Extracting Guidelines And Criteria For Designing And Producing Educational Tools And Materials In Learning

Document Type : Research Paper

Authors

1 Assistant Professor, Department of Educational Sciences, Urmia University, Urmia, Iran

2 Assistant Professor, Department of Education, Tarbiat Modares University, Tehran, Iran.

3 Professor, Department of Education, Tarbiat Modares University, Tehran, Iran.

https://doi.org/10.34785/J012.2022.034

Abstract

Introduction and problem statement
One of the main issues of any educational system by educators is to make learning meaningful for learners and their academic achievement. Because meaningless learning is not particularly attractive to learners and will be forgotten. This is doubly important when learners want to apply what they have learned in real life (Khaghanizadeh and Shokrollahi, 2010). The use of educational tools and materials that have a facilitating role in the process of teaching and learning, reduces the high cognitive burden and increases motivation in learners and enriches their learning (Dehghanzadeh et al., 2016). In addition, it reduces learners' anxiety in learning (Kutlutürkan, 2010). The presence of teaching materials and necessary facilities will greatly help the teaching process. Educational materials are tools and objects that help learners to better and more understand the subject of education (Sharma et al., 2015).
There are other studies that have pointed to the positive impact of educational tools and materials on the learning process. These studies include (Dehghanzadeh et al, 2016), (Dehghanzadeh et al, 2021), (Zarei zavaraki & Gharibi, 2013), Azizinejad and Allahkarami (2019), Khodayari (2019), Karimi shalton (2020), (Madadi, 2020) and (Christopoulos et al, 2020), and (Mendoza, 2018). However, various studies have focused on achieving better quality educational tools and materials in the learning process, such as the research of (Kirschner et al, 2006) and (Jang, 2010) that the existence of defects in the efficiency of educational materials and the incompatibility of these tools with up-to-date subjects in technology and education have been cited as reasons for their inefficiency. There are other researches that have directly focused on how to increase the efficiency of educational tools and equipment, which is related to the quality of their design. (Dehghanzadeh and Dehghanzadeh, 2018). Selecting propriate educational material is a key of meaningful learning (Mukundan et al, 2011).
This research has been done qualitatively using the methods of grounded theory and deductive and inductive content analysis. In this way, first in the form of grounded theory, teaching and learning propositions are extracted from each of the key concepts and ideas in the field of educational technology, then in the deductive process, guidelines are extracted from the propositions and finally by conducting an inductive study, design criteria and the production of educational tools and materials is extracted.
In this study, participants were in fact different sources and documents that were analyzed. In order to select these sources, reference books related to the field were reviewed and among them the encyclopedia of technology and educational communication terminology, which was compiled with the support of the Technology and Educational Communication Association, the most well-known international association in the field of technology and instructional design has been selected. In order to collect data to answer the first question of the research, after studying the sources and consulting with experts in the field, key concepts and ideas were selected. Then, for each of the key concepts and ideas, definitions and explanations were extracted from different sources.
In order to answer the first question of the research, the propositions obtained from the analysis of the data related to the first question were considered as data for extracting guidelines and the extracted guidelines in order to answer the second question of the research.
The first research question was what guidelines for the production of teaching / learning materials and tools can be deduced from each of the propositions of instructional design? For example, table 1 provides some guidelines for the design and production of educational tools in the field of educational design. These guidelines are derived from the propositions of the first research question.
Guidelines for designing and producing educational tools in the field of educational design are shown below:
Approach: Systematic instructional design
The second research question was what criteria can be inferred for the production of teaching / learning materials and tools from the extracted guidelines? In order to answer this research question, the guidelines extracted in the previous step are summarized and presented below:
Criteria: Training tools and materials should include instructions for use, pedagogical standards and examples of the use of tools in order to use them effectively in education.
We extracted 23 criteria for designing educational materials in the process of learning for learning different subjects.
The main purpose of this study was to answer the basic question that according to the field of instructional design, what guidelines and criteria can be provided for the design, production and use of educational tools and materials? The research findings were extracted based on the source used in this study, including 68 educational propositions and 23 criteria. These findings have used two basic approaches in instructional design; Systemic approach and constructivist approach. Some research findings on propositions based on a systemic approach include: Learner analysis, feedback, various exercises, evaluation, analysis of learning topics, use of attention, presentation of learning perspective, determination of learners' input behavior, and various example. Some of the propositions extracted from the constructivist approach are: learning situationally, learning sociality, learning process, providing multiple perspectives on learning, evaluation as a tool for self-assessment, learning goals and providing opportunities for learners to reflect.

