Instructional Design & Technology

ADDIE represents one of the more fundamental instructional system design (ISD) models.  This paper presents a very brief overview of the history of ADDIE, its fundamental principles, and recent enhancements to the model such as the cycle and spider web design.  A more detailed discussion ensues in which the research question of the paper is examined: ADDIE’s current usefulness and applicability in the world of high-technology training, along with a discussion of how ADDIE can best be adapted to meet high-technology needs and requirements.

Keywords: ADDIE, adult education, high-technology education, high-technology training, Agile, cognitive theory of multimedia learning, CTML, e-Learning system for technical Chinese courses, eSTCC, blended classroom, blended learning, evidence-based practice, EBP, instructional systems design, ISD, instructional design, ID

This chapter examines the place of constructivism in the field of instructional design and technology (IDT). To do this, we briefly show where constructivism fits into the history and evolution of the field. We present some potential benefits and problems with the approach, then conclude with some thoughts about its continuing role in the profession.

De rol van de onderwijsondersteuner bij de integratie van Teacher Design Teams: Een nieuwe kijk op professionalisering

Symposium LNO2

Heleen Becuwea, Jo Tondeura, Jeroen Thys, Els Casteleinb, Vicky Willegemsc, Bram Pynood, Natalie Pareja Roblina
aUniversiteit Gent, bUCLL Comenius Leuven, cHUB Brussel, dENW AUGent

Het centrale thema van het LNO2-congres “de onderwijsondersteuner onderzocht: zoeklicht op zijn onderwijssymbiose” focust op verschillende rollen van de onderwijsondersteuner. In een Teacher Design Team (TDT) is de rol van de onderwijsondersteuner tweeledig: 1) als facilitator van onderwijsprofessionalisering en 2) als ondersteuner van onderwijsontwikkeling. Met dit symposium stellen we ons de vraag hoe TDTs als professionaliseringsstrategie in de lerarenopleiding geïntegreerd kunnen worden ter bevordering van de onderwijssymbiose en wat dit betekent voor de rol van de onderwijsondersteuner. Zich professionaliseren via TDTs omvat immers meer dan het verwerven van kennis, het omvat ook interactie met anderen om kennis uit te wisselen en samen te werken (Coenders, 2003). Vanuit deze visie werden verschillende TDT-projecten opgezet in Vlaanderen. Drie onderzoeksprojecten worden in dit symposium samengebracht.
Een eerste studie gaat aan de hand van de Delphi methode na welke condities van belang zijn voor de succesvolle implementatie van TDTs voor ICT-integratie in de lerarenopleiding. Zowel condities op team- als institutioneel niveau vormen de basis voor een beleidsaanbevelend kader. Structurele randvoorwaarden zoals ruimte in de taakbelasting blijken heel belangrijk. TDTs hebben ook “just-in-time” en “hands-on” ondersteuning nodig, hetzij door een interne coach, een externe ondersteuner en/of de beleidsvoerders van de opleidingsinstelling. Verschillende kenmerken van de ontwerpopdracht en de samenstelling van het team worden ook benadrukt in het onderzoek.
In een tweede presentatie worden de resultaten gedeeld van een onderzoek waarbij de lerarenopleider binnen een onderzoeksteam dat bestaat uit leraren en studentenleraren, optreedt als ‘actieve’ bruggenbouwer tussen theorie en praktijk. De onderzoekers gaan na hoe de participatie van lerarenopleiders aan onderzoekende leergemeenschappen, in samenwerking met leraren, kan bijdragen tot hun eigen professionele ontwikkeling.
Voor het derde project werden vier ICT-design teams (IDTs) opgezet waarbij enerzijds lerarenopleiders zichzelf professionaliseren op het vlak van hun ICT-competenties, en anderzijds ook producten ontwikkelen. Deze onderzoeksbijdrage legt de nadruk op de uitkomsten van teacher design teams en hoe de processen tijdens de interventie geleid hebben tot nieuwe curriculummaterialen.
Met dit symposium willen we onderwijsondersteuners en opleidingsinstellingen inzichten verschaffen over de meerwaarde van TDTs voor professionalisering. Daarnaast willen we hen handvaten bieden voor onderwijsondersteuners om de opzet en het verloop van zulke teams zo succesvol mogelijk te laten verlopen.

