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Reinventing the Curriculum
Scotland's Curriculum for Excellence offers an example of a different approach to national curriculum development. It combines what are claimed to be the best features of top-down and bottom-up approaches to curriculum development, and provides an indication of the broad qualities that school education should promote rather than a detailed description of curriculum content. Advocates of the approach argue that it provides central guidance for schools and maintains national standards whilst at the same time allowing schools and teachers the flexibility to take account of local needs when designing programmes of education. Reinventing the Curriculum uses Scotland's Curriculum for Excellence as a rich case study, analyzing the strengths and weaknesses of this approach to curriculum design and development, and exploring the implications for curriculum planning and development around the world.
eBook
Educational Case Studies: Creating a Digital Twin of the Production Line in TIA Portal, Unity, and Game4Automation Framework
In today’s industry, the fourth industrial revolution is underway, characterized by the integration of advanced technologies such as artificial intelligence, the Internet of Things, and big data. One of the key pillars of this revolution is the technology of digital twin, which is rapidly gaining importance in various industries. However, the concept of digital twins is often misunderstood or misused as a buzzword, leading to confusion in its definition and applications. This observation inspired the authors of this paper to create their own demonstration applications that allow the control of both the real and virtual systems through automatic two-way communication and mutual influence in context of digital twins. The paper aims to demonstrate the use of digital twin technology aimed at discrete manufacturing events in two case studies. In order to create the digital twins for these case studies, the authors used technologies as Unity, Game4Automation, Siemens TIA portal, and Fishertechnik models. The first case study involves the creation of a digital twin for a production line model, while the second case study involves the virtual extension of a warehouse stacker using a digital twin. These case studies will form the basis for the creation of pilot courses for Industry 4.0 education and can be further modified for the development of Industry 4.0 educational materials and technical practice. In conclusion, selected technologies are affordable, which makes the presented methodologies and educational studies accessible to a wide range of researchers and solution developers tackling the issue of digital twins, with a focus on discrete manufacturing events.
Journal Article
Applying Merrill’s First Principles of Instruction to Redesign an Online Graduate Course through the Rapid Prototyping Approach
Merrill’s first principles of instruction (FPI) are considered as fundamental principles for improving instructional effectiveness regardless of context, approach, or audience. However, very little research explores in detail the process of implementing FPI in course design. In this case study, we provide specific descriptions of how we applied Merrill’s FPI in an online course redesign project. Using the rapid prototyping approach, we analyzed the needs of the redesign project, developed the project objectives and plans, and conducted a parallel processes of design, development, and implementation of the new course features. Thirteen redesign tasks were identified, prioritized, and completed to enhance the application of FPI. Students indicated in the course evaluation forms that the redesigned course presented the connections between theories and practice more effectively. We discus this study’s implications for the application of FPI and the rapid prototyping model and make suggestions for future research.
Journal Article
Instructional Designers’ Integration of Generative Artificial Intelligence into Their Professional Practice
Integrating generative artificial intelligence (GenAI) into professional practice has become an important topic for professional instructional design practice and training. Accordingly, the purpose of this multiple-case study was to examine six professional instructional designers’ integration of GenAI into their professional practice and the factors affecting this integration. Research data were collected through semi-structured interviews conducted with professional instructional designers working in corporate or higher education settings. The results were as follows: (a) instructional designers mostly integrate GenAI into instructional design and/or development phases and they think that it also has the largest impact on these two phases; and (b) instructional designers’ integration of GenAI into their professional practice is mainly based on their ambivalent attitudes toward it, which is closely linked to the advantages and disadvantages associated with the technology. Specifically, instructional designers’ basic understanding of GenAI, the efficiency of generating instructional content through GenAI, the inaccuracy of GenAI-created products, instructional designers’ use of GenAI in everyday life, and institutional or company support shape their attitudes towards and integration of GenAI into their professional practice. All these findings suggest that instructional design and development phases are especially vulnerable to and can benefit from instructional designers’ attitudes and use of GenAI. Accordingly, it can be useful to address and enhance attitudes toward GenAI technology in instructional design training, which can promote instructional designers’ acceptance of the technology and effective use of it.
Journal Article
Optimizing Curriculum Design for Professorship Education Using CAD and Neural Network Technologies
The traditional curriculum design methods suffer from issues like outdated content and limited instructional approaches. To address these, this article proposes an optimized curriculum design system that integrates CAD and neural network models. This system enables intelligent curriculum content generation, introduces CAD-assisted instructional practices, and plans personalized learning paths. To validate the effectiveness of this framework, two majors were chosen as case studies. Courses were designed using both the optimized framework and traditional methods, and evaluations were conducted on student learning outcomes, course satisfaction, and teacher feedback.Results indicate that the experimental group using the optimized framework showed significant improvements in learning effectiveness, course satisfaction, and teaching efficiency. Students' academic performance and practical skills improved markedly, with higher course satisfaction. This study offers a new approach for professorship education curriculum design, supporting innovative educational technology applications.
