Instructional Design (ID) is a procedure for developing an educational or training programme, curricula, or courses sequentially and authentically (Branch & Merrill, 2011). This procedure enables instructors to create instructions, which involves the “systematic planning of instruction” (Smith & Ragan, 2005, p. 8), ranging from instructional analysis to evaluation (Mager, 1984). Thus, ID can be referred to as a “systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” (Smith & Ragan, 2005, p. 4). As such, taken as a framework, ID provides the process to create instructions based on the necessity of a teaching and learning environment. Thus, ID can be defined as a process to develop directions and specifications using learning and instructional theory to ensure the quality of instruction.
The purpose of the study was to develop and validate the Worked Examples to enhance the instructors’ competencies in carrying out technology integration during teaching and learning. Worked Examples in the study was developed based on the Gagne’s Nine Event of Instruction, which is one of the classroom-oriented micro level Instructional Design Models. Technology integration in the study is defined as an implementation of technological resources and pedagogical strategies to deliver the required content knowledge during classroom instruction. Thus, Technological Pedagogical and Content Knowledge (TPACK) was integrated in the developed Worked Examples. Development and Design research design was implemented to develop and validate the Worked Examples, employing qualitative and quantitative data, where three instructors from Teacher Education Program utilized Worked Examples during their classroom instruction. Extraneous cognitive load of instructors found to be addressed because of employing Worked Examples. Furthermore, pre-service teachers learning outcomes was also significantly improved because of instructors’ instructions with Worked Examples.
As the battle against COVID-19 is on-going, it may not be suitable a time to worry about the world of work in post-COVID-19 situations. Nevertheless, it is logical for academics to envision ways out in response to the socio-economic challenges that we have to face. Through this editorial, we portray some strategies for engaging the displaced Nepali workers in post-COVID-19 situations.
The purpose of this paper was to investigate the major entanglement of Higher education in Nepal and to find out the strength of Open and distance learning in Nepalese context. This study was based on empirical literature review including previous research, national and international reports regarding higher education of Nepal, whichhad been studied to investigate the major hurdles and then, analyzed the strength of Open and distance learning to overcome those hurdles. This paper found six major hurdles as 1) Lack of enough educational institutions (universities and campuses) around the country, 2) Limited capacity of admissions at public institutions, 3) Geographical barrier, 4) Highly expensive fees at private institutions, 5) Lack of national educational budgets, and 6) Strikes. Based on the characteristic and application of Open and distance learning, this paper suggests that, those six hurdles could be removed with the appropriate application of ODL programs to increase the strength of higher education in Nepal.
The purpose of this study is to review the existing models and frameworks which has been implemented for technology integration during teaching and training. As discussed in the numerous literature Technological Pedagogical and Content Knowledge (TPACK), Substitution, Augmentation, Modification, Redefinition (SMAR), TPACK-based ID models such as TPACK-Comprehension, Observation of instruction, Practice of instruction, and Reflection on TPACK (TPACK-COPR) model, Introduce-TPACK, Demonstrate, Develop, Implement, Revise - a TPACK-based lesson, and Reflect on a TPACK-based lesson (TPACK-IDDIRR1) model, and TPACK-IDDIRR2 model have been applied by today’s instructors and trainers to achieve the specific goal for effective teaching and training. This paper intends to highlight the key features of the above-mentioned models and frameworks with few hurdles as found in the empirical-based studies. It also discusses how those hurdles could be mitigated by addressing the extraneous cognitive load of instructors as well as trainers to carry out technology integration with future recommendations for the research. It was found that specific frameworks and models are limited to the macro-level concept but today’s instructors, as well as trainers, are required to have adequate instructional guidance in chronological steps so that they could implement those models and frameworks in their teaching and training for productive outcomes.
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