The following is a sample template that you might use to help your students to track their own progress throughout your course. Our goal is to help our students to be as successful as they can and providing them with an assignment tracking sheet such as this is considered best practice according to current course development rubrics (click here to see a comparison table of some standard rubrics). In essence, you will list all of the required assignment that students will need to complete in order to successfully finish your course. Listing these assignments out can also help us to evaluate the assignments that we are requiring. For more guidance on choosing assignments for your class, click here to see the pedagogies, strategies, and activities checklist.

(in press). In S. Tettegah & W. (D.) Huang. Emotions, Technology, and Games. New York: Elsevier. (Will be freely available for download through open access in October, 2015).
ABSTRACT.
Summary
This case study challenges the assumption that successful game-based learning requires flow experience. Analysis of player logs of gameplay behavior and self-reports of subjective experience (the experience sampling method adapted as the Flowometer with self-perceptions categorized through the channel model as flow, arousal, anxiety, worry, apathy, intrinsic motivation, boredom, routine expertise, control) establish that challenge often exceeds skill during the type of inquiry-based learning that occurs when instructional games scaffold player discovery and application of targeted concepts. This pattern persists when integrated game dashboards allow players to define and achieve expertise. The analysis follows three players during their trajectories toward expertise while playing the online instructional video game Selene: A Lunar Construction GaME: an undergraduate female (USA Midwest university) before and after she achieved an “aha!” learning moment, and two Spanish (non-USA, female and male, 15-year-old) players who used the game and dashboard to achieve expert status for targeted planetary geology concepts achieved by only 1% of Selene players (players = 3882). Theory and data suggest perceived experience during game-based learning (states such as anxiety, worry, and arousal) might be conceptualized as eustress, which is known to accompany successful adaptation.

Pengembangan karir bagi seorang Pegawai Negeri Sipil (PNS) dapat dilakukan dengan  melalui pembinaan karir atau Penilaian Sasaran Kinerja Pegawai (SKP). Beberapa faktor yang perlu dipertimbangkan agar pengembangan karir sukses dilakukan adalah sebagai berikut : Perlakuan yang adil dalam karir, Kepedulian dari atasan langsung, Informasi tentang berbagai peluang promosi, Minat untuk dipromosikan dan Tingkat Kepuasan. Berbagai faktor penting dalam meraih sukses berkarir puncak Pegawai Negeri Sipil (PNS) melalui Jabatan Fungsional Pengembang Teknologi Pembelajaran (PTP) antara lain : Pertama,  Instansi Pembina Jabatan Fungsional PTP. Kedua, Instansi Tempat Pejabat Fungsional Bekerja. Ketiga, Tim Penilai Angka Kredit (ketepatan waktu dan obyektivitas penilaian). Keempat, Sekretariat Pengelola Jabatan Fungsional (pengembangan database pejabat fungsional yang dapat diakses sewaktu-waktu dengan mudah), dan Kelima, Pejabat Fungsional Pengembang Teknologi Pembelajaran (ketekunan dan kecermatan dalam pengadministrasian berbagai kegiatan yang telah dilaksanakan yang mempunyai angka kredit serta kedisiplinan dalam pengembangan kariernya).

The following are recommended evidence-based course development guidelines to follow when developing higher impact courses. These High Impact Guidelines (HIGs) were developed by synthesizing the following evidence-based educational systems: PORTAAL Observation Tool; Hattie’s book, Visible Learning; The Classroom Assessment Scoring System (CLASS); Quality Matters Rubric; Victoria State Government’s High Impact Teaching Strategies (HITS); Marzano’s NASOT Model; InTASC Model Core Teaching Standards. A summary, complete list of citations, rubric, assessment form, detailed examples, and effect sizes can be accessed online. This document provides summaries of the high impact guidelines and their relationship to  one another.

