study uses a case-study methodology to illustrate K-12 secondary science teachers' perceived affordances and constraints of using immersive VR tools to develop maker-centered learning experiences which align with curricular goals following a professional development experience. Findings suggest teachers were able to design student-centered maker learning experiences using immersive VR devices that addressed K-12 science content. In addition, participants discovered ways to overcome reported challenges, and develop teaching artifacts as well. This study offers a model for teacher educators in this area, examples of curriculum aligned learning activities, and provides a foundation for future research on integration of VR in K-12 contexts.

There is a general tension between the individualised nature of current assessment practices in higher education and a collaborative approach to learning. This results in many dilemmas for educators as they try to balance academic integrity concerns and student preferences with social or collaborative assessment practices, including peer assessment, group assignments and direct assessment of teamwork or collaboration. This paper argues that focussing on singular assessment tasks or experiences tends to lead to marginal effects. Rather, we suggest that the collaborative must be normalised within course structures: experiences of groupwork, peer learning and other forms of working with others should be commonplace and expected. We look to curricula to provide students with assessable tasks from many rich collaborative experiences, avoid issues of perceived and actual inequity and allow for risk and possible failure. We suggest that grading as presently enacted inhibits collaborative processes and that trust needs to be recognised as central and core to collaborative approaches. The challenges of assessing social and collaborative learning require holistic course wide attention that communicates to both students and colleagues that learning necessarily goes beyond the individual.

This article explores the teaching of atmosphere for undergraduate geography students. Though many scholars have observed an "atmospheric turn" in the discipline, teaching atmosphere in human geography has received less attention. To this end, the article examines the design and delivery of a "floating workshop" that engaged students in thinking and feeling the meteorological and affective qualities of atmosphere. Practically, the floating workshop involved the preparation, launch and floating of two solar-powered balloon-like sculptures made by the international artistic community "Aerocene." In contrast to practices of mapping or remote sensing with aerial devices like kites or drones that are familiar to geographical pedagogy, this creative practice-based workshop foregrounded sensual and affective observations of atmosphere, from the feeling of wind speeds to the transmission of emotions. This shared atmospheric experience and pedagogical experiment linked theory with practice, activated situated learning processes, and generated critical inquiry into the affective, aesthetic and material dimensions of air and atmosphere.

Clear, detailed instructional procedures have an important role to play in laboratory teaching to not only produce consistent results but also ensure safe practices. Student success in using these procedures can be strengthened through the use of video resources. However, not all video content will have the same impact. Videos must have sufficient relevance and focus to connect with the user's experience level. Achieving this target can be a challenge for a subject matter expert because they have come a long way from first learning the relevant lab skills. As a result, drawing on the fresh perspective of recent trainees to generate instructional video content can make a difference in the effectiveness of the final product. Trainees' heightened awareness of new experiences can better focus the content on the most straightforward essentials and shape the content into a storylike format, amplifying the power to connect with future users. In this article, we identify and explain elements that contribute to the development of robust student-generated video resources, including principles of cognition, instructional design, and social networking. We also demonstrate how key aspects of procedural communication can be applied to making and using instructional videos in academic teaching labs.

When faced with challenging thinking tasks accompanied by a feeling of uncertainty, people often prefer to opt out (e.g., replying "I don't know", seeking advice) over giving low-confidence responses. In professions with high-stakes decisions (e.g., judges, medical practitioners), opting out is generally seen as preferable to making unreliable decisions. Contrarily, in educational settings, despite being designed to prepare students for real-life challenges, opting out is often viewed as an indication of low motivation or an avoidance of challenges. Presenting a complementary perspective, metacognitive research dealing with knowledge management and problem-solving shows substantial empirical evidence that both adults and children can use opt-out options to enhance the quality of their responses. Moreover, there are initial signs that strategic opting out can increase the efficiency of self-regulated effort. These opportunities to improve self-regulated learning have yet to be exploited in instructional design. Research guided by Cognitive Load Theory (CLT), which focuses on effort allocation in the face of cognitive challenges, has largely ignored the benefits of opting out as a strategy for improving effort allocation. The present review summarizes advantages and pitfalls within the current state of knowledge. Furthermore, we propose new avenues of inquiry for examining the impact of incorporating explicit opt-out options in instructional design to support knowledge and skill acquisition. As a novel avenue, we urge educators to develop effective opting-out skills in students to prepare them for real-life challenges.