Keywords

Main Subjects


Askew, S. (Ed.). (2004). Feedback for learning. Routledge.
Azizinejad, B., & Allah Karami, F. (2016). Comparison of the effect of ICT-based education with traditional education on students' academic achievement. Education Technology. 13 (2), 348-349. [In Persian]
Bofill, L. (2013). Constructivism and collaboration using Web 2.0 technology. Journal of Applied Learning Technology, 3(2), 31-37.
Christopoulos, A., Kajasilta, H., Salakoski, T., & Laakso, M. J. (2020). Limits and virtues of educational technology in elementary school mathematics, Journal of Educational Technology Systems, 49(1), 59-81.
Dehghanzadeh, H., & Dehghanzadeh, H. (2018). Evaluation of third elementary experimental science educational software based on elements of intrinsic motivation. Quarterly Journal of Educational Psychology. No. 45. [In Persian]
Dehghanzadeh, H., Rastegarpour, H., & Dehghanzadeh, H. (2016). The effectiveness of a four-component multimedia-based instructional design model in complex learning. Quarterly Journal of Information and Communication Technology in Educational Sciences. 3 (19). [In Persian]
Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2021). Using gamification to support learning English as a second language: a systematic review. Computer Assisted Language Learning, 34(7), 934-957.
Edmundson, A. L. (2007). The cultural adaptation process (CAP) model. In A. Edmundson, (Ed.), Globalized e-learning cultural challenges (pp. 267–290). Hershey, PA: Information Science
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. https://doi.org/10.1111/j.1365-2648.2007.04569.x
Er, E., Dimitriadis, Y., & Gašević, D. (2021). Collaborative peer feedback and learning analytics: theory-oriented design for supporting class-wide interventions. Assessment & Evaluation in Higher Education, 46(2), 169-190.
Fardanesh, h. (2015). Educational technology theoretical foundation. Tehran: Samt.
Glaser, B. G. (1992). Basics of grounded theory analysis. Mill Valley, CA: Sociological Press.
Jang, S.-J. (2010). Integrating the interactive whiteboard and peer coaching to develop the TPACK of secondary science teachers. Computers & Education, 55(4),1744–1751. https://doi.org/http://dx.doi.org/10.1016/j.compedu.2010.07.020
Glaser, B. G., & Strauss, A. L. (2017). The discovery of grounded theory: Strategies for qualitative research. Routledge.
Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons.
Karimi Shaltoni, H. (2020). Investigating the effect of multimedia education (Autoplay) on the academic achievement of fourth grade elementary students in mathematics in Islamshahr. Master Thesis, Payame Noor University of Tehran, Payame Noor Rey Center. [In Persian]
Khaghanizadeh, M., & Shokrollahi, F. (2010). Use of media and learning material in teaching. Education Strategies. 2 (3), 130-127. [In Persian]
Khodayari, Sh. (2019). Investigating the effect of applying the load-cognitive multimedia educational approach on learning the concepts of trigonometry and reducing the cognitive load of tenth grade students. Master Thesis. Cognitive Sciences Research Institute, Department of Cognitive Neuroscience. [In Persian]
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86.
Kutlutürkan, S., Görgülü, Ü., Fesci, H., & Karavelioglu, A. (2010). The effects of providing pre-gastrointestinal endoscopy written educational material on patients’ anxiety: a randomised controlled trial. International journal of nursing studies47(9), 1066-1073.
Madadi, M. (2020). The effect of visual aids on improving students' narrative writing in English language classes. Master Thesis. Faculty of Humanities, Semnan University. [In Persian]
Mayer, R., & Mayer, R. E. (Eds.). (2005). The Cambridge handbook of multimedia learning. Cambridge university press.
Masters, K. (2013). Edgar Dale's Pyramid of Learning in medical education: A literature review. Medical teacher, 35(11), e1584-e1593.
Mendoza, D. S. (2018). Information and communication technologies as a didactic tool for the construction of meaningful learning in the area of mathematics, International Electronic Journal of Mathematics Education, 13(3), 261-271.
Morris, R., Perry, T., & Wardle, L. (2021). Formative assessment and feedback for learning in higher education: A systematic review. Review of Education, 9(3), e3292.
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective instruction (4th ed.). Hoboken, NJ: Wiley.
Mukundan, J., Hajimohammadi, R., & Nimehchisalem. V (2011). “Developing an English language textbook evaluation checklist”, Contemporary Issues in Education Research, 4(6): 21-28.
Oliver, K. M. (2000). Methods for developing constructivist learning on the web. Educational technology, 40(6), 5-18.
Pali, S., & Soghari, T. (2021). Investigating the effect of educational technology equipment and teaching aids on the rate of promotion of sixth grade students in Rudsar. Quarterly Journal of Management and Educational perspective. [In Persian]
Reigeluth, C. M. (1983). Instructional design: What is it and why is it? In C. M. Reigeluth (Ed.), Instructional-design theories and models: Vol. 1. An overview of their current status (pp. 3–36). Hillsdale, NJ: Lawrence Erlbaum Associates.
Richey, R. C. (Ed.). (2013). Encyclopedia of terminology for educational communications and technology. Springer New York.
Sharma, S., Garg, S., & Mittal, S. (2015). Impact analysis of ICT teaching aids used for training and development of employees. Procedia-Social and Behavioral Sciences182, 239-248.
Tatari, M., Shurvarzi, B., Hosseini, SN., & Farahbakhshi, V. (2016). The role and position of educational technology in facilitating the teaching-learning processes of students in primary school. Second National Conference on Sustainable Development in Educational Sciences and Psychology, Social and Cultural Studies. [In Persian]
Vollmeyer, R., & Rheinberg, F. (2005). A surprising effect of feedback on learning. Learning and Instruction, 15(6), 589-602.
Zarei Zavaraki, I., & Gharibi, F. (2013). The effect of multimedia education on the learning and memorization rate of fourth grade mental retarded female students in Arak, Psychology of Exceptional Individuals. 2 (5), 19-1. [In Persian]
Zolghadrnasb, M., Ismaili, R., & Nazari Sarem, H. (2016). Utilization of teaching aids and their positive impact on the learning of primary school students. National Conference on Futurology, Humanities and Development. [In Persian].