Instructional design literature and numerous course development rubrics point to the importance of systematically designing and aligning course elements (click here to see a brief overview of systematic alignment guides as well as a course rubric comparison table). A central part of these considerations are the contextual analyses that one conducts and the instructional design and evidence-based methods that one uses in the design and development of a course. In addition, the values that one’s class embodies should also be taken into consideration. The following checklist is therefore intended to help guide you in these considerations. There are many resources that are available to guide you in these areas in far greater detail. As a result, the following are merely beginning areas to think about as you design and develop your course. As always, please adapt this checklist to fit with your own needs.

This file contains a table that compares five course rubrics that are available to help guide course design. The goal was to identify what the common categories were across these rubrics as well as to document some of the details contained in these rubrics for these common categories. We can see that each rubric can have a somewhat different area(s) of foci so considering these collectively is very informative.

This chapter is an excerpt of a study that addressed the above concern using the One Laptop Per Child
(OLPC) projects in Nigeria and Ghana as a case. It also situates the OLPC XO-laptop as a disruptive
technology, because it aims at altering the existing pedagogy of the communities in which it was
introduced through its constructivist approach. Moreover, as with most disruptive technologies, the XO
laptop project is considered revolutionary, dramatically cheaper than regular laptops, convenient, and
provides a different kind of learning content. As with the theme of this chapter, the XO laptop, although
possessing disruptive technological qualities, was unable to achieve its goal due to lack of thorough
planning and implementation of the adoption process. Results from the study informed the author to
posit a model for technology adoption in low-income communities that is considered inclusive, participatory,
and proactive, involving all stakeholders in setting up a policy. Such policy is expected to serve
as benchmark for measuring the congruency of any proposed product whether disruptive or sustainable
to the local need before its adoption.

La investigación elaboró un panorama conceptual para establecer elementos de la formulación y solución creativa de problemas como capacidades cognitivas orientadas hacia una reflexión pedagógica y didáctica para la disciplina del diseño industrial. Se consideraron los aportes de la psicología diferencial, la cual ha caracterizado los estilos cognitivos y se constituye en una mirada pertinente para entender la “heterogeneidad estudiantil”.

Esta perspectiva que cuenta con resultados en distintos continentes puede ofrecer otro punto de vista acerca de cómo procurar la inclusión académica entendiendo la diversidad y el entendimiento de factores relacionados con la deserción estudiantil.

El estudio realizó una caracterización inicial acerca de las dimensiones de los estilos  sensibilidad-independencia a los estudiantes de diseño industrial y, posteriormente, se centró en la caracterización de los estilos desde la solución creativa de problemas como capacidad cognitiva implicados en el desarrollo de proyectos.

Slide dell'intervento "Creare Contenuti Interattivi per Moodle con H5P" tenuto il 27/11/2020 durante il MoodleMOOT 2020 organizzato da AIUM - Associazione Italiana Utenti Moodle.

Registrazione: https://www.youtube.com/watch?v=uC7RQq0pnXc&feature=youtu.be&t=5400

Vaste est la bibliothèque des traités pédagogiques,des analyses fouillées de la recherche, des discours lénifiants porteurs de compétences, de méthodes dites nouvelles, de technologies éducatives salvatrices... Elle laisse cependant le formateur de terrain désemparé, incertain dans son action, peu armé dans l’analyse et l’évaluation de sa pratique. À l’intersection de ces courants, voici un ouvrage pragmatique, accessible et non normatif qui balisera le travail de conception du formateur ou du scénariste de ressources et de dispositifs pédagogiques.
Tout en ancrant cet ouvrage dans les besoins et les nécessités d’une société galopante en quête de flexibilité et de mobilité, tout en tenant compte des impératifs du développement des compétences tant au niveau personnel, relationnel que professionnel, tout en définissant les niches d’utilisation effective et féconde des outils que cette société produit, tout en proposant des balises sans négliger les voies de traverse qui permettent de tenir compte des différents besoins et des différents styles d’enseignement et d’apprentissage, les auteurs développent des démarches constructives et cohérentes appuyées sur des modélisations fondées et fécondes.
Ils s’appuient sur leurs expériences de formateurs d’enseignants du supérieur dans le cadre de l’Institut de Pédagogie universitaire et des Multimédias (IPM) de l’UCL. C’est depuis plus de quinze ans déjà que cet institut, et c’était une première en Europe, accompagne les enseignants dans leur développement professionnel pour la qualité des apprentissages des étudiants.