Student Uncertainty as Pedagogical Resource (SUPeR) is a teaching approach that science teachers can use to promote student scientific literacy, practice, and learning. SUPeR helps students navigate scientific uncertainty to improve understanding of scientific concepts and phenomena. The SUPeR approach consists of four phases: (1) problematize a phenomenon, (2) material practice, (3) argumentative practice, and (4) reflection, transformation, and application. Three design principles are generated to guide how teachers implement the SUPeR approach: (1) engage students in writing and talking about conceptual and epistemic uncertainties; (2) write and talk to raise, maintain, reduce, and postpone scientific uncertainty; and (3) socially engage students to talk and write about uncertainty with peers while making claims and seeking evidence to reach a consensus understanding. A sixth-grade project-based learning unit that features the phenomena of solar panels is examined to illustrate how the SUPeR approach can be applied in designing a lesson plan. The SUPeR approach can be useful for teachers from different grade levels who are struggling to get their students to think "outside the box" and to practice like a scientist. Interviews from twelve science teachers recognized that the SUPeR is a powerful to (1) engage students in learning the new era of literacy, (2) help student use claims and evidence to negotiate their uncertainties, (3) motivate students to assume agency for learning science, and (4) support student to positively view their uncertainty as a resource to engage in scientific practice.

The rise of small, skills-focused credentials, also known as micro-credentials, has garnered considerable attention in recent years. By offering micro-credentials, institutions of higher education can provide additional credential options, thereby attracting more diverse audiences beyond degree-seekers. However, amidst their growth, fundamental questions surrounding their effective design and pedagogical implementation remain. This lack of clarity may inadvertently hinder their effectiveness. To address this gap, there is a need for studies that examine the perspectives and practices of faculty involved in micro-credential development and delivery. This study employed a single-embedded case design to investigate the perceptions and practices of faculty members who implemented micro-credentials for a pilot program at a large public research university. Specifically, this study aimed to identify faculty perceptions of the assessment and credentialing affordances of micro-credentials, and strategies employed to integrate these affordances into the design of micro-credentials. In-depth interviews were conducted with faculty members representing a diverse array of academic disciplines. Findings revealed that faculty need support in recognizing and integrating certain characteristics of quality assessments when designing micro-credentials, including aligning of assessments with a micro-credential's delivery method, and integrating equity-oriented assessments into the design. These findings underscore the necessity for interventions and training programs aimed at integrating quality assessment practices into micro-credential design.

This preliminary study examines the efficacy of the Mind Walker Reading Programme in improving word knowledge and, consequently, improving reading comprehension skills for three upper-grade elementary students in a remote setting. The programme is based on the understanding by design (UbD) Model developed by Wiggins and McTighe (The understanding by design guide to creating high-quality units, ASCD, Alexandria, 2011; The understanding by design guide to advanced concepts in creating and reviewing units. ASCD, Alexandra, 2012), emphasizing defined reading comprehension outcomes and appropriate indicators for assessment. To assess the Programme's impact and the retention of acquired skills, pre- and post-tests were administered, with a delayed post-test conducted over an 11-week period. Analysis of the test results, collected from the city government's test pool, reveals a significant improvement in reading comprehension accuracy among participants using the UbD Mind Walker reading tool. This study highlights the effectiveness of the UbD Mind Walker programme in enhancing English language proficiency and supporting sustainable learning for elementary school students, particularly in remote areas with limited educational resources.

