KWAME NKRUMAH UNIVERSITY OF SCIENCE AND TECHNOLOGY
DEPARTMENT OF TEACHER EDUCATION
(MASTER OF PHILOSOPHY OF MATHEMATICS EDUCATION)
LECTURER: DR. ANTWI
COURSE CODE: DTED 558
COURSE: Instructional Design and Teaching Techniques in Education
STUDENT: MOHAMMED AMINU
STUDENT ID: 20985876
Index No: PG7094323
TERM PAPER
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Augmented Reality (AR) is a technology that integrates digital information, such as images,
3D models, or text, into the user's view of the real world (Azuma, 1997). This blended
experience can potentially enhance the teaching and learning process, making it a valuable
tool in instructional design.
In the field of instructional design, AR can be leveraged to create engaging and immersive
learning experiences (Dunleavy & Dede, 2014). For example, students can use AR to
visualize complex scientific concepts, such as the structure of the human body or the
behavior of subatomic particles, by superimposing 3D models onto the physical environment
(Cheng & Tsai, 2013). This can help learners better understand the subject matter and make
abstract concepts more tangible.
Furthermore, AR can be used to provide step-by-step instructions or interactive tutorials,
guiding students through various tasks or procedures (Krevelen & Poelman, 2010). This is
useful in vocational training, where learners can practice hands-on skills in a safe and
controlled environment, without the need for physical resources or equipment.
By integrating AR into instructional design, educators can create learning experiences that
are more personalized, contextual, and engaging for students (Billinghurst et al., 2015). This
can lead to improved knowledge retention, increased motivation, and better learning
outcomes.
However, the successful integration of AR into instructional design requires careful planning
and consideration of various factors, such as the learning objectives, the target audience, and
the available resources (Lindenthal, 2016). Instructional designers must also address technical
challenges, such as the compatibility of AR technologies with existing hardware and
software, and ensure that AR-based learning experiences are accessible and inclusive for all
learners.
The integration of augmented reality into instructional design can create powerful and
immersive learning experiences that enhance student engagement and understanding. As the
technology continues to evolve, we can expect to see more innovative and transformative
applications of AR in the field of education.
Below are some annotated bibliographies about augmented reality.
1. Dunleavy, M., & Dede, C. (2014). Augmented reality teaching and learning. In Handbook
of research on educational communications and technology (pp. 735-745). Springer, New
York, NY.
This chapter provides an overview of integrating augmented reality (AR) in educational
settings. The authors explore the distinct advantages of AR, particularly its capacity to
enhance students' comprehension of abstract concepts through visual representation.
Additionally, they examine the design considerations for AR-based learning experiences,
emphasizing the necessity of aligning instructional objectives with the technology's
capabilities. The chapter also offers practical guidance for instructional designers, including
the incorporation of scaffolding, the provision of clear instructions, and the encouragement of
active exploration and discovery.
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2. Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented
reality for education: A systematic review of the literature. Educational Research Review, 20,
1-11.
This systematic review examines the benefits and challenges of using augmented
reality in educational settings. The authors synthesize the existing research, highlighting
AR's potential to enhance student engagement, motivation, and learning outcomes. They
also identify key challenges, such as the need for appropriate teacher training, technical
issues, and the potential for cognitive overload. The review provides instructional
designers with a comprehensive understanding of the current state of AR in education
and the important considerations for designing effective AR-based learning experiences.
3. Phon, D. N. E., Ali, M. B., & Halim, N. D. A. (2014). Collaborative augmented reality in
education: A review. In 2014 International Conference on Teaching and Learning in
Computing and Engineering (pp. 78-83). IEEE.
This article delves into the application of collaborative augmented reality (AR) in
educational settings. The authors survey existing literature on the advantages of collaborative
AR, which include improved communication, heightened student involvement, and enhanced
problem-solving abilities. Additionally, they address the instructional design considerations
necessary for the successful implementation of collaborative AR, emphasizing the
importance of clear task structures, appropriate scaffolding, and effective group management
strategies. This review provides valuable insights for instructional designers seeking to
harness the collaborative potential of AR to create immersive and impactful learning
experiences.
