No abstract

F or decades now, researchers have been investigating the nature of process and product in the practice of instructional design (ID). There are various useful descriptions of good ID and prescriptions for how ID should proceed. Both researchers and practitioners have generated rubrics and heuristics designed to assess ID deliverables as well as the design process. Graduate programs in institutions of higher education designed to cultivate the design skills of students typically include courses in ID with students creating a series of deliverables while under expert supervision. What is not well understood is the set of cognitive and affective processes that unfolds over time as students develop as instructional designers. These meaning making processes that unfold in situ are important to investigate so that we can better understand which practices most effectively speak to the development of expertise in the field of ID.This study investigates the relationships of various factors and their impact on the development of novices toward ID expertise over a developmental period. Because there is not a robust pre-existing research foundation for the study of this developmental perspective on ID expertise, this research is based on a framework of three related bodies of literature, and the theoretical linkages between them. These three bodies of literature are: the general work on the nature of expertise, the general work on the development of expertise, and the nature of the process and practice of ID. In the following section, these three bodies of literature are briefly reviewed and linked to provide an explanatory framework for the present study.this research investigated expertise development among instructional designers by tracking novice designers' unfolding perceptions of instructional design (ID), designrelated self-perceptions, and other individual differences. It examined development toward ID expertise from multiple aspects: processes, product, and cognition, through a case study approach. evidence included qualitative data from interviews, design artifacts, and metacognitive essays, along with quantitative data from questionnaires which assessed goals, need for structure, need for cognition, previous design competence, and design self-efficacy. findings indicated that it was not one single characteristic, but the interaction of various factors, that most profoundly seem to influence the development of ID expertise. relevant characteristics included: perceptions about learning, knowledge and ID; individual needs and learning strategies; and background experiences and orientations. research in this field will help us to better understand the processes that lead to the development of ID expertise, and to develop better approaches to preparing future instructional designers.P e r f o r m a N c e I m P r o V e m e N t Q u a r t e r l y , 1 9 ( 4 ) P P . 6 -9 0

This article describes critical design ethnography, an ethnographic process involving participatory design work aimed at transforming a local context while producing an instructional design that can be used in multiple contexts. Here, we reflect on the opportunities and challenges that emerged as we built local critiques then reified them into a designed artifact that has been implemented in classrooms all over the world.

Journal of the Learning SciencesPublication details, including instructions for authors and subscription information:

This paper reports on a study that examines the learning behaviors and characteristics of students in a mobile applications computer programming class that adopted a "flipped" learning style. By harvesting learning analytics data from a learning management system, we created visualizations of work intensity to explore temporal patterns of students' behavior and then correlate them with the students' performance. Findings indicate that low, medium, and high performing students tend to access learning materials late with work intensity spiking on the lecture day, specifically during the lecture session. While high and low performing students show no difference in temporal access to material, medium performing students demonstrate the greatest degree of vibrancy regarding course content material access. Further a discussion of implications and insights on procrastination in the context of flipped classrooms are included. Keywords: Flipped course, Computer science instruction, Learning, Moodle, Visualization, Mobile application development education, Learning analytics, Learning with video, Procrastination IntroductionDespite a great deal of effort in supporting learning among students in university-based computer science (CS) courses, many students struggle. In a multi-national study of failure rates among students in introductory computer programming classes at the university level, it was found that even small improvements in failure rates could have a great deal of impact on the field. The authors of this study (Porter, Guzdial, McDowell, & Simon, 2013) state "Assuming that the pass rate found in this survey is representative, approximately 650,000 students every year do not pass CS1. In this light, just a small improvement of the pass rate of CS1 would cause a gigantic increase in the number of students passing (and perhaps eventually graduating) -a one percent increase in the pass rate means 20,000 students extra passing CS1" (p. 35). The authors note that even small changes in the pass rates of students taking entry level computer science courses would impact tens of thousands of students who might otherwise be discouraged by their struggles and leave computer science pursuits altogether.However, there have been laudable efforts in the reform of computer science instruction. Pair programming, media computation, and peer instruction practices have been found to greatly enhance students' success rates and increase student retention in the © The Author(s). 2018 Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. AlJarrah et al. International Journal of Educational Technology in Higher Education (2018) field (Bennedsen & Caspersen, 2007). Studies focused on...