Instructional Design of a Workshop ?“How a Computer Works” ?Aimed at Improvin...Susumu Yamazaki
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Our instructional design of a learning unit “How a computer works” using the Role Playing Workshop approach succeeded in facilitating intuitive comprehension and driving motivation, because the students enjoyed the workshop and they gained confidence, according to the assessment by a survey of 60 students.
Instructional Design of Exercise-Centric Teaching Materials on UML ModelingSusumu Yamazaki
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This document describes an instructional program for teaching UML modeling literacy that uses a three-level approach with numerous step-by-step exercises at each level. Level 1 covers 10 basic UML notation patterns. Level 2 covers composing these patterns. Level 3 involves creating UML system diagrams. The program is delivered through a blended learning approach using an LMS and is assessed as effective based on rubric evaluations showing most students meet criteria.
Application of Workshop-based Instruction to Guide Project-based Research Lea...Susumu Yamazaki
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The document describes applying workshop-based instruction to guide approximately 280 undergraduate students in project-based research learning on environmental problems. The instructional design involves students reading manuals and recording activities and issues, categorizing them according to eight points of project-based learning, and sharing results with nearby teams. Assessment results showed this workshop effectively supported team-based research learning by reducing anxiety, encouraging participation, and being well-received by students.
Instructional Design of a Highly Effective Blended Learning Course with Group...Susumu Yamazaki
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This case study describes a course on software modeling using Unified Modeling Language (UML) at the University of Kitakyushu. The course has two main features: (1) numerous step-by-step exercises that target the intellectual skills needed to read and write UML diagrams, to ensure that learners acquire these skills; and (2) the use of group discussion to evaluate selected software models described by the learners, to ensure that they understand the concepts related to software modeling. The design was based on Suzuki’s Instructional Design Manuals and implemented as a blended learning course using Moodle. The assessment results are as follows. (1) Sixty-nine out of 72 learners passed the intellectual skills test. The learners’ responses supported our instructional strategy for teaching the skills. (2) The learners’ responses supported the effectiveness of the group discussion. In future work, we will seek to improve the effectiveness of our course by (1) improving the efficiency of instruction for the intellectual skills and (2) redesigning the instructional strategy for the group discussion.