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The need to support bioinformatics training has been widely recognized by scientists, industry, and government institutions. However, the discussion of instructional methods for teaching bioinformatics is only beginning. Here we report on a systematic attempt to design two bioinformatics workshops for graduate biology students on the basis of Gagne's Conditions of Learning instructional design theory. This theory, although first published in the early 1970s, is still fundamental in instructional design and instructional technology. First, top-level as well as prerequisite learning objectives for a microarray analysis workshop and a primer design workshop were defined. Then a hierarchy of objectives for each workshop was created. Hands-on tutorials were designed to meet these objectives. Finally, events of learning proposed by Gagne's theory were incorporated into the hands-on tutorials. The resultant manuals were tested on a small number of trainees, revised, and applied in 1-day bioinformatics workshops. Based on this experience and on observations made during the workshops, we conclude that Gagne's Conditions of Learning instructional design theory provides a useful framework for developing bioinformatics training, but may not be optimal as a method for teaching it.

This paper describes the empirical validation of a knowledge acquisition methodology using conceptual graph analysis. Conceptual graphs are a representational medium used to integrate and organize knowledge obtained from documents, verbal protocols, question probes, and observation of task performance. The method was validated by presenting two groups of subjects with text and graphics on a topic in engineering dynamics. One set of materials was written by a recognized subject matter expert. The other set was developed by subjecting the expert generated text to conceptual graph analysis. The text was first translated into a conceptual graph structure, then the graph was revised via question probes and observation/induction methods. The final graph was returned to a standard text format. Students receiving the knowledge-engineered text solved significantly more problems than students receiving the original text. Conceptual graph analysis is a generalized method that can be used for a broad range of training domains, providing a highly structured means for making explicit the knowledge base to be incorporated into instructional design.

The purpose of this study is to share information about the necessity of multicultural education in Indonesia through online teaching held at National Dong Hwa University, Taiwan, and Indonesia University of Education, Indonesia. As multicultural education will help studentscreate equal educational opportunities from diverse racial, ethnic, social-class, and cultural groups, one of its important goals is to help all students acquire the knowledge, attitudes, and skills needed to function effectively in a pluralistic democratic society and to interact, negotiate, and communicate with people from diverse groups in order to create a civic and moral community that works for the common good. This study has implemented "Dick, Carey Carey model" through online teaching approach. This research involved one male and fourteen female of fourth semester undergraduate students majoring in Early Childhood Teacher Education at Indonesia University of Education. The results may not be generalized to other teaching institutions due to the limited number of the participants. This research was conducted in the Department of Curriculum Design and Human Potentials, National Dong Hwa University, Taiwan and in the Department of Early Childhood Teacher Education, Faculty of Education, Indonesia University of Education. The distance between Taiwan and Indonesia, limitation of the media, tools and internet connection did not affect the learning process as long as the teacher prepared the needed materials. Online teaching could achieve good improvement, similar to traditional teaching using "face-to-face" situation. By using Dick, Carey Carey's instructional system design, students were able to enhance their understanding about this theme of learning. This condition showed the increase of students' performance mean scores from 5.142 to 8.928 with four students able to get posttest scores 100% correct, seven students 90% correct, two students 80% correct, and only one student 60% correct. According to the percentage of the average score of posttest, the teaching activity by using this approach has succeeded to improve the students' understanding about multicultural education. In addition, the percentage of each item has increased as well. The comparison between pre- and post-test has shown that the lowest score on pretest was 2.0 and the highest one was 7.0. The result has dramatically increased on the posttest scores with the lowest score 6.0 and the highest score 10. The rising scores ranged between 2-6 scores with an average of 3.785 point. Consequently, the online teaching by adopting Dick, Carey Carey's ISD model has improved student's learning performance.

Teaching an introductory undergraduate organization theory and design (OT) course can be both challenging and frustrating, due in large part to students' lack of organizational experience as well as to the inherent complexity of the topics. This article describes a pedagogy that draws on dialectical inquiry (thesis-antithesis-synthesis) and involves students actively in classroom learning. Concepts are introduced through dichotomies as typically introduced in OT texts, and discussion elaborates the gray areas between contradictory anchors and relationships among concepts. Finally, addressing case analysis through dialectical debate provides students with an opportunity to better comprehend the often ambiguous and paradoxical nature of managing in contemporary organizations.

The present study used a case study approach to gather information about learning object usage from multiple instructional design contexts. The study examined three case contexts: A non-profit organization, a corporate organization, and a military organization. The research obtained information from two sources within each context -- interviews conducted with current instructional design practitioners and documentation used within the process of developing learning objects -- to find out if, when, and how, instructional design processes are modified to accommodate learning objects as defined in publications reviewed in this study. The interview of the practitioners identified issues of instructional design process structure, context, and methods that were used in the context of their professional practice, as well as solicited their opinions on learning object uses for their particular context. A document analysis approach was then used to identify issues and themes within learning object development. Document analysis was also used to further explain and clarify the findings of the interview of the research participants. ; Ph. D.

Key Takeways: * Faculty and instructional designers working together can create more effective online courses that leverage technology efficiently to reach the target audience. * The instructional support team was part of the initial conversations planning the webinar series at the UNC School of Government, which led to the formulation of a webinar theme that reflected the content as opposed to imposing a design theme afterwards. * Advanced planning and coordination among faculty and staff, and the thematic marketing plan provided at the outset, enabled the production of a uniform package of information in a high-quality format.

Emerging distributed socio-technical infrastructures, as embodied by digital libraries, are transforming (and even disrupting) traditional work practices. As a result, research about the design, development, implementation, and impact of digital libraries are of interest across a wide variety of fields. In this regard, education is no exception. Indeed, it could be argued that the study of educational digital libraries is at a particularly critical juncture, as they hold tremendous potential for democratizing access to learning. The Organization for Economic Co-operation and Development (OECD) estimated that in 2007, over 150 million people would pursue higher education. As the Internet becomes accessible to more people through mobile devices that exploit a range of connectivity technologies, digital libraries have the potential to help reduce significant barriers to education by offering broad access to abundant, high-quality (and often free) online resources for learning and teaching.