Pub Date : 2020-06-01DOI: 10.1007/s41686-020-00046-2
Meng-Fen Grace Lin, Ariana Eichelberger
Academic governance is an important part of higher education (Kezar et al. 2006 ), and commonly takes place in meetings. Unfortunately, meeting inefficiency is widespread (Mroz et al. 2018 ). An academic department redesigned a day-long meeting to incorporate design thinking techniques. This qualitative study reported faculty reaction to the redesign. Recommendations are made for the design of future meetings with regard to faculty buy-in, diversity, relationships, professional development, and ongoing sustainability.
学术治理是高等教育的重要组成部分(Kezar et al. 2006)，通常在会议上进行。不幸的是，会议效率低下是普遍存在的(Mroz et al. 2018)。一个学术部门重新设计了一个为期一天的会议，以融入设计思维技巧。这项定性研究报告了教师对重新设计的反应。在教师参与、多样性、关系、专业发展和持续可持续性方面，对未来会议的设计提出了建议。
{"title":"Design Thinking as a Catalyst for Change: Faculty Reaction to a Redesigned Meeting","authors":"Meng-Fen Grace Lin, Ariana Eichelberger","doi":"10.1007/s41686-020-00046-2","DOIUrl":"https://doi.org/10.1007/s41686-020-00046-2","url":null,"abstract":"Academic governance is an important part of higher education (Kezar et al. 2006 ), and commonly takes place in meetings. Unfortunately, meeting inefficiency is widespread (Mroz et al. 2018 ). An academic department redesigned a day-long meeting to incorporate design thinking techniques. This qualitative study reported faculty reaction to the redesign. Recommendations are made for the design of future meetings with regard to faculty buy-in, diversity, relationships, professional development, and ongoing sustainability.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"12 1","pages":"34-42"},"PeriodicalIF":1.5,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138537570","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}
Pub Date : 2020-06-01DOI: 10.1007/s41686-020-00048-0
Robert F. Kenny, Glenda Gunter
{"title":"Introduction from the Editors","authors":"Robert F. Kenny, Glenda Gunter","doi":"10.1007/s41686-020-00048-0","DOIUrl":"https://doi.org/10.1007/s41686-020-00048-0","url":null,"abstract":"","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"4 1","pages":"1 - 1"},"PeriodicalIF":1.5,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41686-020-00048-0","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53233844","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}
Pub Date : 2020-06-01DOI: 10.1007/s41686-020-00047-1
B. Hokanson, Robert M. Kenny
{"title":"Creativity and Critique as Formative Processes in Design Thinking","authors":"B. Hokanson, Robert M. Kenny","doi":"10.1007/s41686-020-00047-1","DOIUrl":"https://doi.org/10.1007/s41686-020-00047-1","url":null,"abstract":"","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"4 1","pages":"2 - 4"},"PeriodicalIF":1.5,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41686-020-00047-1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53233730","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}
Pub Date : 2020-05-09DOI: 10.1007/s41686-020-00045-3
D. Henriksen, Michelle E. Jordan, T. Foulger, S. Zuiker, Punya Mishra
{"title":"Essential Tensions in Facilitating Design Thinking: Collective Reflections","authors":"D. Henriksen, Michelle E. Jordan, T. Foulger, S. Zuiker, Punya Mishra","doi":"10.1007/s41686-020-00045-3","DOIUrl":"https://doi.org/10.1007/s41686-020-00045-3","url":null,"abstract":"","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"4 1","pages":"5 - 16"},"PeriodicalIF":1.5,"publicationDate":"2020-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41686-020-00045-3","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53233605","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}
Pub Date : 2020-04-15DOI: 10.1007/s41686-020-00044-4
P. Muljana, Tian Luo, Sherri Watson, W. D. Euefueno, Kayla Nicole Wright Jutzi
{"title":"Promoting Instructional Designers’ Participation in Free, Asynchronous Professional Development: A Formative Evaluation","authors":"P. Muljana, Tian Luo, Sherri Watson, W. D. Euefueno, Kayla Nicole Wright Jutzi","doi":"10.1007/s41686-020-00044-4","DOIUrl":"https://doi.org/10.1007/s41686-020-00044-4","url":null,"abstract":"","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"4 1","pages":"74 - 87"},"PeriodicalIF":1.5,"publicationDate":"2020-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41686-020-00044-4","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45710140","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}
Pub Date : 2020-02-03DOI: 10.1007/s41686-020-00043-5
Mapopa William Sanga
{"title":"Redesigning for Twenty-First Century Learning: Analyzing the Process of Transforming Student Learning Using the Three Pillars Method","authors":"Mapopa William Sanga","doi":"10.1007/s41686-020-00043-5","DOIUrl":"https://doi.org/10.1007/s41686-020-00043-5","url":null,"abstract":"","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"4 1","pages":"65 - 73"},"PeriodicalIF":1.5,"publicationDate":"2020-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41686-020-00043-5","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46363474","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}
Pub Date : 2020-01-29DOI: 10.1007/s41686-020-00042-6
M. Elizabeth Azukas, William Gaudelli
This study employed designed-based research to explore formative design as both a methodology for PD and as the focus of the PD content. Five 7-h PD sessions were offered to 220 teachers across five schools in India. Results indicated that formative design was useful for planning, implementing, and iterating PD that was meaningful for participants and that teachers were open to aspects of the design process, but struggled with making changes to their pedagogy.