Internet technologies are changing our lives and educational systems in many ways. Multimedia is an integral part of the educational environment through online distance learning. This survey,
through the selected literature, explores the definitions and history of multimedia in distance learning, especially for adult learners. It shows advances made in capabilities and multimedia uses. Learning management systems enable the growing use of multimedia in distance learning programs. The impact of integrating multimedia and interactivity provides substantial benefits, some drawbacks, some unresolved questions, and an uncertain future. Information technology continues to advance. Many sources disagree on future predictions, but most agree on the necessity of good instructional design and development for multimedia use in online distance learning.

Film and technology tend to be potential tools in defining the point of departure between traditional and contemporary teaching styles. Surveyed responses of randomly selected teachers reveal common standpoints on film and technology-based materials (FTBMs)'s sustainability as catalysts in language skills integration. Their assimilated viewpoints further corroborate that FTBMs can sustain teachers' innovation in situating learners to 21st century real-world-learning environment due to their proliferation, didactic features and accessibility. Furthermore, it is indicated that when teachers' productively incorporate FTBMs in pedagogy, they can have more promising instructive functions than their entertainment value. Moreover, the study demonstrates some language-related tasks models, implications and frameworks underpropped by congruent theories and others' investigations in presenting techniques through FTBMs. It is recommended that a quantitative inquiry of this teaching strategy utilizing these materials be administered to more specific sets of varied respondents to scientifically demonstrate the extent of teachers' practices and awareness sustained by advanced statistics to produce tangible principles that may facilitate effective language skills' integration. This investigation fundamentally used descriptive analysis where symmetrical data is explicated by the mean while the modal values construed collated nominal data in interpreting respondents' central tendencies. Percentages were employed in approaching other responses. Several formulated types of Likert Scales for analyses and descriptions played major roles in approximating used variables to engender responses about this edifying approach's fortification.

The use of appropriate instructional design strategies for deaf and hard of hearing learners requires that instructional designers, faculty, and educational institutions understand what accommodations and strategies should be included in the curriculum.  This study gathered information about deaf and hard of hearing learners’ perceptions from a hybrid learning experience and recommendations of how to design better hybrid courses to accommodate their needs.  The literature examined deaf and hard of hearing protective laws, instructional design online delivery approaches, web content accessibility, adaptive technology and assistive technology, and universal design that supported hybrid courses for deaf and hard of hearing learners.

This study is part of an ongoing doctoral study that seeks to explore the learning connections of higher education learners. Based on the first principle of Deleuze and Guattari‟s (1987) Rhizome Theory, connection, the study was motivated by what learners connect to and how they connect in the construction of their learning in an ever growing technological environment. Actor Network Theory and the Rhizome Theory formed the theoretical framework that underpinned the study. Two questions that drove this paper were: what the connectors in learners‟ learning network are and how these connectors emerge to support learning. The study was a qualitative one which involved six participants who were by then higher education learners of different levels. Participants were selected using snowball sampling technique. Data collection methods included a focus group interview, observations and artefacts. The study revealed that learners were connected to very complex networks which continually multiplied through three basic rhizonomies that all behave as actors and actants; learners, machine(s) and technology. It was again found that apart from the learner-learner and learner-machine(s) connections; there also existed machine(s)-to-machine(s) and learner-technology connections in the personal learning networks of learners. Learners get connected to learning networks based on need, properties and nature of course studied. The research at this preliminary stage recommended an in-depth study to find out about characteristics of self-directed learners and how they construct meaning in a rhizomatic environment as opposed to existing industrial batch processing system that does not take individual differences into account.

