Learner-Centered Instructional Design and Evaluation offers a forward-thinking, evidence-based vision of technology-enhanced higher education that taps into today’s digital access opportunities for more dynamic, agnostic, and inclusive learning experiences. The recent ubiquity of digital devices has fostered a new generation of learners who are technologically adept, engage in rapid social co-construction of knowledge, and expect increased choice and personalisation of educational content and environment. Colleges and universities, however, continue to apply their technology tools into outdated, passive pedagogies. Based on theory and empirical research, this book’s innovative framework guides scholars and practitioners toward instructional design and evaluation approaches that leverage the anytime-anywhere potential of wireless networked devices to foster flexible learning experiences and device-neutral assignments. Each chapter is rich with designs, deliveries, and evaluations of lesson plans, projects, and other real-world course works exemplifying the procedures and principles that will rejuvenate learning amid the globalisation, commodification, and massification of higher education.
Author(s): Rasha AlOkaily
Publisher: Routledge
Year: 2023
Language: English
Pages: 146
City: New York
Cover
Half Title
Title Page
Copyright Page
Contents
1. Introduction
1.1. Technology integration and instructional design
1.2. The FUAD framework
1.3. Significance of the book
1.4. Immediate context and motivation
1.5. The larger context
1.6 Overview of the book
2. The Need for Change in Higher Education: The Way Forward
2.1. The need for change in HE
2.2. New educational paradigms
2.3. Prescribed-technology versus BYOD
2.4. Device neutral assignments (DNA)
3. FUAD Framework
3.1. FUAD principle 1: Allowing choice of product, tools, and procedure
3.2. FUAD principle 2: Co-construction of success criteria
3.3. FUAD principle 3: Generic assignment description
3.4. FUAD principle 4: Platform agnostic services
3.5. FUAD principle 5: Social, collaborative, knowledge construction
3.6. FUAD principle 6: Accessibility to technology and skills support
3.7. FUAD principle 7: Authenticity and situated learning
4. Evaluation Design
4.1. Theory-driven evaluation research
4.2. Designing the evaluation procedure
5. Evaluations of Learning Designs: Analysis and Results
5.1. FUAD principle 1: Allowing choice of product, tools, and procedure
5.2. FUAD principle 2: Co-constructing success criteria
5.3. FUAD principle 3: Generic assignment description
5.4. FUAD principle 4: Platform agnostic services
5.5. FUAD principle 5: Social, collaborative, knowledge construction
5.6. FUAD principle 6: Accessibility to technology and skills support
5.7. FUAD principle 7: Authenticity and situated learning
5.8. Technical and procedural assignments
6. FUAD: A Bird’s-Eye View
6.1. The seven principles
6.2. Culture
6.3. Limitations to and inhibitors of FUAD principles
6.4. Future research
6.5. Conclusion and final thoughts
References
Index
