Authoring tools have evolved over the last decade based on technological and pedagogical innovations, from authoring bounded, programcontrolled learning systems such as Computer-Based Instruction (CBI) to authoring unbounded, learner-centered environments such as Web-Based Instruction (WBI). This paper discusses the current state of authoring tools and their pedagogical effect on the developmen...

The teaching environment for plant pathology is changing in both positive and negative ways. Teaching expectations are increasing and resources are decreasing, but recent educational research and instructional technology offer new approaches to meet these challenges. Plant pathologists are teaching courses that may attract new students to the discipline or at least improve agricultural awarenes...

The research work presented is about helping teachers-designers in focusing on instructional design activities when using widely spread Learning Management System. We originally propose to focus on the implicit LMS pedagogical language and to exploit it outside of the LMS by well-suited instructional design tools. We concretely propose to follow a Domain Specific Modeling approach in order to f...

42 Instructors have many tools to consider when offering online courses: chat rooms, discussion boards, and interactive Web environments, to name a few. The selection of applications for instructional purposes can be a complicated task as the number available grows. Not only must the application work, but it also must have a pedagogical purpose or serve an instructional requirement. The investi...

Over the past few years while e-learning has been gaining momentum, the user profile of instructional authoring tools has also evolved. It seems that commercial authoring products have not yet been adapted to address all user groups, which impedes lecturers in their working environment while preparing e-learning materials, with the materials not achieving the required quality as a result. In th...

The introduction of learning technologies into education is making the design of courses and instructional materials an increasingly complex task. Instructional design languages are identified as conceptual tools for achieving more standardized and, at the same time, more creative design solutions, as well as enhancing communication and transparency in the design process. In this article we dis...

Instructional designers are expected to be familiar with the epistemological underpinnings of several theories and their consequences on the process of instruction. Constructivism is the dominant theory of the last decade and supports construction of knowledge by the individual. This paper discusses the basic principles underlying constructivism, particularly active, collaborative and authentic...

Metacognition plays an essential role in learning mathematics. Due to missing tools for observation and evaluation of metacognitive activities in mathematics instruction, rarely anything is known about how metacognition is fostered in mathematics instruction. This paper presents the design of such an innovative tool. It also explains the methodology used to evaluate its reliability as well as t...

In this article, the authors describe the use of curriculumbased measurement as a research-validated practice for monitoring student academic achievement and ultimately for improving students’ educational outcomes. The authors describe oral-reading fluency and maze fluency as assessment tools for monitoring student progress, evaluating instructional effectiveness, and aiding teachers with instr...