This chapter presents a new concept called learning objective for an e-learning instructional model that combines objectivist and constructivist learning theories. A learning objective is composed of learning objects, a concept inherited from the object-oriented paradigm, which permit to reuse educational content across different e-courses that are accessible over the Internet. The instructiona...

This paper presents a new method for unsupervised segmentation of complex activities from video into multiple steps, or sub-activities, without any textual input. We propose an iterative discriminative-generative approach which alternates between discriminatively learning the appearance of sub-activities from the videos’ visual features to sub-activity labels and generatively modelling the temp...

School districts across America have responded to the accountability movement by increasing professional development activities, including the utilization of onsite coaching strategies for educators. But who is mentoring the mentors? This descriptive study in one Western state found that 56% of instructional coaches reported they did not have a mentor, yet 90% of respondents thought mentoring w...

Two research communities that need to work closer together are the community looking into the depiction or representation of learning designs and the community focusing on IMS Learning Design and its increased accessibility. A synopsis of some findings within these communities is given in order to then evaluate a graphical IMS Learning Design editor, the Graphical Learning Modeller. 1. Learning...

Nature of science research continues to generate a high level of interest among educators and scholars. Despite the fact that the nature of science is a continually evolving and highly complex instructional endeavor, there are no comprehensive instructional models available for researchers that can systematically capture and organize this theoretical ‘universe’ of content and then translate thi...

Don Latham is Associate Professor and Melissa Gross is Professor in the School of Library & Information Studies at Florida State University; e-mail: [email protected], [email protected]. © 2013 Don Latham and Melissa Gross The Attaining Information Literacy Project has focused on identifying first-year college students with below-proficient information literacy skills, gaining an understanding of th...

Instructional design students are typically provided with a strong set of instructional design theories and models as a major component of an instructional design degree. These models vary in particulars but include three basic questions: Where do you need to go? (learner and needs assessment) How will you get there? (instructional strategies) How will you know when you have arrived? (evaluatio...