Instructional design is a process whereby the designer uses the phases of analysis of the learner needs and learner context, the development of strategies both for instruction and its delivery, and an assessment or evaluation of learner goals and objectives for the purposes of accomplishing instruction and to possibly revise and improve future instruction. By following the key principles and assumptions of instructional design and knowing their interrelationships, the instructional designer is assured of designing instruction that is effective and efficient as well as technologically relevant in today’s educational arena.

This study will examine the approaches toward instructional design that have been applied to date. A summary of the diverse types of instructional models will be classified them into various categories of instructional design. The evidence from many researches and theoretical discussions show and supports the classification of these instructional design categories. This study also investigates which existing trends are present in current instructional models. The most recent models have been designed under constructivism, but some of these models are considered postmodernism philosophy. Due to these new and hidden considerations we have developed and would to suggest a new trend in this field. In addition, we mention some reasons for this new trend based on social movements. The mentioned movements have been effected by postmodern philosophy. We attempt to propose an instructional design trend based on postmodernism orientation that named postmodern instructional design.

Video games are more than just entertainment. In fact, video games like Minecraft develop “Four Cs” skills in young gamers. These 21st century skills include critical thinking, creativity, communication, and collaboration (National Education Association, 2010) and are considered essential skills for future employment by workforce executives (Sardone & Delvin-Scherer, 2010). This study explores predictors of academic success and the 21st century skills gamers are learning through video game experiences. This sequential mixed model study analyzed descriptive data to explore the video game experiences of 3D Modeling and Animation students enrolled at a South Texas area high school. The study analyzed data collected from 66 quantitative subjects and 4 qualitative participants. Three classes engaged in four weeks of gameplay to complete a modeling project in Minecraft. Data was collected during both phases of the project study through survey and case study methods. The findings revealed that the Group Project Grades were heavily skewed indicating a significance that prior gaming experience affected the students’ academic performance. The significance was supported by the unexpected high frequency of perfect scores (65%) and the high concentration of experienced gamers. Over half (54%) reported to have played video games for over 10 years. It was also noted that gender was statistically significant with Class Rank. Females had higher class ranks overall then the males. The qualitative data analysis led to the development of five major findings: 1.) The Strategist: Accomplishing the Mission, 2.) The Creator: The Art of Gameplay, 3.) The Communicator: Building Relationships and Communities, 4.) The Hero: To Be the Hero of a Great Adventure, and 5.) I am an “Elite”: A Digital Native. These major findings represent trends of the gaming phenomenon, gamer traits, and 21st century skills learned through playing video games. The findings for this study have implications on teachers’ perspectives and attitudes toward video game integration. Recommendations for future research include a longitudinal study with the four participants to provide a better understanding of applied 21st century skills over time, a content analysis of various video games, and a mixed model study exploring the reading habits, literacy skills, and genre interests of gamers.

In an article published in the catalogue of the Iris van Herpen exhibition in the Groninger Museum in Holland, Van Herpen relates that when some people see her designs they feel fear, and she wonders why it is this emotion that they express, "after all, the dress is never going to attack them", she says. She is, of course, right; her dresses will not attack spectators, they will not sprout legs, grow a brain, or bare fangs. But two significant factors stand behind the tingling sensation that runs down your spine when you look at the designs she creates. Designs which move along the polarity between natural biological inspiration and futuristic, mechanical craft.

This research study sheds light on History teachers’ perception and use of ICT tools in Senior High schools, by considering various variables which affect the success of the implementation of these tools. A questionnaire was completed by 67 History teachers who teach in Senior High Schools in both Kumasi and Cape Coast metropolis. Two hypotheses were formulated and tested at 0.5 significance level using SPSS version 16.
The results showed that although History teachers are willing to use ICT resources and are aware of the existing potentials, they are facing problems in relation to accessibility to ICT resources and lack of in-service training opportunities. The hypothesis tested proved that there was no statistically significant difference between males and females history teachers perception of ICT. It further showed that there was no statistically significant difference between those who have their personal computer and those who lack it.
It is recommended that the government, through the Ministry of Education, provides schools and teachers with computers and other ICT infrastructure. Again, training opportunities should be made available for History teachers to familiarize themselves with skills of integrating ICT into their professional task.