{"title":"Formative Design as a Framework for Implementing Teacher Professional Development on Design Thinking","authors":"M. Elizabeth Azukas, William Gaudelli","doi":"10.1007/s41686-020-00042-6","DOIUrl":"https://doi.org/10.1007/s41686-020-00042-6","url":null,"abstract":"This study employed designed-based research to explore formative design as both a methodology for PD and as the focus of the PD content. Five 7-h PD sessions were offered to 220 teachers across five schools in India. Results indicated that formative design was useful for planning, implementing, and iterating PD that was meaningful for participants and that teachers were open to aspects of the design process, but struggled with making changes to their pedagogy.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"3 1","pages":"22-33"},"PeriodicalIF":1.5,"publicationDate":"2020-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541917","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}
Pub Date : 2020-01-21DOI: 10.1007/s41686-020-00041-7
Penni Eggers, Angela Ward, S. Ensmann
Emergency management of critically ill patients and a high expectation of mastery of technical medical skills are an essential aspect in a paramedics’ scope of practice. An entry level paramedic with limited exposure to high-risk critical patients is expected to perform interventions and utilize critical thinking skills at a mastery level when entering the workforce as reported by Zautchke et al. (The Journal of Emergency Medicine, 505–512, 1987 ). Paramedic programs in the USA continue to deliver the bulk of the course curriculum in a traditional classroom lecture format using 2-dimensional methods such as PowerPoint and lecture. Traditional, lecture-driven teaching methods rarely provide opportunities for paramedic students to directly witness the impact of their decisions and develop automaticity of their skills to reduce reaction times and prevent cognitive overload. Automacity is defined as making more automatic decisions and practices in the face of random incidences that occur in authentic conditions and is the result of repeated learning and practice. This definition is a classic example of a problematic circumstance which can utilize design thinking to resolve it. If the definition of design thinking is to use methods and processes for investigating ill-defined problems and finding solutions, then it is important for instructional designers to be innovative to assist them in recognizing these contexts, being creative in the generating appropriate solutions, and rationalizing/analyzing potential “best fit’ solutions. For years, EMT’s and paramedics have utilized mannequins (often called “Resuscitation Annies”) to teach recovery skills. Over the years, these mannequins have been augmented with technology to assist with skill development and to make them more interactive. Yet, as effective as they have been for the state of the art they represented, they have not been multifaceted enough for trainers to create an appropriate level of randomness that represent the ever complex situations paramedics and EMTs are becoming involved with. On top of that, the granularity and authenticity of the visual aspects caused these mannequins to suffer from a lack of a third dimensional realism, especially as it related, for example, to bodily fluids breakage and other sources of complications, for example.