Journal Article
Schooling for equitable excellence: principles of systemic design
PurposeEducation is a key institution of modern society, long recognized for its central role in the reproduction of inequities and with the potential to challenge them. Schools behave as their systems are designed. Achieving equity and excellence is not possible through attempts to fix “the school” or educators. Principles of systemic design that incorporate equity and excellence are needed to increase the likelihood of desirable outcomes.Design/methodology/approachUsing the social contract as a design principle, this paper systematically builds an empirical model of school provision aimed at equitable excellence.FindingsEquitable excellence in school provision is possible if choice is available across geolocation and socio-educational (dis)advantage, schools have autonomy over fiscal, personnel and curricular matters, public accountability is linked to academic outcomes and social impact, all moderated by the quality of teaching.Research limitations/implicationsData-driven empirical modelling is particularly attractive to policy makers, systemic authorities and researchers when theory (of all varieties) does not yield the necessary insights to support the functionality and effectiveness of systems to deliver equitable outcomes at scale. Empirical examples can be used to test the explanatory power of the novel model – and refine it when necessary.Practical implicationsThe empirical model and threshold question are the genesis of a common language for assessing relevant costs and benefits of initiatives for government and system designers. Significantly, establishing a threshold question and tests of legitimacy and strength to accompany the novel model provides a more principled way of prioritizing the competing demands on public investment in education.Originality/valueEstablishing a threshold question and tests for legitimacy and strength to accompany the novel model provides a more principled way of prioritizing the competing demands to accompany.
Journal Article
Fostering Secondary School Students’ AI Literacy through Making AI-Driven Recycling Bins
Artificial intelligence (AI) education has gained popularity, and educators are developing activities to enhance students' AI literacy and promote collaboration in problem-solving. While current approaches using simulations and games can improve students' AI knowledge, they may not adequately prepare them for higher-level cognitive tasks. Only a few studies have explored the use of maker education to develop students' AI literacy. This case study employed a mixed-method approach and integrated AI into maker education to enhance students' motivation, career interest, confidence, collaboration, and AI literacy across low to high cognitive domains. The study involved 35 secondary school students in an AI maker program, where AI-driven recycling bins were employed as a project-based learning intervention. The results demonstrated a positive impact on students' motivation, AI literacy, and collaboration. The study provides design principles and an instructional design framework to assist future educators in creating meaningful maker-based learning experiences in AI education. It highlights the potential of using maker education to enhance students' AI literacy and offers guidance to educators on developing effective AI maker activities. The article also discusses theoretical contributions and practical implications for future research.
Journal Article
Environmental Detectives—The Development of an Augmented Reality Platform for Environmental Simulations
The form factors of handheld computers make them increasingly popular among K-12 educators. Although some compelling examples of educational software for handhelds exist, we believe that the potential of this platform are just being discovered. This paper reviews innovative applications for mobile computing for both education and entertainment purposes, and then proposes a framework for approaching handheld applications we call \"augmented reality educational gaming.\" We then describe our development process in creating a development platform for augmented reality games that draws from rapid prototyping, learner-centered software, and contemporary game design methodologies. We provide a narrative case study of our development activities spread across five case studies with classrooms, and provide a design narrative explaining this development process and articulate an approach to designing educational software on emerging technology platforms. Pedagogical, design, and technical conclusions and implications are discussed.
Journal Article
Design of a learning-centered online environment: a cognitive apprenticeship approach
The design of online course materials is rarely informed by learning theories or their pedagogical implications. The goal of this research was to develop, implement and assess a virtual learning environment (VLE), SOFIAA, which was designed using the cognitive apprenticeship model (CAM), a pedagogical model based on learning-centered theory. We present an instructional design case study that reveals the steps taken to improve student performance in a master's level blended learning course on program evaluation. The case study documents four phases of improving on-line instruction in program evaluation, starting with Online Course Materials (OCM) that contained resources and information required to complete team field projects. In phase 1, quantitative analyses revealed that there was improvement of student test scores using the OCM, however, qualitative analyses of think-aloud sessions found that students failed to attain key course objectives. In phase 2, a team of experts reviewed the materials and suggested ways to improve opportunities for student learning. In phase 3, a (VLE) was designed based on the results of phase 2 using a reconceptualization of CAM as a design model. In phase 4, the VLE was validated using experts' appraisal of content and presentation, and student achievement, which indicated that use of the VLE led to significant improvement in learning over use of OCM. The design process is discussed in terms of a reconceptualization of CAM as a general strategy for instructional design that can be used to improve both the content and quality of online course materials.
Journal Article