4. Radu, I. (2014). Augmented reality in education: A meta-review and cross-media analysis.
Personal and Ubiquitous Computing, 18(6), 1533-1543.
This meta-review examines the existing research on the educational applications of
augmented reality. The author synthesizes the findings from multiple studies, identifying
the key benefits of AR, such as improved spatial understanding, increased motivation and
engagement, and enhanced collaborative learning. The article also discusses the
instructional design considerations for AR, including the importance of aligning AR
experiences with learning objectives, providing clear instructions, and managing cognitive
load. The meta-review offers valuable insights for instructional designers on the effective
integration of AR into their learning interventions.
5. Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk. (2014). Augmented reality trends
in education: A systematic review of research and applications. Journal of Educational
Technology & Society, 17(4), 133-149.
This systematic review examines the trends and applications of augmented reality in the
field of education. The authors analyze existing literature to identify the most common use
cases of AR, such as visualizing complex concepts, facilitating hands-on learning, and
promoting collaborative problem-solving. The review also discusses the instructional design
challenges associated with AR, including the need for teacher training, the integration of AR
with existing curricula, and the management of technical issues. The findings aim to provide
instructional designers with a comprehensive understanding of the current state of AR in
education and the key considerations for designing effective AR-based learning experiences.
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REFERENCES.
Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented
reality for education: A systematic review of the literature. Educational Research Review, 20,
1-11.
Azuma, R. T. (1997). A survey of augmented reality. Presence: Teleoperators & Virtual
Environments, 6(4), 355-385.
Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk. (2014). Augmented reality trends in
education: A systematic review of research and applications. Journal of Educational
Technology & Society, 17(4), 133-149.
Billinghurst, M., Clark, A., & Lee, G. (2015). A survey of augmented reality. Foundations
and Trends® in Human–Computer Interaction, 8(2-3), 73-272.
Cheng, K. H., & Tsai, C. C. (2013). Affordances of augmented reality in science learning:
Suggestions for future research. Journal of science education and technology, 22(4), 449-462.
Dunleavy, M., & Dede, C. (2014). Augmented reality teaching and learning. In Handbook of
research on educational communications and technology (pp. 735-745). Springer, New York,
NY.
Krevelen, D. W. F. V., & Poelman, R. (2010). A survey of augmented reality technologies,
applications and limitations. International journal of virtual reality, 9(2), 1.
Lindenthal, M. (2016). Augmented reality: A new way to market. International Journal of
Market Research, 58(6), 781-784.
Radu, I. (2014). Augmented reality in education: A meta-review and cross-media analysis.
Personal and Ubiquitous Computing, 18(6), 1533-1543.
Phon, D. N. E., Ali, M. B., & Halim, N. D. A. (2014). Collaborative augmented reality in
education: A review. In 2014 International Conference on Teaching and Learning in
Computing and Engineering (pp. 78-83). IEEE.
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Universal Design for Learning (UDL) is an educational framework that guides the design of
learning environments, instructional materials, and assessments to be accessible and effective
for all students. Universal Design for Learning (UDL) framework is increasingly drawing the
attention of researchers and educators as an effective solution for filling the gap between
learner ability and individual differences. ( Al-Azawei et al 2016) The core principle of UDL
is to provide multiple means of representation, engagement, and expression to accommodate
the diverse needs and learning styles of students (CAST, 2018). By proactively designing
inclusive learning experiences, teachers can ensure that all students have equal opportunities
to learn and succeed, rather than relying on retrofitted accommodations for individual
students.
As a teacher, I would apply the UDL approach in my classroom in the following ways:
Multiple Means of Representation
One of the key tenets of UDL is providing students with multiple ways to access and
comprehend information. This begins with the way I present core content and concepts.
