Intentional training in storytelling is fundamental in journalism education, and effective storytelling requires empathy and perspective taking. Emerging media technologies, such as virtual reality and 360° video, are noteworthy for their ability to enhance user sense of presence and to build empathy. Using cardboard virtual reality viewers, this qualitative study explored how immersive 360° videos are relevant to journalism students’ core (i.e., emotional) skill acquisition in a classroom on crisis and trauma coverage. In this pilot study on applied instructional design, twenty-three student journal entries were analyzed, supported by the Cognitive and Affective Model of Immersive Learning (CAMIL). Key emerging themes included emotional impact, sense of presence, appeal of immersive experiences, and novelty. Pedagogical recommendations are presented to educators, instructional designers, and other audiences interested in integrating usable, existing, and affordable immersive content in journalism education.
{"title":"Implementing Low-cost Immersive 360° Video Technology to Promote Core Skills in Journalism Courses","authors":"","doi":"10.51869/114/aaahdbrkr","DOIUrl":"https://doi.org/10.51869/114/aaahdbrkr","url":null,"abstract":"Intentional training in storytelling is fundamental in journalism education, and effective storytelling requires empathy and perspective taking. Emerging media technologies, such as virtual reality and 360° video, are noteworthy for their ability to enhance user sense of presence and to build empathy. Using cardboard virtual reality viewers, this qualitative study explored how immersive 360° videos are relevant to journalism students’ core (i.e., emotional) skill acquisition in a classroom on crisis and trauma coverage. In this pilot study on applied instructional design, twenty-three student journal entries were analyzed, supported by the Cognitive and Affective Model of Immersive Learning (CAMIL). Key emerging themes included emotional impact, sense of presence, appeal of immersive experiences, and novelty. Pedagogical recommendations are presented to educators, instructional designers, and other audiences interested in integrating usable, existing, and affordable immersive content in journalism education.","PeriodicalId":348789,"journal":{"name":"Journal of Applied Instructional Design","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125299453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
When an educational experience is positive, engaging, and inspiring, it can transform the lives of learners. The opposite, however, is far worse than simply students suffering boredom and can include liabilities to poor education and training such as lowered confidence, increased apathy, reduced productivity, and more frequent job turnover (Wlodkowski et al., 2001). In a poll, only a quarter of business leaders claimed that their internal learning programs measurably improved business outcomes (Smet et al., 2021). This paper will outline how story-based learning media can activate universal motivators and improve learning retention. By creating stories that leverage universal motivators, designers can produce curricula that transcend simple knowledge transfer—and instead, effect behavior change.
{"title":"The Power of Visual Storytelling to Create Behavior-Change in the Workplace","authors":"","doi":"10.51869/114/awrf","DOIUrl":"https://doi.org/10.51869/114/awrf","url":null,"abstract":"When an educational experience is positive, engaging, and inspiring, it can transform the lives of learners. The opposite, however, is far worse than simply students suffering boredom and can include liabilities to poor education and training such as lowered confidence, increased apathy, reduced productivity, and more frequent job turnover (Wlodkowski et al., 2001). In a poll, only a quarter of business leaders claimed that their internal learning programs measurably improved business outcomes (Smet et al., 2021). This paper will outline how story-based learning media can activate universal motivators and improve learning retention. By creating stories that leverage universal motivators, designers can produce curricula that transcend simple knowledge transfer—and instead, effect behavior change.","PeriodicalId":348789,"journal":{"name":"Journal of Applied Instructional Design","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122452278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper will explore the role of collaboration to explain how a pedagogical reading group supported faculty and staff at an institution in Canada in the development of self-awareness and application of Universal Design for Learning (UDL) principles. Within this social learning framework, a community of individuals, an educational developer, and members of the pedagogical reading group, were able to articulate and disseminate a process where learning together, as an experience of small meaningful moments, led to the possibility of larger wholescale movements as institutional change.
{"title":"Designing Together From Moment to Movement","authors":"A. Gagné, Adriana Grimaldi","doi":"10.51869/101/agag","DOIUrl":"https://doi.org/10.51869/101/agag","url":null,"abstract":"This paper will explore the role of collaboration to explain how a pedagogical reading group supported faculty and staff at an institution in Canada in the development of self-awareness and application of Universal Design for Learning (UDL) principles. Within this social learning framework, a community of individuals, an educational developer, and members of the pedagogical reading group, were able to articulate and disseminate a process where learning together, as an experience of small meaningful moments, led to the possibility of larger wholescale movements as institutional change.","PeriodicalId":348789,"journal":{"name":"Journal of Applied Instructional Design","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124914370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Universal Design for Learning (UDL) is an educational framework that has been employed in K-12 environments and generally improves learning outcomes for a variety of learners; however, its use in Higher Education (HE) to date has been much more limited. Studies of HE geosciences curriculum, including human geography, physical geography, geology, and environmental geoscience, suggest that learning barriers exist for many students, highlighting the need for curricular revision and the implementation of UDL. This paper reviews this literature to argue for increased engagement of UDL principles in geoscience education to create accessible and equitable classrooms. The authors then describe two geoscience courses that employed these principles to highlight the value of implementing UDL in the geosciences to effectively educate students with different learning preferences and needs. We highlight the value of UDL in geosciences, describe barriers that hinder its adoption, and describe best practices and make recommendations for its implementation.
