Abstract:

Technological mediation is, and will be, one of the greatest topics in modern learning. The technology-education integration is one of its most important bifurcations. The success for technology to be integrated into educational scenarios has always been on the educational field side, and has as necessary conditions planning and instructional design.

But today´s contemporary instructional design implementation faces ever more complex technologies that have to be adapted or modified into increasingly disruptive learning models, making it increasingly difficult to integrate technology into the classroom, which in turn requires the mandatory application of models and theories that structure and guide ideas, needs, uses and even designer intuitions, which presents the educational technologist fundamental issue, the dichotomy of the teacher-technologist binomial or one is a very good teacher or one is a very good technologist.

The objective of this work is to propose an instructional and technological design macro-structure for technologically mediated learning milieus that merge ABET (Accreditation Board for Engineering and Technology) Criterion 3 as the instructional axiom of design principles with the Cognitive Theory of Multimedia Learning to integrate the mediated online laboratory technological feature, either remote or in-situ, with the educational one.

Methodology:
First, the criterion 3 section of the ABET Self-Study Questionnaire 2018-2019, available freely online is analyzed and applied for instructional design, which contains in 4 statements (A-D), the accreditation criteria and the accreditation policy criteria from the procedures manual and the 11 students outcomes (a-k) that according to ABET, every STEM university program must fulfill.
Outcomes: instructional design for online lab-classroom integration guidelines, its interaction rules, didactic sequences and teaching and learning methods selection.
Second, the Cognitive Theory of Multimedia Learning is applied for technological design, based on three learning principles for the cognitive knowledge construction and a set of 42 e-Learning guidelines on ten domains: Multimedia; Contents Cognitive; Collaboration; Style; Navigation; Practice; Interaction; Exercise and Games and Simulations. Outcomes: technological design for online lab-classroom integration guidelines, its web and mobile apps interfaces and electronic control circuits configuration and mechanical interaction.
Finally, the instructional/technological online lab-classroom integration will empirical validated. The mobile app interface for a Galilean inclined plane was first test in simulation mode for solving a classical problem within an experiment with a control group with just the app technology and, the experimental group with the same app and a instructional designed training process on its use as a personal leaning milieu.

Conclusions:
The 11 outcomes of ABET are addressed but not limited to the university level nor STEM areas. The accreditation is not intended, but to have a theoretical reference frame for high-end instructional design and scope within an international accreditation framework. The ten domains perfectly cover the technological scope of the online lab design of its web and/or mobile interfaces. It is a completely free and open technology-education integration process. The preliminary validation process shows that instructional design process is central in the online lab-classroom integration.

Keywords:

STEM, ABET, technological mediation, technology-education open integration, online lab, instructional design, PLE/PLM, simulation, mobile app.