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The development of information and communication technology has brought a surprise and revolutionary challenge to the idea and practice of traditional education. Mobile internet technology has become the main promoter and accelerator to apply the concept of mobile learning. Mobile technology offers new opportunities to integrate face-to-face learning and online learning methods. We see a tendency to use blended learning scenarios by combining various forms of learning and integrating a variety of ways to access content using mobile technology. The objective of this study is to develop a mobile blended learning design that can systematically guide the instructor or lecturer in the lecturing processes. By combining the ideas of mobile learning and blended learning, mobile blended learning design has been developed. Implementing research and development (R&D) method, the mobile blended learning design has been constructed through designing process and validation by experts. This instructional design has feasibility to use in learning; therefore, it effectively increases the popularity of mobile blended learning

From job search strategies and discovering work philosophy to the nitty-gritty details of creating acceptable use policies, this revised and updated edition, which includes a new foreword from Sarah Kelly Johns, shares the joys and perils of the profession along with a wealth of practical advice from decades of experience in school library.

Despite the recognized importance of emotion in learning (Kim and Pekrun in Handbook of research on educational communications and technology, 4th ed., Springer, pp. 65–75, 2014), instructional material design research primarily focuses on cognition, tending to ignore the affective dimension (Brom et al. in Educ Res Rev 25:100–119, 2018). To understand the complex phenomenon of how students’ emotional responses to instructional materials are formed, this qualitative thematic study explored factors thought to affect their visual perceptions of instructional materials by utilizing the general framework of approach and avoidance motivation. Four sets of printed instructional materials were prepared, each with the same content drawn from finite mathematics, but with different visual designs. A total of 25 students were invited to a laboratory room and asked to select and study one out of the four sets of materials. The entire process was observed, and students were interviewed to share their experiences. The results showed that students selected instructional materials based on their holistic impression of the materials and on their individual expectations as shaped by previous experiences. For example, students who had math anxiety selected materials that did not look like math textbooks, although opinions regarding which materials did or did not look like textbooks were diverse due to different material experiences. While existing studies tend to be deterministic about the attractiveness of visual materials (e.g., Plass et al. in Learn Instruct 29:128–140, 2014), the present study confirms that there is no universal design that elicits comfortable experiences for everyone. This paper concludes with sets of guidelines and methods to accommodate students’ diverse visual perceptions, which is critical for enhancing learning as a holistic experience.

The frequently used phrase ‘the medium is the message’ in teacher education refers to both successful teacher preparation and the creation of a common language for teaching. For the purpose of analyzing opportunities, practices and challenges related to media-based instructional innovations at Hossana College of Teacher Education, 42 teacher educators using availability sampling and 278 third-year pre-service teachers (145 linear and 133 specialists) using stratified random sampling were selected. We used five-point Likert-type items, open-ended questions and unstructured interviews. In addition to the descriptive analysis, the Mann–Whitney test and Pearson correlation methods were used. The findings demonstrated that, except a few concerns rose by college administrators, there are not enough opportunities and then there are persisting challenges related with the relevant stakeholders for the practice of media-based instructional innovations. Suggestions for the college to create and execute a better organized system of instructional media were also provided.

In recent years, there have been growing calls for academics to look beyond traditional strategies such as journal articles or conference presentations to engage in knowledge mobilization; unfortunately, there has been little in the way of training or support for academics interested in learning more or developing skills related to these alternative approaches. Podcasting, which has been gaining momentum and audience numbers for the past 2 decades, is a promising medium for education and sharing research findings in psychology by academics for audiences comprised of other academics and/or the lay public. Podcasts offer significant flexibility and creativity for creators and are cheap and accessible to create and produce; this is especially important for early career academics, who are typically short on both time and resources. They also offer significant opportunities to build engagement with audiences, policymakers, legacy media members, and other academics, ultimately supporting traditional forms of knowledge mobilization. A personal account of the second author’s successful psychology-themed podcast, Clinically Psyched, is presented, along with basic instructions for those interested in launching their own academic psychology podcasts. These include making the decision to create a podcast, finding a subject niche, generating content, and distributing episodes. Future directions and recommendations for academic podcasting are considered. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)

In teacher education, video representations of practice offer a motivating means for applying conceptual teaching knowledge toward real-world settings. With video analysis, preservice teachers can begin cultivating professional vision skills through noticing and reasoning about presented core teaching practices. However, with novices’ limited prior knowledge and experience, processing transient information from video can be challenging. Multimedia learning research suggests instructional design techniques for support, such as signaling keyword cues during video viewing, or presenting focused self-explanation prompts which target theoretical knowledge application during video analysis. This study investigates the professional vision skills of noticing and reasoning (operationalized as descriptions and interpretations of relevant noticed events) from 130 preservice teachers participating in a video-analysis training on the core practice of small-group instruction. By means of experimental comparisons, we examine the effects of signaling cues and focused self-explanation prompts on professional vision performance. Further, we explore the impact of these techniques, considering preservice teachers’ situational interest. Overall, results demonstrated that preservice teachers’ professional vision skills improved from pretest to posttest, but the instructional design techniques did not generally offer additional support. However, moderation analysis indicated that training with cues fostered professional vision skills for preservice teachers with low situational interest. This suggests that for uninterested novices, signaling cues may compensate for the generative processing boost typically associated with situational interest. Research and practice implications involve the consideration of situational interest as a powerful component of instructional design, and that keyword cueing can offer an alternative when interest is difficult to elicit.

The lecture has been much maligned as a pedagogical form, yet it persists and even flourishes today in the form of the podcast, theTED talk, and the \"smart\" lecture hall. This article examines the lecture as a pedagogical genre, as \"a site where differences between media are negotiated\" (Franzel) as these media coevolve. This examination shows the lecture as bridging oral communication with writing and newer media technologies, rather than as being superseded by newer electronic and digital forms. The result is a remarkably adaptable and robust genre that combines textual record and ephemeral event, and that is capable of addressing a range of different demands and circumstances, both practical and epistemological.

One of the weaknesses in the teacher training program is the minimum use of instructional media and unsuitability of teaching method while in fact those two are really needed. the research is aimed at developing the instructional media using Video Scribe application for teacher trainings. It employed the Design and Development Research (DDR). The data were collected through questionnaires using the rating scale and analysed quantitatively descriptively. The results obtained indicate that the learning media using video scribe for teacher training is very feasible to use.

This research develops instructional media in the form of steam-powered boats in STEM learning in elementary schools to support thematic learning in Indonesia. This development aims to help students acquire the skills that match the science and technology of the twenty-first century. The STEM approach is applied so that students can learn and explore various types of integrated interdisciplinary learning. This research aims to: (1) describe the urgency of using the steam-powered boat instructional media in STEM learning, (2) develop and describe the final products of the instructional media, and (3) describe the results of the instructional media trials. The research design used was education-based research with the generic model of Educational Design Research (EDR), which involved students and teachers in the trial process. The data collection techniques used were interviews with teachers and students regarding the need for instructional media in STEM learning, observations of the learning process, and student questionnaires about the use of the instructional media. The data obtained were then analyzed descriptively. The findings of this study include the following: (1) it is necessary to use steam-powered boats as instructional media in STEM learning, (2) the design of the instructional media can be implemented by students independently, and (3) the final products of the instructional media could support STEM learning. Therefore, it can be concluded that the development of the steam-powered boat media with the generic model of EDR can produce instructional media designs and products that can support STEM learning.