{"title":"Universal Design for Learning in the Geosciences for Access and Equity in Our Classrooms","authors":"A. Higgins, A. Maxwell","doi":"10.51869/101/aham","DOIUrl":"https://doi.org/10.51869/101/aham","url":null,"abstract":"Universal Design for Learning (UDL) is an educational framework that has been employed in K-12 environments and generally improves learning outcomes for a variety of learners; however, its use in Higher Education (HE) to date has been much more limited. Studies of HE geosciences curriculum, including human geography, physical geography, geology, and environmental geoscience, suggest that learning barriers exist for many students, highlighting the need for curricular revision and the implementation of UDL. This paper reviews this literature to argue for increased engagement of UDL principles in geoscience education to create accessible and equitable classrooms. The authors then describe two geoscience courses that employed these principles to highlight the value of implementing UDL in the geosciences to effectively educate students with different learning preferences and needs. We highlight the value of UDL in geosciences, describe barriers that hinder its adoption, and describe best practices and make recommendations for its implementation.","PeriodicalId":348789,"journal":{"name":"Journal of Applied Instructional Design","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121502912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Multimedia presentations have been shown to benefit learners; as a result, multiple theories have been advanced to guide the presentation design process. This opinion paper addresses the most widely used of these theories, Mayer’s Cognitive Theory of Multimedia Learning (CTML), advancing that CTML as well as cognitivism itself may work in opposition to the provision of accessible instruction. A review of literature finds Sweller’s decision to highlight threats to learners’ cognitive capacity for processing audio and visual stimuli to be a problematic choice that, in combination with the medical neuroscience lens used by learning scientists, engenders discrimination against students with disabilities. In response, this paper proposes a novel alternative cognitivism framework which positions cognition as driven by learners’ analysis of verbal and symbolic data, based on a return to Paivio’s depiction of cognition as based on the interpretation of verbal and symbolic signs. This alt cog approach is offered as an explanation for Mayer’s observation of boundary conditions for the redundancy principle, then used to recast multiple CTML theories as a set of principles for the design and development of instruction through accessible multimedia learning.
{"title":"Principles of Accessible Multimedia Learning","authors":"","doi":"10.51869/114/hh122","DOIUrl":"https://doi.org/10.51869/114/hh122","url":null,"abstract":"Multimedia presentations have been shown to benefit learners; as a result, multiple theories have been advanced to guide the presentation design process. This opinion paper addresses the most widely used of these theories, Mayer’s Cognitive Theory of Multimedia Learning (CTML), advancing that CTML as well as cognitivism itself may work in opposition to the provision of accessible instruction. A review of literature finds Sweller’s decision to highlight threats to learners’ cognitive capacity for processing audio and visual stimuli to be a problematic choice that, in combination with the medical neuroscience lens used by learning scientists, engenders discrimination against students with disabilities. In response, this paper proposes a novel alternative cognitivism framework which positions cognition as driven by learners’ analysis of verbal and symbolic data, based on a return to Paivio’s depiction of cognition as based on the interpretation of verbal and symbolic signs. This alt cog approach is offered as an explanation for Mayer’s observation of boundary conditions for the redundancy principle, then used to recast multiple CTML theories as a set of principles for the design and development of instruction through accessible multimedia learning.","PeriodicalId":348789,"journal":{"name":"Journal of Applied Instructional Design","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115536834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This case study explores a type of educational simulation, an alternative reality game we call a playable case study (PCS), and how its use influenced student engagement in an online writing classroom. The goal of the simulation was to help students create professional communication artifacts and experience real-world professional communication situations. This article reports the effectiveness of the playable case study as a tool specifically for online writing instruction (OWI). The context of our research was a PCS called Microcore. Acting as interns for a company, students are asked to investigate a serious problem that occurs and present a solution to ensure similar problems do not occur again. Forty-seven students in two sections of an online professional writing classroom responded to pre- and post-survey questions and prompts that gathered their perceptions about writing, understanding of workplace communication, and levels of engagement. Responses were coded and analyzed for thematic trends. Results suggest that playable case studies like the one reported here may be effective in countering primary OWI difficulties, including disengagement; lack of social presence; faltering self-efficacy; and unclear, unproductive perceptions about writing assignments. Students responded positively to the simulation and appeared to develop more realistic views about workplace communication.