Behavior analysts are frequently responsible for teaching concepts and operations. Whether teaching in academia, training employees within corporations, working with young learners, or serving disabled learners, behavior analysts primarily find themselves in an instructional position relaying information from themselves to others. They often design how this information is transmitted to the learner so that the person can operate upon the world proficiently with the new concept or operation. As a result, behavior-analytic instructional design has spent much time piecing together optimal ways of making instruction effective. Nevertheless, these instructional design practices are not widely disseminated or adapted to everyday clinical practice. Therefore, the current article proposes a comprehensive framework where a learner contacts different hierarchical instructional levels while establishing proficiency on each level before progressing toward the ultimate goal of the concept or operation. These levels include Discriminate, Generate, Operate, and Demonstrate. By progressing through this framework, the learner will apply and generalize the instructional concept or operation regardless of context and nuance.

Artificial intelligence (AI) can enhance teachers' capabilities by sharing control over different parts of learning activities. This is especially true for complex learning activities, such as dynamic learning transitions where students move between individual and collaborative learning in un-planned ways, as the need arises. Yet, few initiatives have emerged considering how shared responsibility between teachers and AI can support learning and how teachers' voices might be included to inform design decisions. The goal of our article is twofold. First, we describe a secondary analysis of our co-design process comprising six design methods to understand how teachers conceptualise sharing control with an AI co-orchestration tool, called "Pair-Up." We worked with 76 middle school math teachers, each taking part in one to three methods, to create a co-orchestration tool that supports dynamic combinations of individual and collaborative learning using two AI-based tutoring systems. We leveraged qualitative content analysis to examine teachers' views about sharing control with "Pair-Up," and we describe high-level insights about the human-AI interaction, including control, trust, responsibility, efficiency, and accuracy. Secondly, we use our results as an example showcasing how human-centred learning analytics can be applied to the design of human-AI technologies and share reflections for human-AI technology designers regarding the methods that might be fruitful to elicit teacher feedback and ideas. Our findings illustrate the design of a novel co-orchestration tool to facilitate the transitions between individual and collaborative learning and highlight considerations and reflections for designers of similar systems.

The aim of this study is to design various instructional materials to teach biological systems in a 'Systems in Our Body' unit to 6th grade students with visual impairment (SVI) and to evaluate the effectiveness of these materials. In the study, a design-based research model was used. In the first stage, individual learning needs of SVI and their understanding of biological structures in the 'Systems in Our Body' unit were determined. In the second stage, instructional materials matching the individual needs were designed and implemented. In the last stage, the usefulness of these materials and their effects on learning were explored. As a result of the study, it was seen that designed instructional materials made positive contributions to students' learning and understanding.

Personalized educational interventions have been shown to facilitate successful and inclusive statistics, mathematics, and data science (SMDS) in higher education through timely and targeted reduction of heterogeneous training disparities caused by years of cumulative, structural challenges in contemporary educational systems. However, the burden on the institutions and instructors to provide personalized training resources to large groups of students is also formidable, and often unsustainable. We present Individualized Pathways and Resources to Adaptive Control Theory-Inspired Scientific Education (iPRACTISE), a free, publicly available web app that serves as a tool to facilitate personalized trainings on SMDS and related topics through provision of personalized training recommendations as informed by computerized assessments and individuals' training preferences. We describe the resources available in iPRACTISE, and some proof-of-concept evaluation results from deploying iPRACTISE to supplement in-person and online classroom teaching in real-life settings. Strengths, practical difficulties, and potentials for future applications of iPRACTISE to crowdsource and sustain personalized SMDS education are discussed.

This paper provides an experience report on a co-design approach with teachers to co-create learning analytics-based technology to support problem-based learning in middle school science classrooms. We have mapped out a workflow for such applications and developed design narratives to investigate the implementation, modifications and temporal roles of the participants in the design process. Our results provide precedent knowledge on co-designing with experienced and novice teachers and co-constructing actionable insight that can help teachers engage more effectively with their students' learning and problem-solving processes during classroom PBL implementations.