Browsing by Subject "Instructional systems design"
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Item Determining the water management instructional needs of Texas agriscience teachers(2012-05) Sullivan, Nichole; Doerfert, David; Fraze, Steven; Ulmer, JonathanDwindling water resources in Texas will not only impact agriculture producers, but all the citizens within the state. Today, there are new technologies to aid in water management, new regulations that determine water usage, as well as the implementation of changes to curriculum (TEKS) in classrooms. With these new technologies it is important for the general public to have a better understanding of what is being done to ensure water for future generations. High school agriscience teachers are an important factor in the future success of the Texas agriculture industry. As one of the early influencers of future industry leaders, agriscience teachers help to shape individual students and the communities in which they teach and reside. Within this changing environment of dwindling water resources, changes in TEKS, and new technologies and regulations, we need to know what instructional support, in terms of materials and training, agriscience teachers need to enhance their instructional efforts and abilities in teaching TEKS-related water management and conservation curriculum in their classrooms. The purpose of this study was to determine the instructional needs of Texas agriculture science teachers as it pertains to the teaching of agricultural water management and conservation. A population of 658 Texas agriscience teachers was surveyed collecting quantitative data related to the teachers’ beliefs, attitudes, and levels of inclusion, confidence, and importance of water-related material in classroom curriculum. Responses were voluntary and yielded a 74% response rate. Results indicated that agriscience teachers feel content relating to water management and conservation is important, but lack the confidence for full inclusion of the material into the classroom. Agriscience teachers identified instructional materials being used in the classroom along with how they seek out information on water management and conservation. The results will facilitate possible professional development activities for Texas agriscience teachers as well as teaching materials incorporating water management and conservation.Item The practitioner-driven system : an interactive qualitative analysis of the e-learning creation experience(2015-05) Derr, David Roy; Resta, Paul E.; McCoy, Danny; Hughes, Joan E.; Patterson, Jeffery; Riegle-Crumb, CatherineContemporary e-learning research often addresses a singular instructional topic, learning strategy, or authoring tool. Technological advancements and evolving delivery methods are changing the e-learning practitioner experience more rapidly than ever before, and the need for a holistic illustration of the modern-day practitioner experience has never been greater. This Interactive Qualitative Analysis (IQA) of the e-learning creation experience consists of Affinity Production Interviews, interviews, and an online survey of e-learning practitioners working with adult audiences. The result of the study is an e-learning creation experience system driven by participants’ stories. The system is comprised of twelve affinities including leadership, policy, the instructional systems design process, the client relationship, emotions, and more. Exercising the system reveals conditions that influence the ultimate outcome of the system: e-learning success.