{"title":"Microcore: Using Online Playable Cases to Increase Student Engagement in Online Writing Environments","authors":"","doi":"10.51869/113/bhrmb1","DOIUrl":"https://doi.org/10.51869/113/bhrmb1","url":null,"abstract":"This case study explores a type of educational simulation, an alternative reality game we call a playable case study (PCS), and how its use influenced student engagement in an online writing classroom. The goal of the simulation was to help students create professional communication artifacts and experience real-world professional communication situations. This article reports the effectiveness of the playable case study as a tool specifically for online writing instruction (OWI). The context of our research was a PCS called Microcore. Acting as interns for a company, students are asked to investigate a serious problem that occurs and present a solution to ensure similar problems do not occur again. Forty-seven students in two sections of an online professional writing classroom responded to pre- and post-survey questions and prompts that gathered their perceptions about writing, understanding of workplace communication, and levels of engagement. Responses were coded and analyzed for thematic trends. Results suggest that playable case studies like the one reported here may be effective in countering primary OWI difficulties, including disengagement; lack of social presence; faltering self-efficacy; and unclear, unproductive perceptions about writing assignments. Students responded positively to the simulation and appeared to develop more realistic views about workplace communication.","PeriodicalId":348789,"journal":{"name":"Journal of Applied Instructional Design","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121209461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined whether higher education faculty knowingly and/or unknowingly applied UDL principles prior to and during the COVID-19 rapid online teaching and learning (ROTL) transition. Researchers collected data through a survey that was disseminated nationwide and completed by higher education faculty (n = 38). Findings included a shift in instruction modality where 50 percent of synchronous in person instruction moved to asynchronous online instruction or optional synchronous remote instruction. Additionally, there was an unsurprising, considerable increase in the use of technology to support student engagement with course content. Researchers identified themes in the barriers (e.g., time, resources, training) to applying UDL principles both prior to and during the COVID-19 ROTL transition. Suggestions for overcoming those barriers are also included.
{"title":"Learning from COVID-19: Universal Design for Learning Implementation Prior to and During a Pandemic","authors":"J. Kilpatrick","doi":"10.51869/101jkmbse","DOIUrl":"https://doi.org/10.51869/101jkmbse","url":null,"abstract":"This study examined whether higher education faculty knowingly and/or unknowingly applied UDL principles prior to and during the COVID-19 rapid online teaching and learning (ROTL) transition. Researchers collected data through a survey that was disseminated nationwide and completed by higher education faculty (n = 38). Findings included a shift in instruction modality where 50 percent of synchronous in person instruction moved to asynchronous online instruction or optional synchronous remote instruction. Additionally, there was an unsurprising, considerable increase in the use of technology to support student engagement with course content. Researchers identified themes in the barriers (e.g., time, resources, training) to applying UDL principles both prior to and during the COVID-19 ROTL transition. Suggestions for overcoming those barriers are also included.","PeriodicalId":348789,"journal":{"name":"Journal of Applied Instructional Design","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123015516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Universal Design for Learning (UDL) is a framework that can guide the development of inclusive learning environments. The UDL guidelines, used as part of an instructional design process, provide a structure to proactively design flexible pathways and provide options that can support all learners. This article describes how educators can use a step-by-step process to design lessons that incorporate UDL guidelines. When designing instruction for online delivery, it is necessary to consider additional factors to ensure that all learners can access instruction and engage in meaningful learning experiences. The article describes how UDL can be used as a framework for inclusive instructional design online and provides
{"title":"Inclusive Instructional Design: Applying UDL to Online Learning","authors":"Kavita Rao","doi":"10.51869/101/kr","DOIUrl":"https://doi.org/10.51869/101/kr","url":null,"abstract":"Universal Design for Learning (UDL) is a framework that can guide the development of inclusive learning environments. The UDL guidelines, used as part of an instructional design process, provide a structure to proactively design flexible pathways and provide options that can support all learners. This article describes how educators can use a step-by-step process to design lessons that incorporate UDL guidelines. When designing instruction for online delivery, it is necessary to consider additional factors to ensure that all learners can access instruction and engage in meaningful learning experiences. The article describes how UDL can be used as a framework for inclusive instructional design online and provides","PeriodicalId":348789,"journal":{"name":"Journal of Applied Instructional Design","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126050050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ahmed Lachheb, Victoria Abramenka-Lachheb, Lesa L. Huber
In this article, we share the opportunities and the challenges in adhering to the Universal Design for Learning (UDL) framework to design higher education online courses. We highlight specific instructional design examples to discuss the opportunities and challenges that we have encountered. We conclude by reflecting on UDL as a design tool and ponder the following question: Do design tools guide or serve us? By reflecting on our combined 40 years of design practice experience, we believe we offer valuable design knowledge of the UDL framework to scholars of design, educators, and practitioners.
{"title":"Challenges and Opportunities in Adhering to UDL Principles to Design Online Courses","authors":"Ahmed Lachheb, Victoria Abramenka-Lachheb, Lesa L. Huber","doi":"10.51869/101alvallh","DOIUrl":"https://doi.org/10.51869/101alvallh","url":null,"abstract":"In this article, we share the opportunities and the challenges in adhering to the Universal Design for Learning (UDL) framework to design higher education online courses. We highlight specific instructional design examples to discuss the opportunities and challenges that we have encountered. We conclude by reflecting on UDL as a design tool and ponder the following question: Do design tools guide or serve us? By reflecting on our combined 40 years of design practice experience, we believe we offer valuable design knowledge of the UDL framework to scholars of design, educators, and practitioners.","PeriodicalId":348789,"journal":{"name":"Journal of Applied Instructional Design","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115093855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：