The purpose of the study is to develop a social media-based mathematics instructional module (SMBMIM) for the Grade 7 students. Specifically, it answered the questions: (1) what are the desirable characteristics of the module in terms of validity and reliability; (2) what are the pre-delivery appropriateness of the SMBMIM in terms of learning objectives, lesson content, language used, and evaluation activities; and (3) what is the educational use of the SMBMIM in meeting the learning competencies of students in mathematics? The process of module development was anchored on ADDIE model by McGriff [22]. The validity of the module was determined using kappa statistics with pairwise agreement, while Cronbach's alpha was used to determine module's reliability and pre-delivery appropriateness. In terms of educational use, the learning gains of students measured for every learning competency were used Saniya G. Abirin and Mario R. Obra 172 as indicator for the variable module use. As for the validity and reliability of the SMBMIM, an inter-rater fair agreement   024.  k and an alpha value of   90.   described as acceptable and very highly reliable, respectively, were obtained, while the pre-delivery appropriateness of the SMBMIM showed an alpha   78. 0   and   71. 4  x described as highly reliable and strongly acceptable, respectively. In terms of educational use, results revealed a positive mean gain in 3 out of 4 learning competencies. These findings imply that the SMBMIM is valid, reliable and effective for use 2 as instructional material. However, it is recommended that a further study be done using quasi-experimental to further validate the effectiveness of the developed module.

Connecting the dots between discoveries in neuroscience (neuroplasticity), psychoneuroimmunology(the brain-immune loop) and user experience (gadget rub-off) indicate the nature of our time spent with gadgets is a vector in human health - mentally, socially and physically. The positive design of our interactions with devices therefore can have a positive impact on economy, civilization and society. Likewise, the absence of design that encourages positive interaction may encourage undesirable behaviors. Much like the architecture of physical spaces and buildings, the consequences of the architecture of the 21stcentury conversation between man and machine may last generations. AI and the Internet of Things are primary vectors for positive and negative impacts of technology.  We describe a growing body of co-discoveries occurring across a variety of disciplines that support the argument for human sciences in technology design.    The paper brings the rigors of science to bear on the humanities and makes the case for its relevance at this juncture in time to the design of technology involved in conversation and behaviors between humans and machines .

This master thesis analyzes the history and way the Massive Open Online Courses are offered in 2014. Covering the structure and methods of the three most popular MOOC initiatives (Coursera, Udacity and edX), I have listed the way they currently use digital media for collaboration and learning.

Because this is an instructional design work, I then detail a new proposal of a structure for a MOOC, basing my proposal on research on how the learners experience MOOCs today,
the biggest issues and the most positive characteristics.

I have already discussed the PhD introduction and literature review in detail. In this paper, I discuss the PhD methodology, results and how to write a stunning conclusion for your thesis. The main objective of this paper is to help PhD candidates to understand what is a PhD methodology and guide them in writing a systematic and meaningful PhD methodology, results and conclusion. The methodology used in this research is a descriptive method as it deliberates and defines the various parts of PhD methodology, results and conclusion writing process and elucidates the "how to do" in a very unpretentious and understanding manner. As thus, this paper summarises the various steps of thesis methodology, results and conclusion writing to pilot the PhD students. This road map is a useful guidance especially for students of social science studies. Additionally, in this paper, methodology writing techniques , procedures and important strategies are enlightened in a simple manner. This paper adopts a "how-to approach" when discussing a variety of relevant topics such as introduction, formulation of the methodology, variables , research design process, types of sampling, data collection process, interviews, questionnaires, data analysis techniques and so on. Results and conclusions are also discussed in detail, so that PhD candidates can follow the guide clearly. This paper has 5 parts such as Introduction, Literature reviews, Methodology, Results and Conclusion. As such, I discuss Methodology, Results and Conclusion as the final assessment of the PhD thesis writing process.