Rather than relying solely on traditional lecture-style instruction, I would incorporate a
variety of representation formats, such as:
- Visual aids (e.g. PowerPoint slides, videos, diagrams, charts, graphic organizers)
- Auditory modes (e.g. audio recordings, podcasts, speech-to-text)
- Tactile/kinesthetic materials (e.g. manipulatives, physical models)
- Text in multiple formats (e.g. written handouts, digital text with adjustable font/spacing)
This multimedia approach allows students to choose the representation that best suits their
individual learning preferences and needs. For example, a student with a visual processing
strength may learn better from diagrams, while an auditory learner may benefit more from
listening to explanations (Rao & Tanners, 2011).
Additionally, I would present information in multiple ways, such as providing written
instructions alongside verbal explanations. This redundancy reinforces the key concepts and
ensures that students have multiple access points. I would also incorporate opportunities for
students to revisit and review material, such as posting recorded lectures or providing guided
note-taking templates.
Multiple Means of Engagement
When implementing Universal Design for Learning (UDL), it is essential to create an
engaging and motivating learning environment. Recognizing that students have diverse
interests, backgrounds, and motivations, I would focus on designing lessons and activities
that offer choice and customization. This may involve providing a menu of project topics or
formats for students to choose from, integrating student-directed inquiry and problem-solving
activities, allowing flexibility in how students demonstrate their understanding, and
connecting content to real-world contexts and students' personal experiences.
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By providing such options and opportunities, I can promote student agency, engagement, and
active learning (Tomlinson & Imbeau, 2010). Moreover, I would aim to minimize
unnecessary barriers and distractions that can hinder learning by reducing extraneous
cognitive load and providing clear, step-by-step instructions.
In addition, I recognize the importance of addressing students' diverse emotional and
behavioral needs. UDL underscores the need to establish a safe, supportive, and inclusive
classroom climate wherein all students feel valued and comfortable taking risks in their
learning. Achieving this may involve setting clear behavioral expectations, offering
alternatives to timed tests or high-stakes assessments, incorporating opportunities for self-
regulation and mindfulness breaks, and nurturing a classroom culture of empathy,
collaboration, and belonging.
Multiple Means of Expression
UDL encourages offering students various avenues to demonstrate their knowledge and
skills, rather than relying solely on traditional assessments such as written exams or timed
performances. Instead, I would provide a range of assessment options, including:
- Oral presentations or interviews
- Visual demonstrations (e.g., posters, infographics, digital stories)
- Performance-based tasks (e.g., science experiments, art projects, coding)
- Portfolio-based assessments that illustrate student growth over time
By allowing students to choose how they express their understanding, I can better gauge their
true knowledge and abilities, rather than simply evaluating their test-taking skills or
adherence to a single format (McTighe & Silver, 2020).
Furthermore, I would incorporate formative assessments throughout the learning process,
such as exit tickets, self-reflections, or peer feedback. These low-stakes checkpoints enable
me to continuously monitor student progress and adjust my instruction as needed, while
empowering students to take an active role in their learning.
To conclude, implementing the UDL framework in my classroom would entail purposefully
designing lessons, materials, and assessments that offer multiple means of representation,
engagement, and expression. By acknowledging and accommodating the diverse needs of my
students, I can establish an inclusive learning environment where all students have equitable
opportunities to thrive.
References:
Al-Azawei, A., Serenelli, F., & Lundqvist, K. (2016). Universal Design for Learning (UDL):
A content analysis of peer reviewed journals from 2012 to 2015. Journal of the Scholarship
of Teaching and Learning, 16(3), 39-56.
CAST. (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from
http://udlguidelines.cast.org
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McTighe, J., & Silver, H. F. (2020). Teaching for deeper learning: Tools to engage students
in meaning making. ASCD.
Rao, K., & Tanners, A. (2011). Curb cuts in cyberspace: Universal instructional design for
online courses. Journal of Postsecondary Education and Disability, 24(3), 211-229.
Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated
classroom. ASCD.
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