危重病人的急救管理和对技术医疗技能掌握的高度期望是护理人员实践范围的一个重要方面。据Zautchke等人报道，在进入工作岗位时，对高危危重患者接触有限的初级护理人员应进行干预并掌握批判性思维技能(the Journal of Emergency Medicine, 505-512, 1987)。美国的护理人员项目继续以传统的课堂讲座形式提供大部分课程，使用二维方法，如ppt和讲座。传统的，讲座驱动的教学方法很少为护理学生提供机会，直接见证他们的决定的影响，并发展他们的技能的自动化，以减少反应时间和防止认知超载。自动性被定义为面对真实条件下发生的随机事件时，做出更自动的决策和实践，是反复学习和实践的结果。这个定义是一个典型的问题环境的例子，可以利用设计思维来解决它。如果设计思维的定义是使用方法和过程来调查不明确的问题并找到解决方案，那么对于教学设计师来说，创新是很重要的，以帮助他们认识这些环境，创造性地产生适当的解决方案，并合理化/分析潜在的“最佳”解决方案。多年来，EMT和护理人员一直使用人体模型(通常被称为“复苏安妮”)来教授恢复技能。多年来，这些人体模型已经被技术增强，以帮助技能发展，并使它们更具互动性。然而，尽管它们所代表的技术水平非常有效，但对于培训师来说，它们还不够多面，无法创造出适当水平的随机性，以代表护理人员和急救人员正在参与的复杂情况。最重要的是，视觉方面的粒度和真实性导致这些人体模型缺乏第三维度的真实感，特别是当它与体液破裂和其他并发症来源相关时。
{"title":"Augmented Reality in Paramedic Training: a Formative Study","authors":"Penni Eggers, Angela Ward, S. Ensmann","doi":"10.1007/s41686-020-00041-7","DOIUrl":"https://doi.org/10.1007/s41686-020-00041-7","url":null,"abstract":"Emergency management of critically ill patients and a high expectation of mastery of technical medical skills are an essential aspect in a paramedics’ scope of practice. An entry level paramedic with limited exposure to high-risk critical patients is expected to perform interventions and utilize critical thinking skills at a mastery level when entering the workforce as reported by Zautchke et al. (The Journal of Emergency Medicine, 505–512, 1987 ). Paramedic programs in the USA continue to deliver the bulk of the course curriculum in a traditional classroom lecture format using 2-dimensional methods such as PowerPoint and lecture. Traditional, lecture-driven teaching methods rarely provide opportunities for paramedic students to directly witness the impact of their decisions and develop automaticity of their skills to reduce reaction times and prevent cognitive overload. Automacity is defined as making more automatic decisions and practices in the face of random incidences that occur in authentic conditions and is the result of repeated learning and practice. This definition is a classic example of a problematic circumstance which can utilize design thinking to resolve it. If the definition of design thinking is to use methods and processes for investigating ill-defined problems and finding solutions, then it is important for instructional designers to be innovative to assist them in recognizing these contexts, being creative in the generating appropriate solutions, and rationalizing/analyzing potential “best fit’ solutions. For years, EMT’s and paramedics have utilized mannequins (often called “Resuscitation Annies”) to teach recovery skills. Over the years, these mannequins have been augmented with technology to assist with skill development and to make them more interactive. Yet, as effective as they have been for the state of the art they represented, they have not been multifaceted enough for trainers to create an appropriate level of randomness that represent the ever complex situations paramedics and EMTs are becoming involved with. On top of that, the granularity and authenticity of the visual aspects caused these mannequins to suffer from a lack of a third dimensional realism, especially as it related, for example, to bodily fluids breakage and other sources of complications, for example.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"47 1","pages":"17-21"},"PeriodicalIF":1.5,"publicationDate":"2020-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138537580","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}
Pub Date : 2020-01-06DOI: 10.1007/s41686-019-00039-w
M. Stork
{"title":"Supporting Twenty-First Century Competencies Using Robots and Digital Storytelling","authors":"M. Stork","doi":"10.1007/s41686-019-00039-w","DOIUrl":"https://doi.org/10.1007/s41686-019-00039-w","url":null,"abstract":"","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"4 1","pages":"43 - 50"},"PeriodicalIF":1.5,"publicationDate":"2020-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41686-019-00039-w","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53233518","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}
Pub Date : 2019-12-01Epub Date: 2019-12-13DOI: 10.1007/s41686-019-00037-y
Max Sommer, Albert D Ritzhaupt, Keith E Muller, Deborah H Glueck
The purpose of this design and development case is to share our experiences in the transformation of a face-to-face workshop into a Massive Open Online Course (MOOC) for a prominent MOOC platform. The goal of the workshop and MOOC is to teach learners how to conduct appropriate power and sample size analysis for multilevel and longitudinal studies in social and behavioral health research. Learners include people from across the biomedical research spectrum, from students to full professors. We first describe the design and development frameworks and processes used to create the three-day, face-to-face workshop. Then, we detail the design and development approach to transform this face-to-face workshop into a MOOC. At a macro-design level, we employed backward design (Wiggins & McTighe, 1998) as an instructional design framework. At a micro-design level, we used a combination of the first principles of instruction, the cognitive theory of multimedia learning, the nine events of instruction, and design recommendations for MOOCs found in the literature. We report the results of a formative evaluation of the MOOC. Finally, we provide closing remarks, lessons learned, and the next steps for the instructional program.
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