Com o avanço das tecnologias e crescimento da Educação a Distância torna-se
essencial a capacitação dos profissionais envolvidos na produção de cursos de EaD.
Esta monografia trabalhou este aspecto com o projeto de um curso que trata
exatamente da capacitação de professores e futuros professores quanto à utilização
da tecnologia como recurso pedagógico. O objetivo geral apresentar o projeto instrucional do curso “Aplicativos e Softw adree snsaa Emduocnaoçgãraof”i.a Oé
design instrucional do curso virtual elaborado apresenta como justificativa fundamental
a certeza de que as novas tecnologias, a educação a distância e os ambientes virtuais
de aprendizagem contribuem para a boa qualidade educacional por meio da
dBeumscoocura-steiz adçeãtaol hea r aa pcroonpsritaruçãçãoo ddaos d eTseigcnno ilnosgtirausc iodnaa l Ien faonrmalaisçaãr ot aies eCsocomlhuansic. aPçaãroa.
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icmurpsoorstâ nàc idai sdtâan acfieat;i voidsa ddeif enrae nEteasD ;e as tuiltoilsiz adçeã oa pdraesn dfeizraragmemen tea sc doem doe csoignnte inmsptrláu-clioosn;a al;
os tipos de avaliação, dentre outros aspectos Ao final do curso proposto, o aluno (que
também é um professor) será capaz de utilizar diversos aplicativos como recursos
pedagógicos, além de estar capacitado para pesquisar e experimentar novas
possibilidades, em um movimento de formação permanente.

Advancements in computer vision and object recognition in real time video, side by side to a performance boost in computing power and graphics acceleration – have allowed rendering virtual 3D objects on top of real time video. This technology, called augmented reality, can be highly useful in the field of instructional design. Wearing special eye-wear with semi-transparent screens, can project 3D virtual objects, which might be tool-tips, driving instructions or even operation hints, just as it would have been presented in a product’s manual booklet. The main advantage is that the required assistance is presented in real time, exactly when needed, on top of the real product and in context – without forcing the user to look away from the task at hand.
Under these guidelines ARIE system was developed. It is capable of reading and generating instruction plans using the augmented reality technology. Using ARIE, any instructional designer is capable of creating a standalone, real time, step-by-step training that can be projected on top of an appliance, while working with it. ARIE saves time and money for organizations that need to train workers with performing simple step-by-step tasks. With the right instructional design, any worker could operate an appliance that is new to them without prior knowledge.
This paper describes previous work in the field of augmented reality instructions, ARIE’s system design and architecture, and also shows results from an initial user testing session.

ARIE videos are available here:
concept- https://www.youtube.com/watch?v=_kvkLyl2lZ4
live demo- https://www.youtube.com/watch?v=b0AkhkUS0uo

For learners unfamiliar with character-based or logosyllabic writing systems, the process of developing literacy in written Chinese poses significantly more obstacles than learning to read and write in a second language like Portuguese or Cherokee. In this article we describe the linguistic nature of Chinese characters; we outline traditional and new media approaches to Chinese character acquisition; we unpack how multimodal technologies combined with computational linguistics might be used to provide new types of support for Chinese character learning; and we offer a design that incorporates several of these concepts into a digital writing support tool that could work as a scaffold to enable Chinese language students to leverage their Chinese listening and speaking skills as well as their visual literacies in support of producing and learning Chinese characters.

Teaching in Game Based Learning (GBL) environments offers the affordances and constraints of both pedagogy and entertainment, more specifically the Learner and the Player are as one. Therefore, to maximize potential learning in GBL environments, instructional designers are served by following many of the primary rules of good storytelling; namely to keep the audience engaged with the content. Effective GBL designers can benefit from availing themselves of any tool that allows them to interest, engage, and immerse players. This chapter explores extant conceptual engagement techniques from film, storytelling and gaming media in order to cull effective tools for crafting sustainably immersive environments within game based learning environments. These concepts are distilled into three overarching design principles that GBL environment designers can use to help both establish and maintain a player/learner's sense of immersion.